BMA0092 Quantitative Financial Analysis Assessed Coursework Assignment

Published: 03 Feb, 2025

Category	Coursework	Subject	Finance
University	University of Huddersfield	Module Title	BMA0092: Quantitative Financial Analysis

Word Count	2500 Words
Assessment Type	Individual Assignment (Report)
Assessment Title	Coursework
Academic Year	2025-26

BMA0092 Assessment Task

Pension fund investment decisions
This assignment consists of a small empirical research project, where you will apply the tools learned in Quantitative Financial Analysis to answer three related research questions.

Your report must answer ALL of the following research questions:
1. To what extent can companies’ financial characteristics determine pension asset allocations?
a. Question (1) must be answered by independently selecting 5 or more financial ratios. You are expected to justify your choice of financial ratios.

2. Can these models based on accounting and finance data be improved by including corporate governance information?

3. Given your analyses, what evidence can you provide as to the main cause(s) for companies to change their pension asset allocations?

You are required to answer all the research questions using empirical analysis. The dataset to be used in the analysis is provided via Brightspace. The companies in the dataset are the focus of your analyses.

Structure:
Using the tools learned in the module, you are required to conduct independent research to investigate and answer the research questions. Your final written document should adhere to the following structure:
• Abstract
• Brief Introduction with short Literature Review
• Methodology
• Data
• Ethics, Sustainability & Responsibility
• Results
• Conclusion
• References
• Appendices

The report has a similar structure to a research paper. The recommended reading provides a guide of what should be included in each section of the report.

BMA0092 Assessment criteria

• The Assessment Criteria are shown at the end of this document. Your tutor will discuss how your work will be assessed/marked and will explain how the assessment criteria apply to this piece of work. These criteria have been designed for your level of study.

• These criteria will be used to mark your work and will be used to support the electronic feedback you receive on your marked assignment. Before submission, check that you have tried to meet the requirements of the higher-grade bands to the best of your ability. Please note that the marking process involves academic judgement and interpretation within the marking criteria.

• The Learning Innovation Development Centre can help you to understand and use the assessment criteria. To book an appointment, either visit them on The Street in the Charles Sikes Building or email them at busstudenthub@hud.ac.uk

BMA0092 Learning Outcomes

This section is for information only.
The assessment task outlined above has been designed to address specific validated learning outcomes for this module. It is useful to keep in mind that these are the things you need to show in this piece of work.

On completion of this module, students will need to demonstrate: Learning Outcomes
1. Demonstrate a critical understanding of econometric techniques that can be applied to cross-section, time series and panel data.
2. Critically apply econometric techniques to analyse financial data.

Ability Outcomes
1. Justify the selection of quantitative techniques in financial research.

2. Communicate quantitative data appropriately in writing using academic conventions.

3. Able to utilise the relevant quantitative analysis software.

Appendix 1 PGT Assessment Criteria

These criteria are intended to help you understand how your work will be assessed. They describe different levels of performance of a given criteria.

Criteria are not weighted equally, and the marking process involves academic judgement and interpretation within the marking criteria.

The grades between Pass and Merit should be considered as different levels of performance within the normal bounds of the module. The higher-level categories allow for students who, in addition to fulfilling the basic requirement, perform at a superior level beyond the normal boundaries of the module and demonstrate intellectual creativity, originality and innovation.

PGT Generic Assessment Criteria

	Unacceptable			Unsatisfactory	Pass	Merit	Distinction
	0 – 9	10-19	20-34	35-49	50-59	60-69	70-79	80-89	90-100
Fulfilment of relevant learning outcomes	Not met or minimal	Not met or minimal	Not met or partially met	Not met or partially met	Pass	Pass	Pass	Pass	Pass
Response to the question /task	No response	Little response	Insufficient response	Adequate response, but with limitations	Adequate response	Secure response to assessment task	Very good response to topic; elements of sophistication	Clear command of assessment task; sophisticated approach	Full command of assessment task; imaginative approach demonstrating flair and creativity

	Unacceptable A superficial answer with only peripheral knowledge of core material and very little critical ability			Unsatisfactory Some knowledge of core material but limited.	Pass A coherent and logical answer which shows understanding of the basic principles	Merit A coherent answer that demonstrate s critical evaluation	Distinction An exceptional answer that reflects outstanding knowledge of material and critical ability
	0-9	10-19	20-34	35-49	50-59	60-69	70-79	80-89	90-100
Conceptual	Entirely lacking	Typically, only	Knowledge of	Marginally	A systematic	Approachin	Excellent.	Insightful.	Striking and
and critical	in evidence of	able to deal	concepts falls	insufficient.	understanding	g excellence	Displays (for	Displays (for	insightful.
understanding	knowledge and	with	short of	Adequate	of knowledge;	in some	example):	example):	Displays (for
of	understanding	terminology,	prescribed	knowledge of	critical	areas with	high levels of	excellent	example):
contemporary		basic facts	range	concepts within	awareness of	evidence of	accuracy;	research	publishable
/ seminal		and concepts	Typically only	prescribed	current	the potential	evidence of	potential;	quality;
knowledge in			able to deal	range but fails	problems	to undertake	the potential	flexibility of	outstanding
the subject			with	to adequately	and/or new	Research.	to undertake	thought;	research
			terminology,	solve problems	insights; can	Well-	research; the	possibly of	potential;
			basic facts	posed by	evaluate	developed	ability to	publishable	originality and
			and concepts	assessment	critically	relevant	analyse	quality.	independent
					current	argument,	primary		thought;
					research and	good	sources		ability to
					can evaluate	degree of	critically.		make
					methodologies	accuracy			informed
						and			judgements.
						technical
						competence
Presentation	Length	Length	Length	Length	Length	Good	Very good	Professional	Highest
	requirements	requirements	requirements	requirement met	requirement	standard of	standards of	standards of	professional
	may not be	may not be	may not be	and academic	met and	presentation	presentation	presentation	standards of
	observed; does	observed;	observed;	conventions	academic	; length			presentation
	not follow	does not	does not	mostly followed.	conventions	requirement
	academic	follow	follow	Minor errors in	mostly	met, and
	conventions;	academic	academic	language	followed.	academic
	language	conventions;	conventions;		Possibly very	conventions
	errors impact	language	language		minor errors in	followed
	on intelligibility	errors impact	errors impact		language
		on	on
		intelligibility	intelligibility

Understanding	Limited insight into the problem or topic	Limited insight into the problem or topic	Limited insight into the problem or topic	Some insight into the problem or topic	Practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline	Independent , critical evaluation of full range of theories with some evidence of originality	Authoritative, full understanding of all the issues with originality in analysis	Authoritative, full understanding of all the issues with originality in analysis	Authoritative, full understanding of all the issues with originality in analysis
Use of evidence and sources to support task	Some irrelevant and/or out of date Sources	Some irrelevant and/or out of date Sources	Some irrelevant and/or out of date Sources	Limited sources	Comprehensiv e understanding of techniques applicable to own research or advanced scholarship	Complex work and concepts presented, key texts used effectively	Full range of sources used selectively to support argument	Full range of sources used selectively to support argument	Full range of sources used selectively to support argument
Development of ideas	Argument not developed and may be confused and incoherent	Argument not developed and may be confused and incoherent	Argument not developed and may be confused and incoherent	Argument not fully developed and may lack structure	The argument is developed but may lack fluency	Argument concise and explicit	Coherent and compelling argument well presented	Coherent and compelling argument well presented	Coherent and compelling argument well presented
Depth of Reflection	Response demonstrates a lack of reflection on, or personalization of, the theories, concepts, and/or strategies presented in the course materials to date. Viewpoints and interpretations are missing, inappropriate, and/or unsupported. Examples, when	Response demonstrates a lack of reflection on, or personalizatio n of, the theories, concepts, and/or strategies presented in the course materials to date. Viewpoints and interpretations are missing, inappropriate, and/or	Response demonstrates a lack of reflection on, or personalizatio n of, the theories, concepts, and/or strategies presented in the course materials to date. Viewpoints and interpretations are missing, inappropriate, and/or	Response demonstrates a minimal reflection on, and personalization of, the theories, concepts, and/or strategies presented in the course materials to date. Viewpoints and interpretations are unsupported or supported with flawed arguments. Examples,	Response demonstrates reflection on, and personalizatio n of, the theories, concepts, and/or strategies presented in the course materials to date. Viewpoints and interpretations are generally supported. Some relevant examples,	Response demonstrate s a general reflection on, and personalizat ion of, the theories, concepts, and/or strategies presented in the course materials to date. Viewpoints and interpretatio ns are supported. Appropriate	In-depth reflection on, and personalizatio n of, the theories, concepts, and/or strategies presented. Extensive evidence of analysis through questioning and challenging of assumptions leading to transformatio	In-depth reflection on, and personalizatio n of, the theories, concepts, and/or strategies presented. Extensive evidence of analysis through questioning and challenging of assumptions leading to transformatio	In-depth reflection on, and personalizatio n of, the theories, concepts, and/or strategies presented. Extensive evidence of analysis through questioning and challenging of assumptions leading to transformatio

applicable, are not provided.

unsupported. Examples, when applicable, are not provided.

when applicable, are not provided or are irrelevant to the assignment.

when applicable, are provided.

examples are provided, as applicable

n of personal insight. Some evidence of reflexivity and self- development.

Well supported by clear, detailed examples as applicable.

n of personal insight.

Evidence of reflexivity and self- development.

Well supported by clear, detailed examples as applicable.

n of personal insight.

Substantial evidence of reflexivity and self- development.

Well supported by clear, detailed examples as applicable.

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