This module will start with an intense short course delivered with input from industry leaders. It is designed to give you the opportunity to consolidate your inter-disciplinary learning on the MSc FinTech programme into a real FinTech project. You will tackle a problem defined by a real business, and use an applied research approach that will also require you to work in a team. By experiencing the realities of working with a live business, you will have the opportunity to display the skills you have learned during the taught part of the programme in a way that maximises your employability.
Full module specification
|Module title:||Hackathon Project|
|Duration of module:||
Duration (weeks) - term 2: |
1Duration (weeks) - term 3:
The main aim of this module is to allow you to put into practice all the skills learned on the MSc FinTech programme in to a consolidated set that completes your training as a FinTech specialist. These skills include: working in a team, project planning, programming, report writing and presenting. Each student will be supported throughout the project by a FinTech academic, and the best performing projects will have the opportunity to present their ideas to industry leaders.
ILO: Module-specific skills
- 1. critically evaluate and enhance specific FinTech competence in core and optional areas of study;
- 2. relate real-life situation to subject specific knowledge examined through previous and current modules.
ILO: Discipline-specific skills
- 3. construct and execute an extended Hackathon project;
- 4. critically engage with a variety of research materials as well as primary research (through the chosen company), if appropriate;
- 5. critically analyse a business problem using both practitioner and academic material;
- 6. demonstrate effective relationship skills and professionalism.
ILO: Personal and key skills
- 7. effectively present information orally and in writing, and formulate and deliver logical and precise arguments;
- 8. demonstrate self-direction, initiative and planning in the context of independent learning and the management of a major project.
Learning activities and teaching methods (given in hours of study time)
|Scheduled Learning and Teaching Activities||Guided independent study||Placement / study abroad|
Details of learning activities and teaching methods
|Category||Hours of study time||Description|
|Scheduled Learning and Teaching Activity||15||Lectures in term 2|
|Scheduled Learning and Teaching Activity||6||Supervision in term 3|
|Guided Independent Study||288||Reading, research, preparation of project|
|Form of assessment||Size of the assessment (eg length / duration)||ILOs assessed||Feedback method|
|Supervisor and Industry Practitioner Assessment: Students will receive feedback from real Practitioners (ongoing and/or at the end of the project).||N/A||6-8||Verbal or written feedback|
Summative assessment (% of credit)
|Coursework||Written exams||Practical exams|
Details of summative assessment
|Form of assessment||% of credit||Size of the assessment (eg length / duration)||ILOs assessed||Feedback method|
|Hackathon Project Proposal Video Presentation (group)||10||15 minutes||7||Written feedback|
|Hackathon Project report (individual)||80||3,000 words||1-6,8||Written feedback|
|Final Presentation (group)||10||10 minutes||7||Written feedback|
Details of re-assessment (where required by referral or deferral)
|Original form of assessment||Form of re-assessment||ILOs re-assessed||Timescale for re-assessment|
|Hackathon Project Proposal Video Presentation (group) (10%)||Video Presentation (10%, 15 minutes)||7||Referral/Deferral Period|
|Hackathon Project report (individual) (80%)n Project report (individual) (80%)||Written Report 3,000 words (80%)||1-6,8||Referral/Deferral Period|
|Final Presentation (group) (10%)||Video Presentation (10%, 10 minutes)||7||Referral/Deferral Period|
For mitigation purposes, students may be deferred in each component separately.
Topic area to be agreed with supervisor. Preparatory sessions will be provided on
- Hackathon training with real case studies
- Reflective learning
- Professionalism in the work place
Indicative learning resources - Basic reading
Chia, A. (2018) Hackathons Unboxed: A Field Guide to Ideating, Leading and Winning. Marshall Cavendish
Moon, J. (2004) A Handbook of Reflective and Experiential Learning: Theory and Practice. London, RoutledgeFalmer
Module has an active ELE page?
Indicative learning resources - Web based and electronic resources
ELE – College to provide hyperlink to appropriate pages
Last revision date