Mrs Tracey Williams

Associate Professor

Accounting and Finance

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Office 232 - 232
Second Floor
School of Management
Bay Campus

About

Tracey is an Associate Professor at Swansea University in accounting and finance specialising in financial and management accounting at undergraduate and post graduate level. Tracey has many years experience of teaching accounting and finance. Tracey is a Senior Fellow of the Higher Education Academy and PGCert qualified. Tracey started teaching professional learners on AAT and ACCA courses and moved into higher education in 2015.

Tracey has held various roles at Swansea University.

Programme Director MSc Strategic Accounting
Programme Director MSc Accounting and Finance conversion pathways
School of Management Academic Disability Coordinator
Subject Area Coordinator Accounting and Finance

Tracey graduated in Chemical Engineering MEng from Imperial College London and subsequently qualified as a Chartered Accountant ACA with Coopers and Deloitte. Since qualifying Tracey has held various roles in industry with many years practical experience of management and statutory accounting. Tracey is now a Fellow Chartered Accountant (FCA) of the Institute of Chartered Accountant in England and Wales.

Areas Of Expertise

Financial Accounting
Management Accounting
Strategic Business Reporting
Advanced Performance Management

Career Highlights

Teaching Interests

Teaching both level 6 and post graduate level financial and management accounting. Advanced financial accounting including complex transactions and consolidations at both undergraduate and post graduate level. Advanced performance management at post graduate level including analysis of complex business problems and appraisal of the solutions.

Research Award Highlights

Publications

Research Highlights

Williams, T. & Davies, L. (2025). THE FUTURE OF EXAMINATIONS: A COMPARISON OF IN-PERSON, REMOTE AND INVIGILATED ONLINE EXAMINATIONS. In EDULEARN Proceedings (pp. 1405-1413). IATED.
https://doi.org/10.21125/edulearn.2025.0451, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa70503
Williams, T. (2024). Did the use of technology in accelerated learning enhance student learning?. In EDULEARN Proceedings (pp. 5848-5855). IATED.
https://doi.org/10.21125/edulearn.2024.1403, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa67329
Yakubu, R. & Williams, T. (2020). A theoretical approach to auditor independence and audit quality. Corporate Ownership and Control, 17(2), 124-141.
https://doi.org/10.22495/cocv17i2art11, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa58928
Williams, T., Davies, L., Evans, S., & Spender, E. (2022). Is intensive block teaching successful?. In EDULEARN ProceedingsIATED.
https://doi.org/10.21125/edulearn.2022.1443, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa60548
Williams, T. & Davies, L. (2024). A Comparison of Traditional, Compressed and Integrated Learning. In EDULEARN Proceedings (pp. 5784-5792). IATED.
https://doi.org/10.21125/edulearn.2024.1388, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa67164

All Research

Journal Articles

Yakubu, R. & Williams, T. (2020). A theoretical approach to auditor independence and audit quality. Corporate Ownership and Control, 17(2), 124-141.
https://doi.org/10.22495/cocv17i2art11, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa58928

Conference Contributions

Williams, T. & Davies, L. (2025). THE FUTURE OF EXAMINATIONS: A COMPARISON OF IN-PERSON, REMOTE AND INVIGILATED ONLINE EXAMINATIONS. In EDULEARN Proceedings (pp. 1405-1413). IATED.
https://doi.org/10.21125/edulearn.2025.0451, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa70503
Williams, T. (2024). Did the use of technology in accelerated learning enhance student learning?. In EDULEARN Proceedings (pp. 5848-5855). IATED.
https://doi.org/10.21125/edulearn.2024.1403, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa67329
Williams, T. & Davies, L. (2024). A Comparison of Traditional, Compressed and Integrated Learning. In EDULEARN Proceedings (pp. 5784-5792). IATED.
https://doi.org/10.21125/edulearn.2024.1388, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa67164
Williams, T., Davies, L., Evans, S., & Spender, E. (2022). Is intensive block teaching successful?. In EDULEARN ProceedingsIATED.
https://doi.org/10.21125/edulearn.2022.1443, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa60548

Taught Modules

MN-2558 Financial Accounting 1B

This module is to focus on the law and regulations that underpin the operation of limited companies and their published accounts. It provides the link between the first year studies (MN-1004) where the practical techniques of the accounting process are learned and the second year (MN-2052) where more advanced and theoretical aspects are studied.
MN-3011 Financial Accounting 2

The purpose of this module is to provide a foundation in the theory and practice of financial reporting for groups of companies. Companies make investments in other entities. International Financial Reporting Standards have clear requirements as to how the investing company should account for these investments. Students will learn about the different types of investments and how to identify the nature of the investment in other entities. They will learn the techniques required to prepare financial statements for simple groups of companies in compliance with International Financial Reporting Standards and to complete the students' knowledge of financial reporting standards in particular those relating to more complex transactions.
MN-D020 Independent Project Dissertation

The module aims to develop fundamental research skills. It comprises the development of supervised research work leading to a dissertation in the field of accounting and finance. The specific research topic will be chosen by the student following consultation with their supervisor.
MN-D020M Independent Research Project

The module aims to develop fundamental research skills. It comprises the development of supervised research work leading to a dissertation in the field of accounting and finance. The specific research topic will be chosen by the student following consultation with their supervisor.
MN-D023 Independent Research Project

The module aims to develop fundamental research skills. It comprises the development of a research proposal which will form the foundation for supervised research work leading to a dissertation in the field of accounting or finance. The specific research topic will be chosen by the student following consultation with their supervisor. This module is exclusive to MSc Investment Management MSc International Banking and Finance MSc International Finance MSc Finance Technology (FinTech) MSc Financial Analytics MSc Sustainable Finance MSc International Accounting and Finance MSc International Financial Management MSc Finance and Big Data Analytics MSc Strategic Accounting This module is not available to incoming exchange/visiting students.
MN-M070 Strategic Business Reporting

The module provides students with an opportunity to develop and apply master¿s level knowledge, understanding and skills within an accountancy and finance related context. The module will require students to assimilate master¿s level knowledge and demonstrate critical appraisal of alternative solutions to financial decision making based on systematic analysis of complex business problems. Students will also be required to demonstrate independent research capability and presenting complex ideas through a range of different media appropriate to a finance professional.
MN-M572 Advanced Performance Management

The module provides students with an opportunity to develop and apply master¿s level knowledge, understanding and skills within an accountancy and finance related context. The module will require students to assimilate master¿s level knowledge and demonstrate critical appraisal of alternative solutions to financial decision making based on systematic analysis of complex business problems. Students will also be required to demonstrate independent research capability and presenting complex ideas through a range of different media appropriate to a finance professional.

Key Grants and Projects

Manual Notetaking to Increase Student Engagement and Knowledge Retention 2021 - 2023

, Sepender E., Davies L., Evans S.,

Invited Presentations, Lectures and Conferences

Manual Notetaking to Increase Student Engagement and Knowledge Retention

2023

Portsmouth
Creating a student led on-line inclusive community of learning and co-creation of programme content using digital technology.

2021

Virtual
Collaborative Technology: The future of accountancy teaching in the digital age

2019

Gregynog
Collaborative Technology: The future of accountancy teaching in the digital age

2018

Derby
Collaborative Technology: The future of accountancy teaching in the digital age

2018

Manchester
The success/pitfalls of running professionally accredited case studies to improve students’ learning and provide employability

2017

Gregynog
The success/pitfalls of running professionally accredited case studies to improve students’ learning and provide employability

2017

Swansea
Professional accountancy case studies and the use of technology as an effective tool for assessment and student engagement.

2017

Swansea
Breaking Down detailed questions.

2017

Swansea

Mrs Tracey Williams

Email address

About

Areas Of Expertise

Career Highlights

Publications

Research Highlights

All Research

Journal Articles

Conference Contributions

Taught Modules

MN-2558 Financial Accounting 1B

MN-3011 Financial Accounting 2

MN-D020 Independent Project Dissertation

MN-D020M Independent Research Project

MN-D023 Independent Research Project

MN-M070 Strategic Business Reporting

MN-M572 Advanced Performance Management

Key Grants and Projects

Manual Notetaking to Increase Student Engagement and Knowledge Retention 2021 - 2023

Invited Presentations, Lectures and Conferences

Manual Notetaking to Increase Student Engagement and Knowledge Retention

Creating a student led on-line inclusive community of learning and co-creation of programme content using digital technology.

Collaborative Technology: The future of accountancy teaching in the digital age

Collaborative Technology: The future of accountancy teaching in the digital age

Collaborative Technology: The future of accountancy teaching in the digital age

The success/pitfalls of running professionally accredited case studies to improve students’ learning and provide employability

The success/pitfalls of running professionally accredited case studies to improve students’ learning and provide employability

Professional accountancy case studies and the use of technology as an effective tool for assessment and student engagement.

Breaking Down detailed questions.