Examiner’s Approach Interview: F9 - Financial Management
Interviewer: Welcome to the F9 Examiner’s Approach interview.
The following is an Examiner’s Approach interview for Paper F9,
Financial Management.
The content of this interview has been prepared by the examiner,
working with the Qualifications team at ACCA, and is presented by
actors representing an interviewer and the examiner in discussion.
For more detail on the examiner’s approach, please see the article
produced by the examiner in the February 2007 archive edition of
student accountant.
The examiner is Tony Head. Tony is a Senior Lecturer in Financial
Management at one of the leading UK universities. He was
(previously) the examiner for paper 2.4 (Financial Management
and Control).
I suppose it would be most appropriate to start off by asking where
F9 fits within the overall structure of the ACCA Qualification.
Examiner: The ACCA Qualification is divided into two levels – Fundamentals
and Professional. The Fundamentals level is further divided into
two modules – Knowledge and Skills.
F9 is one of the six Skills module subjects which comprehensively
cover the main technical areas that any accountant, regardless of
their future career aspirations, is expected to have mastered. These
comprise law, performance management, taxation, financial
reporting, auditing and financial management.
All Skills module exams are three-hours long and make use of a
range of assessment methods such as short-answer questions,
extended computational exercises, essays, scenarios and case
studies.
Interviewer: From what you have just said, F9 is connected to other papers
within the ACCA Qualification. What are the links with other
papers, or with other components of the qualification?
Examiner: F9, Financial Management develops some of the management
accounting concepts introduced in F2 Management Accounting.
Students may also benefit from taking F5 before, or at the same
time as F9.
F9, Financial Management is the foundation for the more
specialist (and optional) P4 Advanced Financial Management.
In addition, the knowledge and capabilities acquired in F9 will be
helpful in P1 The Professional Accountant. For example students
will have been introduced to financial risk.
All knowledge and capabilities acquired in F9 will be applied, in
context, within the Practical Experience Requirements. The
performance objectives which are particularly relevant to this paper
are optional objectives 15 and 16.
Interviewer: What is the overall concept or theme for F9 as a paper?
Examiner: Candidates passing this paper should be equipped with the
knowledge and skills expected from a finance manager responsible
for the finance function of a business. The syllabus is broad
enough to cover all three types of financial management decisions,
namely:
• Investment decisions
• Financing decisions
• Dividend decisions
Interviewer: Are there any other broad themes which run through the F9
syllabus?
Examiner: Two important themes in financial management are valuation and
decision-making. Financial decisions cannot be made without
valuing financial choices, for example using present values. The
financial manager is also the link between the financial markets
and the business, and so is concerned with raising funds,
deploying funds in the business and ensuring that funds are used
effectively.
As mentioned earlier, F9 is essentially about:
Investment decisions, both long-term investment in non-current
assets and short-term investment in working capital;
Financing decisions, both long-term and short-term. Candidates
need to demonstrate knowledge of various sources of finance and
how they are raised. Specific problems relating to financing small
and medium-sized businesses are also covered;
Dividend decisions. Candidates will need to understand dividend
theory and the impact of dividend policy on business value.
Interviewer: The syllabus for F9 is structured into eight main sections. Can you
briefly explain the main content of these syllabus sections?
Examiner: Syllabus Section A introduces the financial management function.
This section includes the role and purpose of financial
management in business; the different stakeholders in a business
and their conflicting objectives.
Section B covers the environment in which businesses make
financial management decisions. In this section, students are
introduced to the role played by the financial markets in business
finance.
The crucial area of working capital management is covered in
Section C. Students are introduced to all aspects of working capital
management, including the management of inventories, accounts
receivables, accounts payables and cash.
Investment decisions are an important area of financial
management and Section D of the F9 syllabus covers investment
appraisal. Students will be expected to understand, and be able to
apply, a range of investment appraisal techniques. They will also
be expected to evaluate specific investment decisions.
Section E covers business finance – including short-term and longterm
external sources of finance – and internal sources of finance
such as retained earnings. This section also covers dividend policy
and finance for small and medium-sized businesses.
Syllabus Section F introduces the concept of cost of capital.
Students must be able to calculate the costs of different sources of
finance such as equity and debt, and understand the relationship
between average cost of capital and capital structure.
Section G is concerned with business valuation and the valuation
of financial securities such as shares and bonds. Linked to
valuation, is the concept of market efficiency.
Finally, Section H introduces risk management, the reasons for
exchange rate and interest rate changes, and the hedging of foreign
currency and interest rate risk.
Interviewer: Thank you for explaining the main content of the syllabus for us.
What can you tell us about how the exam itself is structured?
Examiner: First of all it is worth noting that as F9 is a Fundamentals paper,
all students must sit this exam unless they have an exemption
awarded for prior learning in a degree or equivalent.
As with all papers within the Skills module, the writing time for
this exam is three hours. All ACCA three hour papers have been
allocated an additional 15 minutes reading and planning time,
within which students can read the paper and understand the
requirements. An article explaining how this time should be
productively used has been published in the student accountant
magazine in the August 2007 edition which can be seen on the
website.
Interviewer: What exactly can students do in reading and planning time?
Examiner: They can make notes and plan answers. This may only be done
on the question paper and not on the answer booklet. The answer
booklet cannot be used until the exam begins.
Interviewer: So, how many questions are there in the exam and what choice, if
any, exists?
Examiner: As can be seen here, the exam has all compulsory questions. The
paper contains 4 x 25 mark questions which are based on short
scenarios, with requirements divided into two or more parts.
Remember, the student must answer all questions.
For more information about the exam itself and how it is
structured, there are past papers to refer to. These can be found
on the ACCA website.
Interviewer: What would you say are the key features of the F9 examination
paper?
Examiner: Firstly, the exam style involves the assessment of both knowledge
and understanding of an area, or areas, of the syllabus, where a
student is required to explain and apply financial management
techniques. In some cases, students could be required to critique
or evaluate these techniques or theories in context.
Interviewer: How should students deal with a requirement that asks the
candidate to do something AND something else?
Examiner: Because some questions may ask the candidate to do something
‘and’ something else, the candidate may have to use judgement to
decide how much effort to devote to each aspect. This will be
based on the difficulty of different cognitive levels, for example
‘describe’ is usually easier than ‘assess’. However, markers will be
asked to exercise quite a lot of flexibility in awarding marks in this
situation.
Interviewer: Can you explain more about cognitive levels?
Examiner: Certainly. This is very important. Most instructional verbs used
within the Fundamentals’ Skills module should be set at level 2,
but where lower level verbs are used, the marks available will
usually reflect this. For more information about these levels and
the kind of verbs which fall within them, see the ‘Testing testing
1,2,3 article in the January 2007 edition of student accountant.
Interviewer: So, why is there no choice of questions offered at the
Fundamentals level?
Examiner: This is because all questions in all papers are compulsory at the
Fundamentals level. As the name of the level implies, all subject
areas and main capabilities within these papers are ‘fundamental’
to having a sound grasp and technical proficiency in all these
topics.
For more information about the exam itself and how it is structured
refer to the pilot and past papers on the ACCA website, or the
official publishers’ books.
Interviewer: Are any issues about ethics introduced in this paper?
Examiner: In some circumstances the ethical dimension of a situation may be
examined with respect to, for example, stakeholder objectives.
Interviewer: What advice would you give about revising effectively for, and
passing, F9?
Examiner: I would recommend the best strategies to adopt in the revision
phase and in the exam itself are as follows.
Make sure you understand the theory and concepts behind any
calculations you have carried out. Ask yourself why financial
managers make calculations like these.
Study the pilot paper and the December 2007 paper. Note the
style and structure of the questions, and how suggested answers
relate to each question asked.
Practice as many exam-standard questions as you can, so that you
are thoroughly prepared. Revise wherever you find uncertainty.
Study relevant articles in student accountant.
There are no key areas to focus on because the whole syllabus is
examinable. Question spotting is not a substitute for thorough
preparation and revision.
Interviewer: What would you say is the most important thing to remember
during revision?
Examiner: Apart from repeating that effective revision involves plenty of
question practice, I would say it is essential to develop a
methodical approach to financial analysis and financial
calculations in answering questions. The ability to see the
implications and uses of financial information within the context of
a question’s requirement will usually suggest an appropriate
answer, or at least the direction in which an answer might be
found. The reading time can help here.
Interviewer: So, time management is important then?
Examiner: Yes, very important. Students must make sure they manage their
time effectively, both during revision and in the examination.
Spending too long on one area of the syllabus is less productive
than developing a proper understanding of the main principles,
ideas and concepts within each syllabus section and each subject
area. In the exam, spend your time in proportion to the marks
available and then move on.
Interviewer: What else must students remember during the exam itself?
Examiner: It is essential to use the terms and concepts of financial
management in answering questions, since this allows candidates
to demonstrate their knowledge and understanding.
Interviewer: What do you believe to be the main potential pitfalls in preparing
for and taking the F9 exam?
Examiner: I would say the main pitfalls fall into the following areas:
Irrelevant discussion
Some students lose focus in the exam and their answer drifts into
discussing a topic they know a great deal about, but which is not
being assessed. Their answer gains low marks and precious time is
wasted which could make the difference between a pass and a fail.
Check regularly that your answer is meeting the requirements of
the question.
Bullet points
Very few marks are available for bullet point lists. If the question
asks for discussion, this is what will be rewarded, rather than a list
of key words or phrases. Use a bullet point list to plan your answer
and then write a well-organised discussion that might gain high
marks!
Disorganised answers
Students must be disciplined in answering a question once they
have started it. Disorganised answers are difficult and frustrating to
mark. Students should answer each part of a question in the order
given and keep them together on the answer script.
Interviewer: It is clearly important to follow the above tips and avoid any
common pitfalls in exam revision and performance. What further
information about student performance would you give which
might help students prepare for exams?
Examiner: After each examination session, all ACCA examiners are required to
produce an exam report. These reports highlight key issues arising
in the last exam and focus on where students performed
particularly well or badly. These are published in February and
August and can be found under paper resources for each paper
which can be accessed through the website.
In addition, after each exam session has been completed, the exam
review board meets. This is a board consisting of ACCA internal
Education staff and six representative members of the approved
learning partner community. Minutes from this board summarise
the comments made by tuition provider representatives, report
survey results about the exams from student questionnaires and
detail the responses. Again, the minutes from the exam review
board are available on the website.
Interviewer: And finally, what would be your concluding advice about the F9
examination paper?
Examiner: I think the key summary points to mention are about the exam
questions themselves.
Firstly, students must always read the question carefully,
identifying clearly the instructional verbs contained within each
requirement.
Secondly, it is important to understand properly the question
requirements, assessing exactly what the examiner is really looking
for in each question part, and being fully aware of the marks
available for each requirement.
Finally, don’t forget that answers given should relate to the
question actually asked, not the one that a candidate would have
liked to answer.
Interviewer: Thank you very much for sharing your insight into this exam paper.
I’m sure it has given students and tutors lots of useful information.
Examiner: Thank you.
