research analysis project acca

Webinar on Getting started on the Research and Analysis Project

Webinar on: Getting started on the Research and Analysis Project

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Submissions

Bsc applied accounting project submissions.

RAP submission period 48 will open on Wednesday 1 May 2024. 

The closing date for submissions is Wednesday 8 May 2024 at 13:00 UK time.

If you submit a Research and Analysis Project, it is assumed that you have read the Information Pack. Please read the Information Pack carefully prior to submission. There are sections on submission and resubmission.

If you try to log on or register before Wednesday 1 May 2024 , you will receive an error message.

Step 1: registration

You will need to go to the submission portal where you will need to create an account. Please see our privacy notice .

It is very important that you provide accurate information. Be very careful to enter your ACCA number and date of birth accurately. These are used to verify your identity and to check your eligibility.

If we need to, we will contact you by email. Please check your email account regularly. If you change email address update your account in the system.

You are also asked to provide a postal address. This is so we can send out degree certificates to successful students. This is likely to be in 8 or 9 month's time. If you move around regularly, it is vital you provide a postal address from which you can collect your certificate. Update the information in your account if necessary.

Please see the PDF document Registration on the Oxford Brookes RAP submission portal for further guidance.

Submission portal

Step 2: submission

After you have registered you need to upload your documents and submit your project. Then you are taken to the payment page (see step 3).

Please see the PDF document Submission of Research and Analysis Project .

Please take your time and follow the instructions carefully.

There are limits to the size of file you can upload. Appendices are limited to 2MB and you must not upload copies of Annual Reports or Financial Statements.

Please take care when uploading your documents - make sure you upload the correct version of the file. If you inadvertently make a mistake, please contact [email protected]  who may be able to help. Please note OBU will not replace the documents you have submitted. It is your responsibility to ensure that the documents you upload are the ones you want marked.

When you upload your documents, the system converts the files and uploads the RR and SLS to Turnitin. This process can take up to 72 hours. It results in a change to the file names and can also change the file size. During the process, the file size will appear as 0.0B, please do not be alarmed by this or email us.

If you encounter any issues in the final hours before the deadline please email the programme administration [email protected] outlining the issue and include your ACCA number. Please attach the documents you wish to submit as this demonstrates your intention to submit. Not attaching the documents may result in a refusal by the programme to accept your submission.

Submission instructions

Step 3: payment

You are required to pay a submission fee to Oxford Brookes University. The fee is £495

Once you have submitted your project you will have the opportunity to proceed to payment. Please follow the instructions carefully.

It is not necessary to pay at the point of your submission however the University will not award any students their degree if there are outstanding fees owed. You can return to the submission portal and make a payment at any time within the submission period.

If you do not have access to a credit or debit card, please send a cheque or banker's draft for £495  sterling payable to “Oxford Brookes University” (with your name and ACCA number on the back) to:

James Wakenell, ACCA Office

CLC G.15, Oxford Brookes Business School

Oxford Brookes University

Oxford OX3 0BP, UK

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Cookie statement

Personal Reflection Sample: preparing a Research Report for ACCA

The skill and learning statement includes the implications of interactions with mentor, an analysis of the extent to which research questions have been answered, a brief analysis of interpersonal and communication skills and their relevance to the research, as well as the contribution of the research experience to my professional and personal development.

1.      Experiences of interactions with mentor

I had chances of meeting my project mentor three times and obtained practical support regarding various aspects of the work during these meetings. Our first meeting was mainly dedicated to clarifying our expectations from the research experience and the discussions took place related to the issues of selection of the research approach and formulation of research questions and objectives.

By the time I had a meeting with my mentor for the second time Introduction and Information gathering chapters of the work have been completed and I received detailed feedback for these chapters of the research. Also, discussions were held about data analysis and presentation associated with the project.

During the final meeting with my mentor the overall work has been scrutinised and a set of specific points have been mentioned by my mentor. Specifically, my mentor raised a point that my discussions of research findings lacked depth and scale. Then, these points have been addressed and the final draft of the Research Report was completed.

I found advices given by my mentor very helpful in terms of increasing the quality of my Research Report and equipping me with knowledge of effectively conducting similar studies in the future in general. Moreover, my Project Mentor was not only highlighting the shortages that were associated with my project, but also was giving detailed explanations why these changes were desirable in a passionate manner.

Furthermore, I found these three sessions with my mentor to be highly motivational and informative experience because they have increased the level of my personal interest in conducting businesses studies. Prior to conducting the Research Report and having discussions with my mentor I was assuming conducting analytical business studies to be a rather boring experience.

However, thanks to my mentor I learned to appreciate the importance of analysing a business case in terms of identifying a current strategic and financial position of a business, and formulating the ways of identifying further strategic options available to the business.

2.      The extent to which research questions have been answered

Answering the research questions in my Research Report were directly related to the quality of secondary data, and the choice of methodology. Therefore, these issues were approached effectively by critically assessing the validity of the sources of secondary data and assessing alternative choices of methodology. Moreover, my first meeting with my Project mentor was mainly devoted to the discussion of the same issues.

As a result of comprehensive analysis the most reliable sources of secondary data in order to be used in Research Report were found to include published financial statements and annual reports, textbooks on financial and business analysis, information published in official company website, information available from ACCA website, as well as, various business journals an newspapers.

The choice of methods for conducting the study, on the other hand, was guided by the reliability of the data analysis methods and their relevance to the research issues. After spending additional amount of time for the choice of appropriate methodology and taking into account advises of my mentor, financial ratios and analytic tools have been chosen to be employed in my Research Report.

Purposely, financial and accounting ratios that were used in the study include profitability, liquidity, financial position and investor ratios, whereas, the choice of analytic tools consist of SWOT, PESTLE, and Porter’s five forces analysis.

To summarise this part, it is fair to state that all of the research questions in my Research Report have been effectively addressed, because the secondary data have been obtained from reliable sources, relevant methodology has been used to conduct the study, and the research findings have been critically discussed.

3.      Interpersonal and communication skills and their relevance to the research

I have demonstrated my interpersonal and communication skills at various stages of doing Research Report and preparing for and making the presentation. Moreover, without my interpersonal and communication skills completing the Research Report and doing the presentation would have proved to be highly challenging.

For example, my listening skills have proved to be highly valuable in terms of understanding vital information given by my mentor about increasing the quality of my Research Report, because these advises were fully understood and implemented into the practice.

My interpersonal skills have also played a positive role when I asked some of my trusted colleagues to be an audience when I was rehearsing my presentation. I was making presentations in front of my colleagues and was asking for their opinions about the quality of my presentation. This practice took place many times in different settings and I believe that following this strategy has enhanced the quality of my presentation and my marks.

However, my communication skills have played a crucial role in terms of succeeding in making the presentation effectively. I have learned from my experiences within and outside of academic settings that communication skills play the most crucial role in terms of succeeding in personal and professional lives.

For instance, an individual may possess a deep knowledge about a certain area. However, if the individual lacks competency of communicating his or her ideas, knowledge and feelings in an effective manner, the overall competency of the individual and the level of his or her contribution to the organisation will always remain compromised.

Therefore, in my opinion, regardless of the field, industry or type of organisation, communication skills can be specified as a compulsory attribute for an employee in order to be considered an a competent. In my case in particular, my advanced level of communication skills have enabled me to do my Research Report presentation effectively which has resulted in positive acclaim from my peers and mentor.

4.      The potential contribution of Research Report to the level of professional development

Conducting the Research Report and doing the presentation has increased the level of my professional competency in several ways. First of all, I have to mention the fact that I have developed a critical mindset towards solving business issues as a result of conducting the Research Report.

My mentor made it clear that it was important to critically analyse related issues in Research Report rather than just offering description of the issues and supplying calculations. The mentor had stressed many times that critical analysis and discussions are the elements of the work that increase its value. For the same reason I had to revise my Research Report several times until my mentor was satisfied with the level of critical analysis the work had included.

Although, such an approach to work seemed to be very challenging and confusing during the research process, I appreciated the value of critical analysis once the final work was completed. The skills of critical analysis that I have developed and applied in Research Report can easily be applied when real business issues would need to be resolved by me in the future in my professional capacity.

Completing the Research Report was similar to project management in real businesses environment in terms of strict deadlines, scarcity of resources, organising and planning, scheduling meetings, doing presentations etc. Therefore, the skills I developed during the process of completing Research Report can be used in order to successfully manage business projects in the future.

Moreover, my writing skills have also been greatly improved as a result of engaging in Research Report. Despite the popular opinion that with the increasing importance of information technology the practice of writing letters and reports are being replaced by alternative means of business communications, the importance of writing will always remain significant for business managers.

From this point of view engaging in Research Report was a very beneficial experience for me on a personal level. Specifically, writing the paper of almost ten thousand words in total, including this personal reflection, has made me better prepared to join the full-time workforce once my studies are completed.

Lastly, as a result of preparing the Research Report my professional interest on the issues associated with corporate strategy has been enhanced. Moreover, I am planning to continue studying the issues of corporate strategy and that knowledge would benefit me in the future as a corporate leader.

5.      Gains derived from conducting Research Report experience on a personal level

On a personal level I benefited from conducting the Research Report and doing the presentation in a number of ways. The research experience with Oxford Brookes has increased the level of my motivation for studying, making bold plans for my future career and implements necessary measures and initiatives in order to accomplish these plans. My mentor deserves to be mentioned here specifically for all encouragements and practical tips that can be applied in various alternative settings apart from academic life.

The level of my self-confidence has also been increased because I could complete the Research Report in time. Moreover, the presentation experience has increased the level of my self-confidence dramatically, because I understood that if I could do a successful presentation in front of my mentor and colleagues, doing the presentations of multi-million projects in front of top executives was just a matter of time.

The paramount importance of self-confidence for an individual is an undisputable matter. Self-confidence allows us to set ambitious plans and utilise all the available resources efficiently in order to achieve these plans.

My time-management skills have also been improved by the end of the Research Report. This is because there was a specific deadline for both, the Research Report and presentation and I had to adopt some principles related to time management in order to be able to submit my work on time.

These principles included setting specific deadlines for each chapter of the work, and above all, dramatically cutting the amount of time I used to browse social networking sites on the internet. I can highlight this fact as one of the most substantial gains in a personal level. This is because prior to the research experience I used to spend several hours a day browsing a set of social networking sites with no real benefit whatsoever. However, once the priority was given to the Research Project, this bad habit was dealt with effectively and irreversibly.

6.      Conclusions

To summarise, completing the Research Report and making presentation with Oxford Brookes University following my ACCA course has increased the level of my preparedness to join the full-time workforce and successfully utilise my energy and knowledge. In my opinion the biggest benefit I received from enrolling to this course of study is that the course of study, the Research Report and doing the presentation have made me to believe in my skills and capabilities and they have also awoke my desire to approach studying as a lifelong process.

Moreover, I have obtained a set of professional and personal gains as a result of completing the Research Report and making presentation that include the development of a critical mindset, improvement my writing and time management skills and enhancement of the level of my self-confidence.

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Mentoring Service with Proven Results

Mentoring for acca students research and analysis project to obtain the bsc in applied accounting from oxford brookes university, why mentoring, about mentoring, mentoring enables mentees, adapt ideas, develop interpersonal skills, professional perspective , future own learning, testimonials.

Caroline A. ACCA Student

Jason A. ACCA Affiliate

Rachel M. ACCA Student

Contact , [email protected] m.

Research Specialist

• Madison, Wisconsin
• SCHOOL OF EDUCATION/WIS CENTER FOR EDUCATION RESCH-GEN
• Partially Remote
• Staff-Full Time
• Staff-Part Time
• Opening at: May 7 2024 at 13:55 CDT
• Closing at: May 21 2024 at 23:55 CDT

Job Summary:

The Teaming Up for Equity in Science: Supporting NGSS Three-dimensional Learning and Achievement through Actionable Assessment project seeks an education researcher to join a team investigating how to make middle school assessment more meaningful for students. The research specialist will support quantitative and qualitative research into the educational efficacy of an innovative middle school science assessment system called ONPAR. Research activities include surveys, interviews, analysis of assessment results, education data, and user feedback. This is a grant-funded position which ends 12/31/2026. The Teaming Up for Equity in Science: Supporting NGSS Three-dimensional Learning and Achievement through Actionable Assessment project will examine the use of the ONPAR NGSS-based assessment system to leverage data to inform teaching and learning and conduct a randomized controlled trial to assess its effectiveness. The project will refine and validate ONPAR materials to meet the needs of users, increase teacher efficacy for NGSS assessment and data-driven instruction through professional development, improve outcomes for high-need middle school science learners, particularly ELs and students who struggle with reading, and build capacity for sustaining and expanding the use of the ONPAR assessment system. More information on the project can be found at http://iiassessment.wceruw.org/ . 

Responsibilities:

• 30% Conducts research experiments according to established research protocols with moderate impact to the project(s). Collects data and monitors test results
• 20% Operates, cleans, and maintains organization of research equipment and research area. Tracks inventory levels and places replenishment orders
• 20% Reviews, analyzes, and interprets data and/or documents results for presentations and/or reporting to internal and external audiences
• 10% Participates in the development, interpretation, and implementation of research methodology and materials
• 10% Provides operational guidance on day-to-day activities of unit or program staff and/or student workers
• 10% Performs literature reviews and writes reports

Institutional Statement on Diversity:

Diversity is a source of strength, creativity, and innovation for UW-Madison. We value the contributions of each person and respect the profound ways their identity, culture, background, experience, status, abilities, and opinion enrich the university community. We commit ourselves to the pursuit of excellence in teaching, research, outreach, and diversity as inextricably linked goals. The University of Wisconsin-Madison fulfills its public mission by creating a welcoming and inclusive community for people from every background - people who as students, faculty, and staff serve Wisconsin and the world. For more information on diversity and inclusion on campus, please visit: Diversity and Inclusion

Required Bachelor's Degree minimum in science education or closely related field Preferred Master's Degree MA in science education preferred

Qualifications:

Required: -experience working in K-12 science education (classroom, research or other related position) -experience assisting with or conducting quantitative and qualitative research and following research procedures -excellent written and oral communication skills -self-motivated -able to thrive in a minimal supervision environment Preferred: -experience organizing and cleaning quantitative data -familiarity with science assessment -experience conducting literature reviews and writing reports -attentive to detail -strong collaboration skills

Full or Part Time: 80% - 100% This position may require some work to be performed in-person, onsite, at a designated campus work location. Some work may be performed remotely, at an offsite, non-campus work location. The balance of in-person and remote work for this position will be discussed at the time of hire.

Appointment Type, Duration:

Terminal, 30 month appointment. This position has the possibility to be extended or converted to an ongoing appointment based on need and/or funding

Minimum $44,543 ANNUAL (12 months) Depending on Qualifications Employees in this position can expect to receive benefits such as generous vacation, holidays, and paid time off; competitive insurances and savings accounts; retirement benefits.

Additional Information:

The Wisconsin Center for Education Research (WCER), established in 1964, is one of the first, most productive, and largest university-based education research and development centers in the world. WCER's researchers and staff work to make teaching and learning as effective as possible for all ages and all people. WCER's mission is to improve educational outcomes for diverse student populations, impact education practice positively and foster collaborations among academic disciplines and practitioners. To this end, our center helps scholars and practitioners develop, submit, conduct, and share grant-funded education research. At WCER, all employees share five fundamental organization values to guide the purpose and quality of our work and interactions within ourselves and our outside stakeholders. The values that the work and people of WCER strive to uphold are: - Innovation and Excellence. Continuous improvement is a driver for excellence. We innovate and improve in our work to advance education through leading research and development. - Equitable Education. Equitable education is essential to a healthy society. We aim to reverse imbalances and injustices in education through our work. - Affirming and Increasing Diversity. Individual differences and group diversity inspire creative and equitable outcomes. We actively affirm and seek to increase such diversity in our center. - Healthy Workplace. The well-being of our workplace enhances success for all. We commit to a workplace based on mutual respect and transparency. - Partnering Across Differences. Diverse backgrounds and expertise improve the quality of our work. We collaborate across disciplines, methodologies, organizations, and communities to strengthen our research and development outcomes. If you need to request an accommodation because of a disability during the recruitment process, please email [email protected]  and one of our Division Disability Representatives will contact you. More information can also be found at https://employeedisabilities.wisc.edu/disability-accommodation-information-for-applicants/ . 

How to Apply:

Please click on the "Apply Now" button to start the application process. As part of the application process, you will be required to submit: - A cover letter addressed to Laura Wright describing how your experience and qualifications meet the requirements of this position - A current resume - A list with the contact information of at least three professional references

Becky Ohan [email protected] 608-262-5158 Relay Access (WTRS): 7-1-1. See RELAY_SERVICE for further information.

Official Title:

Research Specialist(RE047)

Department(s):

A17-SCHOOL OF EDUCATION/WCER

Employment Class:

Academic Staff-Terminal

Job Number:

The university of wisconsin-madison is an equal opportunity and affirmative action employer..

You will be redirected to the application to launch your career momentarily. Thank you!

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ORNL and SLAC Team Up for Breakthrough Biology Projects

Under DOE’s Integrated Research Infrastructure initiative, Frontier will provide high-speed analysis for LCLS-II’s structural biology data output

Plans to unite the capabilities of two cutting-edge technological facilities funded by the Department of Energy’s Office of Science promise to usher in a new era of dynamic structural biology. Through DOE’s Integrated Research Infrastructure , or IRI, initiative, the facilities will complement each other’s technologies in the pursuit of science despite being nearly 2,500 miles apart.

The Linac Coherent Light Source , or LCLS, which is located at DOE’s SLAC National Accelerator Laboratory in California, reveals the structural dynamics of atoms and molecules through X-ray snapshots delivered by a linear accelerator at ultrafast timescales. With last year’s launch of the LCLS-II upgrade , the maximum number of its snapshots will increase from 120 pulses per second to 1 million pulses per second, thereby providing a powerful new tool for scientific investigation. It also means that researchers will be producing much larger amounts of data to be analyzed.

Frontier, the world’s most powerful scientific supercomputer, was launched in 2022 at DOE’s Oak Ridge National Laboratory in Tennessee. As the first exascale-class system — capable of a quintillion or more calculations per second — it runs simulations of unprecedented scale and resolution.

Under the IRI, a team from ORNL and SLAC is establishing a data portal that will enable Frontier to process the results from experiments conducted by LCLS-II. Scientists and users at LCLS will leverage ORNL’s computing power to study their data, conduct simulations and more quickly inform their ongoing experiments, all within a seamless framework.

The developers behind this synergistic workflow aim to make it a road map for future scientific collaborations at DOE facilities, and they outline this workflow in a paper published in Current Opinion in Structural Biology . The authors include researchers Sandra Mous, Fred Poitevin and Mark Hunter from SLAC, and Dilip Asthagiri and Tom Beck from ORNL.

“It is truly an exciting period of simultaneous rapid growth in experimental facilities such as LCLS-II and exascale computing with Frontier. Our article summarizes recent experimental and simulation progress in atomic-level studies of biomolecular dynamics and presents a vision for integrating these developments,” said Beck, section head of Scientific Engagement at DOE’s National Center for Computational Sciences at ORNL.

The Linac Coherent Light Source at DOE’s SLAC National Accelerator Laboratory in California reveals the structural dynamics of atoms and molecules through X-ray snapshots delivered by a linear accelerator at ultrafast timescales. Pictured here is the LCLS-II tunnel. Credit: Jim Gensheimer/SLAC National Accelerator Laboratory

The collaboration germinated through discussions between Beck and Hunter about their labs’ mutual mission to tackle “big” science and how to pool their resources.

“We have these amazing supercomputers coming online, starting at ORNL, and the new high pulse rate superconducting linear accelerator at LCLS will be transformative in terms of what kind of data we will be able to collect. It’s hard to capture this data, but now we have computing at a scale that can keep track of it. If you pair these two, the vision we are trying to show is that this combination is going to be transformative for bioscience and other sciences moving forward,” said Hunter, senior scientist at LCLS and head of its Biological Sciences Department.

When the original LCLS began operations in 2009, it presented a groundbreaking technology for studying the atomic arrangements of molecules such as proteins or nucleic acids: X-ray free-electron lasers, or XFELs. Compared with previous methods that used synchrotron light sources, XFELs significantly increase brightness, so many more X-ray photons are used to probe the sample. Furthermore, these X-rays are sent in the form of laser light pulses that last only a few tens of femtoseconds, and this is much more compressed in time compared with other light sources.

Although X-rays provide the spatial resolution to understand where atoms are in space, they are also ionizing radiation, so they are intrinsically damaging to the very structures that scientists are trying to understand. The longer the exposure, the more damage done to the sample.

“Historically, all these structure determinations were a race. Can you get the information that you need at a high enough spatial resolution to make sense of it before you degrade that sample with the X-rays to the point where it is no longer representative?” Hunter said. “LCLS has made all of the X-rays show up quicker than the molecule can react to it, and so the race between collecting information and damaging the structure has been broken — the sample cannot be damaged in the amount of time that a single LCLS pulse arrives.”

With LCLS-II’s ability to quickly take many more X-ray snapshots of a sample, it may be able to capture rare events that might otherwise be unobservable.

“There are very important short-lived states in biology, which unfortunately right now we don’t always capture because of their limited lifetimes,” said Mous, an associate staff scientist at SLAC and lead author of the team’s paper. “But with LCLS-II, we might really be able to take many more snapshots, allowing us to observe these rare events and get a much better understanding of the dynamics and the mechanism of biomolecules.”

In a typical experiment, the original LCLS could beam 120 pulses of X-rays per second to samples, thereby generating about 120 images per second — or 1 to 10 gigabytes of image data per second — all of which was handled by SLAC’s internal computing infrastructure. With the expanded capabilities of the new superconducting linear accelerator, it can potentially send 1 million pulses of X-rays per second to samples, thus creating up to 1 terabyte of image data per second.

“That’s at least 1,000 times what we do today, so with the amount of data we are used to dealing with during the week, now we need to do that within an hour. And we just can’t do that locally anymore. There will be bursts where we will need to ship the data someplace where we can actually study it — otherwise, we lose it,” said Poitevin, staff scientist in the LCLS’s Data Systems division.

Poitevin leads development of the computational tools for LCLS’s data infrastructure, including the application programming interface for the new data portal, which began testing earlier this year on ORNL’s previous-generation supercomputer, Summit. Both Summit and Frontier are managed by the Oak Ridge Leadership Computing Facility, which is a DOE Office of Science user facility located at ORNL. The project was allocated computing time on Summit through DOE’s SummitPLUS program, which extends operation of the supercomputer through October 2024 with 108 projects covering the gamut of scientific inquiry.

“With the high repetition-rate capabilities of the new linear accelerator, the experiments are now happening at a much faster pace. We need to bake in some feedback that will be useful to the users, and we can’t afford to wait a week because the experiment may last only a few days,” Poitevin said. “We need to close the loop between analysis and control of the experiment. How do we take the results of our analysis across the country, then bring back the information that is needed just in time to make the right decisions?”

The new data portal, assembled under DOE’s Integrated Research Infrastructure initiative, will enable data processing, reprocessing, and large-scale multimodal studies between DOE facilities. Structural and molecular dynamics data collected at LCLS-II will be registered in a central workflow registry to facilitate rapid collocation with data collected from other facilities and high-performance computing resources, such as the Frontier exascale supercomputer. Credit: Gregory Stewart/SLAC National Accelerator Laboratory

That’s the point in the new workflow where senior computational biomedical scientists Asthagiri and Beck come in. As part of ORNL’s Advanced Computing for Life Sciences and Engineering group, Asthagiri specializes in biomolecular simulations. Frontier’s compute power will allow him to develop computational methods with LCLS-II data that will enable quickly sending timely information back to the scientists at SLAC.

“The near one-to-one correspondence between XFEL experiments and molecular dynamics simulations opens up interesting possibilities,” Asthagiri said. “For example, simulations provide information about the macromolecules’ response to varying external conditions, and this can be probed in the experiments. Likewise, trying to capture the conformational states seen experimentally can inform the simulation models.”

LCLS-II is currently being commissioned, but Hunter estimates that the instrument’s biology investigations will ramp up in about three years, and the team will use the data portal to ORNL for several projects in the meantime. With LCLS-II’s vastly improved ability to capture a range of molecular motion and with Frontier’s data analysis, Hunter is confident of the project’s impact on science. Gaining new understanding of the structural dynamics of proteins may accelerate the development of drug targets, for example, or lead to identifying molecules associated with a disease that may be treatable with a particular drug.

“It can open up a whole new way of trying to design therapeutics. Every different time point of a biomolecule could be independently druggable if you understood what this molecule looks like or know what this molecule is doing,” Hunter said. “Or if you were to go with the synthetic biology or bio-industrial applications, perhaps understanding some parts of the fluctuations of these molecules could help you design a better catalyst.”

Making such scientific breakthroughs requires close integration between specialized facilities, and Hunter attributes the teams’ cohesion to the IRI.

“We need to have the IRI behind this to make it happen because such collaborations won’t work if all the facilities talk a different language. And I think what the IRI brings is this common language that we need to build,” Hunter said.

Related Publication Mous, S., et al. “Structural Biology in the Age of X-ray Free-Electron Lasers and Exascale Computing.” Current Opinion in Structural Biology (2024). https://doi.org/10.1016/j.sbi.2024.102808 .

UT-Battelle manages ORNL for DOE’s Office of Science, the single largest supporter of basic research in the physical sciences in the United States. The Office of Science is working to address some of the most pressing challenges of our time. For more information, please visit energy.gov/science .

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Our qualifications

Strategic professional

Complete the final step of the ACCA Qualification with our Strategic Professional exams and you’ll be on your way to adding ACCA after your name. The final level of the ACCA Qualification towards ACCA membership, these exams will equip you with a unique blend of skills, real-world focus and specialisation options to super-charge your accountancy career and impress employers. 

What will I learn?

You’ll learn the dynamic skills and strategic vision that all great businesses and financial leaders need. Our Strategic Professional exams also give you the opportunity to specialise in areas that best suit your career ambitions.

What opportunities could it lead to?

Becoming an ACCA member unlocks the widest number of career opportunities, and gives you a mark of distinction that lets you drive your career to greater success. It could lead to very senior positions such as a financial manager , chief financial officer or a partner in a professional firm.

Did you know?

You could gain your ACCA Qualification and be an ACCA member in as little as 3 years  

The first time I wrote ACCA after my name it felt awesome – a real achievement. It’s my passport to work anywhere in the world.

Melissa Chew ACCA

Assurance Manager, BDO New Zealand

Our Professional level requires you to undertake:

This includes two compulsory modules which include Strategic Business Leader and Strategic Business Reporting. You then need to choose two further courses that suit your career ambitions from Advanced Financial Management; Advanced Performance Management; Advanced Taxation; or Advanced Audit and Assurance.

To become an ACCA member you’ll also need to complete:

1 ethics and professional skills module

We believe that finance professionals should be ethical and demonstrate the professional skills to make an impact immediately. This is why you’ll do an Ethics and Professional Skills module.

3 years’ work experience

in a relevant workplace role.

How long will it take?

If you combine your studies and work experience, you could gain your ACCA Qualification and be an ACCA member in as little as three years. However, we think your studies should fit around your life, which is why a range of flexible study options are available.

Am I eligible?

To complete the ACCA Qualification and become an ACCA member, you need to complete our Applied Knowledge, Applied Skills and Strategic Professional exams.

However, your previous education may qualify you for some exam exemptions, such as having a relevant degree from an ACCA-accredited university. If your previous qualifications exempt you from all the Applied Knowledge and Applied Skills exams then you can start your studies at Strategic Professional.

Otherwise, you’ll need to start at either Applied Knowledge or Applied Skills.

Find out if you’re eligible to claim exemptions

Use our exemption calculator

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