Abstract

Finance is an important subject in many undergraduate programmes. In the UK, the technical competencies in this area are covered by the QAA benchmark in finance (2007). However, the benchmark does not rigidly circumscribe the curriculum and expected competencies. As a result, universities are free to teach the subject from a variety of perspectives. In this paper, the subject-specific knowledge and skills emphasised in core finance subjects in accounting undergraduate programmes in the UK are explored. Learning outcomes from module handbooks/unit specifications from 10 UK universities are used to analyse the taught topic areas and the cognitive skills that are developed and tested. The results indicate that the topic areas of funding/sources of finance feature highly in the finance curriculum. However, while cognitive skills should stress the demands of the rapidly changing business environment, this was undetected, and a number of topics and related cognitive skills were found to be under-developed in the programmes reviewed. The study examines an under-researched area and offers some insights into what is considered important in the finance curriculum in the UK. © 2013 Copyright Taylor and Francis Group, LLC.