Published 2024/25 Module Descriptor

University of the West of Scotland

Module Descriptor

Session: 2024-25

Title of Module: Python for Accounting Students

Code: SCQF Level: 10 Credit Points: 20 ECTS:

(Scottish Credit (European Credit
and Transfer
Qualifications Scheme)
Framework)

School: School of Business and Creative Industries

Module Co-ordinator: Dr Michael Guo

Summary of Module

This module is specifically designed for accounting students with no prior knowledge
of Python. It aims to introduce students to Python's application within the accounting
field. The module covers several key areas:

● Python Basics: Teaching the fundamental concepts of Python programming.

● Data Analysis and Visualisation: Teaching how to analyse and visualise
accounting data using Python.
● Automation: Demonstrating how to automate repetitive accounting tasks with
Python scripts.
● Introduction to Machine Learning: Providing an understanding of how
machine learning can be applied in accounting.

The module employs a hybrid learning approach, combining face-to-face lab sessions,
online drop-in clinics, and additional resources such as tutorial videos and Q&A
videos. This method is specifically designed to accommodate students from diverse
backgrounds, including those with no prior coding experience.

● The face-to-face lab sessions are essential for maintaining structured and
consistent engagement, ensuring students actively participate in their learning
process.
● The online drop-in clinic offers personalised tutorials and guidance, allowing
for one-on-one interaction with lecturers.
● The tutorial videos and Q&A videos are important resources that enable
students to learn at their own pace, revisiting complex topics as needed. This

1
 Published 2024/25 Module Descriptor

approach is particularly beneficial for students who need multiple

explanations to fully grasp the concepts.

For assessment, the module uses a digital portfolio approach, which includes video
submissions of the coding process accompanied by personal commentary and
reflection, as well as online Google Colab notebooks presenting the codes. Mandatory
video topics cover the Python Basics, ensuring a foundational understanding for all
students. Beyond the compulsory topics, students are encouraged to select from Data
Analysis and Visualization, Automation, or Introduction to Machine Learning for their
subsequent submissions. This choice is based on their individual comprehension and
areas of strength within these topics, allowing them to showcase their proficiency in
areas where they feel most confident.

The digital portfolio serves as a tangible showcase of students' skills and

understanding, providing an asset for job hunting. It offers potential employers
concrete evidence of the student's coding abilities, problem-solving skills, and
capacity for reflective learning.

Module Delivery Method

Face-To-Face Blended Fully Online

☐ ☒ ☐

Face-To-Face
Term used to describe the traditional classroom environment where the students
and the lecturer meet synchronously in the same room for the whole provision.

Fully Online
Instruction that is solely delivered by web-based or internet-based technologies.
This term is used to describe the previously used terms distance learning and e
learning.

Blended
A mode of delivery of a module or a programme that involves online and face-to-
face delivery of learning, teaching and assessment activities, student support and
feedback. A programme may be considered “blended” if it includes a combination
of face-to-face, online and blended modules. If an online programme has any
compulsory face-to-face and campus elements it must be described as blended
with clearly articulated delivery information to manage student expectations.

Campus(es) for Module Delivery

2
 Published 2024/25 Module Descriptor

The module will normally be offered on the following campuses / or by

Distance/Online Learning: (Provided viable student numbers permit) (tick as
appropriate)
Distance/Online
Paisley: Ayr: Dumfries: Lanarkshire: London: Other:
Learning:

☒ ☐ ☐ ☒ ☐ ☐ Add name

Term(s) for Module Delivery

(Provided viable student numbers permit). N/A

Term 1 ☐ Term 2 ☒ Term 3 ☐

Learning Outcomes: (maximum of 5 statements)

These should take cognisance of the SCQF level descriptors and be at the
appropriate level for the module.
At the end of this module the student will be able to:
L1 Master the fundamental concepts of Python programming

Employ Python to conduct data analysis and visualisation for accounting

L2
purposes

L3 Use Python scripts to automate routine accounting tasks

Acquire an understanding of how machine learning can be integrated into

L4
accounting practices using Python

Employability Skills and Personal Development Planning (PDP) Skills

SCQF Headings During completion of this module, there will be an opportunity to

achieve core skills in:

Knowledge and SCQF Level 10

Understanding (K
and U) Students will develop a deep understanding of Python
programming fundamentals, data analysis, automation, and
machine learning within an accounting context. They will learn to:

3
 Published 2024/25 Module Descriptor

● Apply Python basics to solve accounting-related problems,

enhancing their technical toolkit.
● Use data analysis and visualisation techniques in Python to
interpret and present accounting data effectively.
● Implement automation to optimise accounting tasks,
increasing efficiency and accuracy.
● Explore the potential of machine learning in transforming
accounting practices and decision-making processes.

Practice: Applied SCQF Level 10

Knowledge and
Understanding Through practical exercises, students will apply their knowledge by:

● Designing and executing Python scripts to analyse

accounting datasets.
● Developing automation solutions to common accounting
tasks.
● Experimenting with basic machine learning models to
predict financial outcomes or identify trends in accounting
data.

Generic Cognitive SCQF Level 10

skills Students will enhance their cognitive abilities by:

● Analysing accounting problems and devising effective

Python-based solutions.
● Evaluating the results of data analyses and the implications
of machine learning models in accounting.

Communication, ICT SCQF Level 10

and Numeracy Skills
The module will strengthen students’ competencies in key areas:

● Communicating technical information clearly and effectively

through digital portfolios, including video presentations and
Google Colab notebooks.
● Using Python for coding, data analysis, and visual
representation of financial information.

4
 Published 2024/25 Module Descriptor

● Applying numeracy skills in the context of data analysis.

Autonomy, SCQF Level 10

Accountability and Students will be encouraged to work independently and
Working with others collaboratively:

● Demonstrating autonomy in learning by managing their

projects, seeking resources, and solving problems
independently.
● Being accountable for their work, including adhering to
ethical guidelines in data handling and presenting honest
analyses.
● Collaborating with peers during lab sessions, fostering a
cooperative learning environment and enhancing team-
working skills.

Pre-requisites: Before undertaking this module the student should have

undertaken the following:

Module Code: Module Title:

Other:

Co-requisites Module Code: Module Title:

Learning and Teaching

The current position is that 10 hours per credit point is the accepted working norm –
thus for a 20 point module, 200 notional student effort hours would be expected. For
a standard face-to-face delivery over a term, this should equate to a maximum of 36
scheduled contact hours.

5
 Published 2024/25 Module Descriptor

Note that the categorisation of the learning activities has been removed I.e.
Scheduled, Placement and Independent will no longer appear beside the activities.

Student Learning Hours

(Normally totalling 200
Learning Activities
hours):
During completion of this module, the learning
(Note: Learning hours
activities undertaken to achieve the module learning
include both contact hours
outcomes are stated below:
and hours spent on other
learning activities)

Lab sessions 20

Asynchronous Lecture/Class Activity (i.e. online clinics

16
and lecture/tutorial videos, and Q&A videos)
Independent Study 164

200 Hours Total

**Indicative Resources: (eg. Core text, journals, internet access)

Core Text: Sweigart, A. (2019). Automate the boring stuff with Python: practical
programming for total beginners. No Starch Press.

Vast Online Supporting Materials on Python: Resources available from

FreeCodeCamp, Harvard's CS50, and other reputable sources provide extensive
learning materials and tutorials.

(**N.B. Although reading lists should include current publications, students are
advised (particularly for material marked with an asterisk*) to wait until the start of
session for confirmation of the most up-to-date material)

Attendance Requirements

In line with the Academic Engagement Procedure, Students are defined as

academically engaged if they are regularly engaged with timetabled teaching sessions,

6
 Published 2024/25 Module Descriptor

course-related learning resources including those in the Library and on the VLE, and
complete assessments and submit these on time. Please refer to the Academic
Engagement Procedure at the following link: Academic engagement procedure

For the purposes of this module, academic engagement equates to the following:

Attending face-to-face lab sessions and engaging with the provided materials,
including tutorial videos and Q&A videos, available on the VLE.

Equality and Diversity

UWS Equality and Diversity Policy

Please ensure any specific requirements are detailed in this section. Module Co-
ordinators should consider the accessibility of their module for groups with protected
characteristics..

(N.B. Every effort will be made by the University to accommodate any equality and
diversity issues brought to the attention of the School)

Supplemental Information

Divisional Programme
Accounting, Finance and Law
Board
Assessment Results
Yes ☐ No ☒
(Pass/Fail)
School Assessment Board Business and Creative Industries

Moderator

External Examiner N/A

Accreditation Details N/A

Changes/Version Number 1.0

Assessment: (also refer to Assessment Outcomes Grids below)

Digital portfolio (100%): online video submission and Google Colab notebooks

7
 Published 2024/25 Module Descriptor

For assessment, the module uses a digital portfolio approach, which includes video
submissions of the coding process accompanied by personal commentary and
reflection, as well as online Google Colab notebooks presenting the codes. Mandatory
video topics cover the Python Basics, ensuring a foundational understanding for all
students. Beyond the compulsory topics, students are encouraged to select from Data
Analysis and Visualization, Automation, or an Introduction to Machine Learning for
their subsequent submissions. This choice is based on their individual comprehension
and areas of strength within these topics, allowing them to showcase their proficiency
in areas where they feel most confident.

The digital portfolio serves as a tangible showcase of students' skills and

understanding, providing a valuable asset for job hunting. It offers potential
employers concrete evidence of the student's coding abilities, problem-solving skills,
and capacity for reflective learning.

(N.B. (i) Assessment Outcomes Grids for the module (one for each component) can
be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times within the academic calendar
when assessment is likely to feature will be provided within the Student Handbook.)

Assessment Outcome Grids (Footnote A.)

Component 1

Assessment Weighting Timetabled

Learning Learning
Type Learning Learning (%) of Contact
Outcome Outcome
(Footnote B.) Outcome (1) Outcome Assessmen Hours
(2) (3)
(4) t Element
Creative
output/
Audiotapes/
Videotapes/ X X X X 100% 0
Games/
Simulations

8
 Published 2024/25 Module Descriptor

Footnotes
A. Referred to within Assessment Section above. 1. More than one assessment method can
be used to assess individual learning outcomes.
B. Identified in the Learning Outcome Section above. Please choose assessment type from
list below:

Exam - Unseen closed book (standard)

Exam - Seen closed book
Exam - Unseen open book
Exam - Seen open book
Case study
Class test (written)
Design/ Diagram/ Drawing/ Photograph/ Sketch
Dissertation/ Project report/ Thesis
Essay
Laboratory/ Clinical/ Field notebook
Portfolio of written work
Report of practical/ field/ clinical work
Review/ Article/ Critique/ Paper
Workbook/ Laboratory notebook/ Diary/ Training log/ Learning log
Class test (practical)
Clinical/ Fieldwork/ Practical skills assessment/ Debate/ Interview/ Viva voce/ Oral
Creative output/ Audiotapes/ Videotapes/ Games/ Simulations
Demonstrations/ Poster presentations/ Exhibitions
Performance/ Studio work/ Placement/ WBL/ WRL assessment
Portfolio of practical work
Presentation
Objective Structured Clinical Examinations (OSCEs)
Objective Structured Professional Examinations (OSPREs)
Change Control

What When Who

Further guidance on
aggregate regulation and
application when
completing template
Updated contact hours