Recognised internationally for teaching and research excellence
- Maxwell 617
- T: 0161 295 5063
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- SEEK: Research profile
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After working for PriceWaterhouseCoopers and Invensis (as they now are) Roland taught at Leicester deMonfort and Leeds Met before joining Salford
International Financial Management
Financial Planning and Control
Qualifications and Memberships
BA (Econ), MA(Econ) CMA (Chartered Management Accountant), GCMA, ILTM
Madura, Jeff, Roland Fox, (2011) International Financial Management, 2nd edn, Thomson.
Roland Fox (2011) The Stochastic Behaviour of Investments: Implications for the Selection of Capital Investment Appraisal Techniques in Practice. Presented at the Northern Accounting Group Meeting September.
Fox, R 2008, 'DCF in Meltdown: the problem of project valuation', BAA conference (Blackpool).
Madura, Jeff, Roland Fox, (2007) International Financial Management, 1st edn, Thomson.
Fox, R 2006, 'Audio lectures - use, value and development cost', Innovative Learning in Action, 5,
Fox, R 2006, 'Valuation with and without options - a comment', Paper presented at the Northern Accounting Group Conference.
Fox, R 2005, 'Assessment of Students: are we really aligned?', Paper presented at the BAA Aberdeen SIG Education Conference.
Fox, R & Roberts, C A & Watkin, M & Oakey, D 2003, 'Supporting Student Success: What can we learn from the persisters?', Proceedings Education in a Changing Environment, Salford.
Baker, Rose and Fox, Roland (2003) “Capital investment appraisal a new risk premium model”, International Transactions in Operational Research, vol 10, pp115-126.
Roland Fox (1995) “Validating Lecturer Effectiveness Questionnaires in Accounting” Accounting Education – an International Journal, Spring ’95 pp 249-258.
Fox, R 2001, 'Using CD's to replace lectures', paper presented at BAA SIG Accounting Education, Annual Conference, University of Glamorgan.
Fox, R & Trotter, E & Alderman, R 2004, 'Using Formative Summative Assessment to Motivate, Enhance and Progress Learning', Proceedings of the University of Salford's Inaugural Learning and Teaching Research Conference, pp.163-172.