cima case study past questions and answers

How to Pass CIMA Case Study Exams: Detailed Guide to Success

This CIMA case study article shows you how to write an answer that puts you ahead of 90% of candidates, offers expert preparation tips, and increases your chances of obtaining your qualification.

1. How to Pass CIMA Case Study Exams: An Introduction to Our CIMA Exam Experience

In the last five years, we’ve helped over 10,000 CIMA students from 94 countries prepare for and pass their CIMA exams. In that time, VIVA’s tutors have seen every kind of exam answer you can imagine.

As an official CIMA tuition provider, we've seen everything; the good, the bad, and the downright baffling! But more importantly, we’ve also seen what works, and what definitely does not work.

In this article, we’ve compiled all of the key DOs and DON’Ts our CIMA tutors have gleaned from their years marking VIVA students’ CIMA mock exam answers. We see the same kinds of mistakes made over and over again. And the great news for you is — these mistakes can be very quickly rectified to help you pass your CIMA exams the first time around.

The Starting Point: What to Be Aware of before Learning More about CIMA Exam Strategies

The first step is being aware of what to avoid in CIMA exams.

This sets the foundation for you to go on refining and perfecting your approach. As in any other walk of life, perhaps the most important thing is to avoid doing foolish things rather than seeking perfection.

In the words of the very wise Charlie Munger: “It is remarkable how much long-term advantage people like us have gotten by trying to be consistently not stupid, instead of trying to be very intelligent.”

All the advice below comes directly from our CIMA case study professional tutors, who mark thousands of student scripts throughout the year.

If you wish to get your VIVA mock exam answers corrected, check out our CIMA course pages , where you can obtain professional marking services as part of the Elite Course.

2. What to Expect on Exam Day

Before we get into the meat of the matter, let’s just review what exactly you can expect to be presented with on exam day. (Feel free to skip on to the next section if you are already well acquainted with the Case Study exam format):

• You will be faced with 1 of 3 CIMA exam variants during any specific exam window (that's a total of 6 variants per pre-seen document under the 2019 CIMA syllabus)
• Each variant is broken down into timed sections (maximum of 5, minimum of 3)
• Each section will include either emails, records of conversations, schedules of information or combinations of all 3
• These give new information that leads on from the pre-seen document information
• Within each section, there will be a task or tasks for the candidate to complete (e.g. write a report, write sections of a report, write an email)
• These tasks might be embedded in the body of the email or conversation
• The task or tasks might include several different elements that pull from different pillars and competencies
• Candidates are NOT expected to perform any detailed calculations
• Each section will move through time (you cannot go back to a previous section once you move on to a subsequent section)

Of course, the best way to familiarise yourself with the real-life experience of a CIMA case study exam is to practice as many different mock exams as possible.

VIVA's OCS, MCS and SCS courses come with up to 5 different professionally prepared CIMA mock exams based on the current pre-seen, which you can practice online under timed exam conditions.

You’ll also want to review past CIMA exam variants to familiarise yourself with the different question styles that can come up.

However, there’s no substitute for timed practice based on the current pre-seen material – and that’s what you’ll get with us.

Source: Pexels

3. Reading the Question: Establishing the Case Study Exam Tasks and Requirements

One common error that our tutors' report is that students do not answer all the requirements included in the task.

In some cases, of course, this is simply down to the student not knowing how to answer the particular requirement. However, we have seen many scenarios in which students have simply missed the requirement due to not having read the question carefully enough!

Consider the sample below taken from a case study exam:

Here we have examples of what is sometimes called “triggers”. These are the places in the question where the requirements are explicitly stated.

Triggers are sometimes in the form of questions, sometimes not. Look out for phrases like “I need you to”, “I would welcome your suggestions for”, “Please draft”, and “Can you please include in your report”.

These are the sections that you really need to pay close attention to because it is there that you will be presented with the requirements.

As you can see in the screenshot above, there is one “task”, i.e., the report that you must draft. But the task has two requirements.

One is a comparison of financial performance and the other deals with the introduction of the balanced scorecard.

However, notice that each requirement contains several sub-requirements.

In the case of the first requirement, notice the “and.” You have to both “compare” and “analyse the implications.” Too many students will simply read the “Compare” part and completely pass over the analysis of the implications:

Likewise, in the case of the second requirement. There’s even more going on here, so you must pay close attention as you read through these “triggers.”

Not only do you have to offer your “suggestions for the other three quadrants,” but you also have to “explain why we have chosen the measures for each quadrant” and “ how they will influence behaviours in the company.”

All of these elements must be addressed to gain full marks.

But too often, students only pay attention to the first one or two. It is not necessarily the case that the first thing asked is the most important or even carries the most weight in terms of marks!

So, it’s essential that you carefully read these trigger sections thoroughly, making a note of each requirement as you go.

Another crucial point: answer the questions that have been asked!

This might seem obvious, but you'd be surprised how many students fail to do this. There are two main reasons students fail to answer the question asked:

(i) because they answer a question they wish they had been asked instead;

(ii) They don't read the trigger verbs carefully enough and misinterpret what is being asked.

The first reason has to do with the fact that sometimes, students will carefully prepare for particular kinds of questions during their exam preparation or practice. They will feel much more confident about some particular question types than others and will have prepared very effectively for those question types.

So strong is their hope that this kind of question will come up on exam day that when they read a question that is superficially similar, they will "shoehorn" their prepared answer into that question.

The result is an answer that is either only partly relevant or, in the worst case, utterly irrelevant to the question being asked!

So remember: don't let your hopes/preferences/strengths influence the kind of answer that you give. Allow the question to dictate what kind of answer you write.

The second reason students fail to answer the question asked is that they misinterpret a key term or phrase or forget what they were asked after they start writing. Consider the example below: ‍

In this example, an incorrect interpretation of the question might be to think about identifying the "limitations" or "drawbacks" of TQM, instead of the "obstacles" that might be encountered when implementing TQM.

The second part of the requirement is about how to overcome those obstacles. An incorrect interpretation might be "what the benefits of TQM would be, after implementing."

You can see that these are "similar" kinds of questions, but strictly speaking, they are different. So be very careful when reading the requirements or trigger sections that you identify the key verbs and key terms so you are certain that you are answering what is being asked.

A final point: ensure that your answers are in alignment with the question asked.

This is essentially about ensuring that you do not go off task as you write your answer - that your answer tracks the requirement and corresponds to each part of the requirement.

Too often, students go off task, padding or filling out their answers with irrelevant information. While writing each new paragraph, the key is to briefly refer back to the question and quickly ask yourself: "Is this relevant and contributing to answering the question?".

This is a good "check" to ensure you align your answers with the question.

4. Good Structure and Planning Can Help You Pass Your CIMA Case Study Exam

We really can’t overemphasize the importance of proper structure for your answers when it comes to achieving the required CIMA pass rates.

There are three main reasons why structure and careful planning is essential for getting your CIMA certificate:

1. It helps to ensure you have enough points raised to obtain top marks

2. It helps to prevent the duplication of content

3. It makes life easier for the marker – more precisely, it makes it easier for the marker to see that you have indeed addressed each requirement adequately, where you have done so, and how much you have written for each requirement. Consider good structure as being key to a more positive examiner experience.

If you clearly signal where each task starts and ends with headings and sub-headings and give each relevant point a full, separate paragraph, you will be making the examiner’s life easier (a happy examiner is likely to be more generous with marks!).

The post-exam reports ALWAYS mention the importance of structure. An orderly answer indicates an orderly and clear thought process behind your answer and shows evidence of planning.

5. Our Top Tips for CIMA Case Study Exam Structure and Planning

Firstly, a common question from students is: how do I know how many paragraphs to write for each task?

Now sometimes, we get lucky and a task or requirement will say something like: "Identify five risks..." or "Give three benefits...". In such questions, it's obvious how many paragraphs there should be!

For five risks, we will write five paragraphs, one for each risk. For the three benefits, we will write three paragraphs, one for each benefit.

Unfortunately, CIMA isn't always so generous! We are not always given the specific number of points explicitly. And so the question then becomes: how do we decide on the number of paragraphs to write?

The key is to look at the percentage of marks allocated for that particular task. CIMA now includes a percentage allocation for each task.

A good rule of thumb here is that for every 10% allocated to a particular task, you add one paragraph. So if a task is worth, say, 33%, you will write approximately three paragraphs. If a task is worth 60%, you will write about six paragraphs.

Note that this is a "rule of thumb." This, of course, isn't supposed to be a perfect formula, but rather a guideline to get you started.

There may be cases where four paragraphs are sufficient for a 60% task, if the paragraphs are long and substantial enough in terms of content . Nevertheless, this is a useful general guideline.

We recommend that you plan and structure your answers before you begin writing. 

However, many people lose valuable time at the beginning of each section planning their answers elaborately on the separate whiteboard provided on exam day. Instead, we recommend planning your answer within the answer box itself, not on the whiteboard or outside of the answer box.

A great way to plan on the fly is to work up a structure and fill in the gaps as you proceed. This forces you to get writing immediately, and by the time your structure is "filled out" the answer pretty much writes itself as you just go back and flesh out each heading and sub-heading:

Requirement A (this would correspond to the first requirement, so use an appropriate title, e.g., “Financial Performance”)

- Paragraph 1 (relates to first major point): idea 1, idea 2, idea 3 (If you have time, it’s worth emphasising the title of this key point by underlining it or putting it in bold, for example)

- Paragraph 2 (relates to second major point): idea 1, idea 2, idea 3

- Paragraph 3 (relates to third major point) etc etc: idea 1, idea 2, idea 3

Requirement B (this would correspond to the second requirement, e.g., "Balanced Scorecard")

…repeat as per above

TASK 2…repeat as per above

Remember, get straight to the point.

Write a 1-2 line introduction at the beginning of your answer, restating briefly what you were asked and the order in which you will address each point in the body of your answer.

Too many students waste time in their opening remarks repeating information we already know or rehearsing irrelevant information.

(You will see in VIVA’s model answers how short the introductions are -> you want to give yourself as much time and space as possible to demonstrate your knowledge and understanding! No marks are given for pleasantries).

It's also a good idea to have a "time plan" for each section of the exam. Now some students worry when they hear this: "ANOTHER PLAN!? Isn't that just going to waste even more of my time!?" 

But there is no need to worry here because a time plan is really very simple - but also crucially important! You need to know roughly how much time you can spend on each task so you don't run out of time!

The first thing to do is, note the length of time allocated per section. In the case of the OCS and MCS, that will typically be 45 minutes per section (with 4 sections in total).

In the case of the SCS, it will typically be 60 minutes per section (with 3 sections in total). The next thing to note is that not all of that time will be or can be spent literally answering the question.

Because, of course, some of that time will be needed for reading the question! So it's a good idea to deduct a short amount of time from the total allocated to a section and consider this your "reading time."

A good target is around 5 or 6 minutes maximum for reading the question. The amount left over after you deduct the reading time is the amount that you can allocate to actually writing your answer.

Now, remember: writing your answer should include the planning process. So you don't need to allocate a separate portion of time to the "planning." Consider planning and writing part of the whole answering process.

So after you deduct the reading time, you now need to decide how to allocate the "answer time."

And this is a relatively simple process. Note the percentages allocated to each task/subtask. Then use that to calculate that percentage of the answer time.

So, for example, let's say you have a section of 45 minutes. You deduct 5 minutes for reading time, which leaves 40 minutes.

Let's say there are two tasks: the first one is worth 60%, and the second one is worth 40%.

60% of 40 minutes is 24 minutes. 40% of 40 minutes is 16 minutes.

And there you have it! You would have 24 minutes to write your answer for the first task, and 16 minutes to write your answer for the second task.

7. A Quick Word on CIMA Case Study Answer Length

I'm sure you've all heard the cliche, "it's about quality, not quantity"!

Of course, there's a kernel of truth to that. But let's be realistic: you're not going to pass your exam if you write 2 lines of text, even if they're the best lines ever written by a CIMA student!

So the cliche only gets us so far. The reality is that markers consistently report that longer answers do tend to score higher marks. And that shouldn't be surprising. 

Other things being equal, the longer an answer is, the more likely it will contain more points - or more detailed points.

When it comes to the OCS and MCS exams, you should be aiming for a minimum of 2 pages, but ideally, 3 pages in a typical 45-minute section would be best if you want to score well.

Each relevant point you make should get a separate paragraph and be supported by examples, reference to the pre-seen and perhaps the real-life industry if applicable, and relevant theories from the Enterprise, Performance and Financial pillars.

In the case of the SCS exam , you should aim for a minimum of 2.5 pages, but ideally, 3.5 pages + in a typical 60-minute section if you want to score well.

8. What about the Content of Your CIMA Exam Answers?

Of course, we can’t tell you exactly what to write – that depends on the questions asked on the day! But there are some fundamental rules of thumb and principles that you should bear in mind.

(i) Justify and Explain

One very simple but crucial point is the following: you have to justify all your arguments and should explain technical terms.

Now that might appear obvious. But you’d be surprised how frequently students fail to do these basic things. And our tutors believe they know why.

This is the error of assuming that the marker will already know what you are talking about. The thing is, they probably will! But that’s not the point.

The point of the exam is to demonstrate your understanding!

So even if you think your marker will probably know what you mean, you should act as if they might not. Show them that you understand, and leave no room for doubt.

A good tip here is to try to really adopt the role that you have been assigned - and correspondingly, speak to the character whom you are addressing in the scenario as if they really are that person!

That way, you are more likely to consider terms they may not fully understand and give more comprehensive explanations of your arguments and conclusions.

Consider the following passage, which is taken verbatim from a past student’s mock exam answer for the Strategic Case Study of May 2018:

“Mr. Winston, however, may not understand the online streaming industry, where consumers just want to watch movies and tv series without interruptions of advertisements in between. His presence may also de-motivate other employees looking to grow within the business. The cultures may be different and it will take him a long time to get used to the streaming business.”

The student left it at that and then moved on to the following requirement. You should be able to see clearly what is wrong here, even without knowing what question was asked.

Each of the three sentences above could (and should have) been explained. Take the first. The obvious question is: why may Mr. Winston not understand the streaming industry?

Consider then the second sentence. The obvious question here is, why might his presence de-motivate other employees?

There’s a hint when he mentions other employees have been willing to “grow within the business,” but the student still fails to make his argument explicit.

What he might be trying to say is that, given that existing employees have grown with the business and have been loyal to the company for a long time, they might feel some resentment towards an external person being given a high-ranking position – instead of hiring from within the company.

But this is not what the student wrote. And so, he lost potential marks by not spelling it out. In the case of the final sentence, there are two more key points left undeveloped: in what way exactly may the cultures be different? And why might it take Mr. Winston a long time to get used to the business?

It’s clear that these points seemed obvious to the student, but he ultimately lost marks because he did not demonstrate understanding.

What you’ll often find is that, once you begin to explain something that seems to “go without saying,” you actually think of interesting points that you hadn’t considered before or that you had forgotten. You want to give yourself as much opportunity to make as many points as possible in support of your answer.

(ii) Give Specific Examples in Terms of the Pre-seen Company

It is not enough to simply define a theory or principle or even to explain a theory or principle in the abstract.

You have to apply it as well. What does that mean?

Basically, you have to be able to say why or how a particular theory/principle/method is relevant to the specifics of the unseen and pre-seen information.

Ask yourself: How can this theory be applied to the current case? What are some concrete examples of the abstract concepts I am using here in terms of the current company?

To follow my own advice, let’s look at another example from another real student’s answer. In this case, the student is asked to give examples for each category in a cost of quality report (OCS May 2018). The student’s answer to this requirement is as follows:

“A) Examples of costs to be included in each category of the report are as below:

1. Wastage of materials when errors are found.

2. Duplication of workload when errors are found

3. Damage to morale when work has to be repeated

1. Loss of consumer confidence

2. Damage to reputation

3. Cost of replacing the product

1. Invest in better-trained staff to ensure fewer errors in production.

2. Invest in higher quality materials to ensure the material doesn't fail.

3. investment in automating processes to reduce human error

1. Inspection of raw materials on arrival

2. Inspection of completed goods before they leave the factory

Notice that this segment of the answer is quite well-structured. The student uses headings and sub-headings and orders the answer logically.

However, the problem is that the student doesn’t actually give specific examples for each category that are derived from the company in question (a luxury bag manufacturer in this case).

Instead, she gives generic examples that could come from almost any company that manufactures any product. In this case, the student would need to provide specific examples.

So instead of simply saying “wastage of materials when errors are found,” the student should give concrete examples of errors that could occur in the context of this company, a luxury bag manufacturer. What kinds of materials are likely to be wasted? What kinds of errors might be found?

These are the kinds of questions you should be asking yourself when applying a particular theory or model to the current case. The marker needs to see that you can actually use the theories and models you have learned during your objective studies in a real-world scenario and in a realistic way.

This shows you’re ready for the real world as a management accountant! Simply giving generic examples that could equally well apply to any number of companies or scenarios is not sufficient to score full marks.

(iii) Avoid List-style Answers

Another common error is that students will give their answers in the form of bullet points.

Unfortunately, this is not what markers are looking for. It might seem neat and tidy and concise to you, but to a marker, it will simply give the impression of superficial engagement. Lists also give the impression that you are rushing through the answer.

Try to write your answers in prose style. It should be conversational but professional. You are trying to engage with and guide the fictional person who has asked for your assistance. Throwing a list of bullet points without elaboration will not be acceptable!

Now that’s not to say that you can’t use bullet points to structure your answers. But this is different from simply having a list of one-liners alongside bullet points.

You may organize your sub-headings in a bullet-point style, but what follows should be in prose style, with full sentences, explanations, examples and justifications.

9. Managing Technical CIMA Questions That Appear in Exams

Many students mistakenly believe that when it comes to more technical questions involving financial statements and “the numbers,” a different approach is necessary.

Students feel they need to spend much of their time performing calculations and showing off their ability to use various formulae from their objective studies. 

However, this is not the case. In fact, you are not expected to perform lengthy calculations when it comes to technical components in the case study exam. Instead, the extent to which you will be expected to demonstrate your technical capacities corresponds to the following:

You will need to be able to:

- explain how the content of a schedule/table/financial statement has been prepared

- interpret the solution from a schedule/table/financial statement

- interpret the information within the schedule/table/financial statement

- explain the accounting treatment for a certain type of transaction and the impact on the financial statements

The occasional basic calculation can be made to illustrate a point or to support your interpretation, but that interpretation should be written in prose form.

Markers do not want to see long strings of calculations and formulae without any written explanation or justification. If you do include calculations, keep them short, and focus instead on demonstrating your understanding through written means.

When it comes to a general approach to technical components, we recommend that you follow the order of operations indicated in the diagram below:

We've already dealt with structure above.

In terms of content, it's a good idea to start with the general theoretical and technical concepts/principles that you are going to be using in the requirement. You don't need to spend too long on this phase - you're not expected to give a complete, exhaustive abstract explanation of a model or theory.

Rather, give a short but jargon-free summary of the model or theory that you are making use of. You want to spend as much time on the application phase as possible. This is where you will demonstrate your deep theoretical understanding. 

Remember, markers want to see you applying your knowledge as if you were really working in this company, in the specified role, and charged with the tasks outlined in the exam .

Simply stating abstract principles would not be acceptable in the real world. Nor is it acceptable in the CIMA case study exam.

Finally, and ideally, you want to move beyond the narrow application of the relevant theory to the specifics of the case.

Markers like to see students adopt a wider perspective of the business and spell out some of the broader implications of your solution to the task/requirement.

It's a good idea here to stretch out your time horizon and consider second and third-order consequences of a particular action - positive or negative.  

Markers also like to see students derive conclusions and recommendations in questions where students are asked to consider advantages and disadvantages/risks and benefits of particular courses of action. This shows deeper engagement with the case and wider business awareness.

10. How to Pass CIMA: Key Takeaways for Upcoming Case Study Exams

When it comes to case study success, there are three really key components:  

1. Solid theoretical knowledge relating to objective subjects

2. Intimate knowledge of the pre-seen and some familiarity with industry trends

3. Excellent exam answer technique

Too many CIMA students get hung up on revising their objective test theory in the wrong way, i.e., committing theory to memory from their CIMA objective test textbook material. The result is less flexibility in producing answers to new problems.

A much better approach is to review key theories by applying each one to the specifics of the current pre-seen document.

In this way, you kill two birds with one stone, i.e., solid theoretical knowledge and intimate knowledge of the pre-seen.

Then it's all about honing your exam technique. The reality is, our markers report over and over again that the typical student's main problem often isn't so much their lack of theoretical knowledge (although that is sometimes definitely the case), as they cannot order their thoughts, apply their knowledge, and master their timing.

 When it comes to timing, there's no substitute for practice (all of VIVA's mocks can be taken in our online CIMA exam simulator under timed conditions).

If you combine practice with careful attention to the points listed above, you will likely write an exam answer that puts you ahead of 90% of CIMA students.

11. Get Ahead with VIVA Financial Tuition

It doesn't matter what kind of business career you're after, CIMA qualifications can unlock a brighter future.

Whether you aim to be a Chief Financial Officer or business owner, our CIMA exam tips and advice can get you where you want to go faster, and for a fraction of the cost of traditional tuition providers. Start your journey today and discover our range of CIMA courses .

Check out our market-leading Study Packs for the current Case Study. The packs include hours of high-quality video tuition by some of the world's leading CIMA experts, alongside mock exams modelled closely on the official CIMA exams and a whole range of support materials. You might also want to read: Working through your CIMA Case Study Course .

Like to explore how VIVA can help you with your CIMA studies?

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MJ THE TUTOR

Cima exam support and preparation, how to prepare using cima past exam papers.

This is from the “Accounting Makes Cents” podcast episode #31 released on Monday, 16 January 2023.

In this episode, we’re going to discuss the value in using past exam papers for your CIMA case study preparation. Additionally, I’m going to try and show how you can use these past exam papers to practice questions and develop answers using the current CIMA case study pre-seen information.

Jump to show notes .

This is actually quite an interesting question I got asked by a student this past weekend while I was teaching one of my classes. The question was: “Is there value in going through past papers to prepare for the exams?” The simple answer to this is yes. Now this is not one of those questions where the simple answer is yes, but ultimately it’s a “no, you shouldn’t be doing it”. What I want to explore today is that the answer is yes, and explain why it’s a “definitely yes” answer.

Let’s get right into it.

Past paper questions have value in them in that there is a whole library of them available to students online, you just need to get your hands on them. They can normally be found on the CIMA website, if you just search for past papers, they should come up. Each session in the past always had 3 exam variants at a minimum. Each variant had 4 sections. And then each section had 2 requirements at the very least. So that would mean that for each exam session that you want to go through for the questions, you will have face 24 requirements or 12 questions and suggested answers. And you guys can imagine, CIMA has been running exams like these for a couple of years now so there is a lot of available questions and answers for you guys on the website. This is at minimum.

The general issue with using past paper questions is that the suggested answers that go with the past question do not always link back to the current pre-seen material and situation. This is a bigger issue especially if you can’t visualise how you can apply it to your current situation. Each session focuses on different pre-seen companies. The companies come with their own sets of background information, their strategies, strengths and weaknesses, etc. So with all this information available with regards to the companies, there will be no two companies that will be exactly alike or exactly the same. Hence, when you think about the answers for specific questions, the answers will not exactly be the same.

The trick is to read and face the questions on the past paper, but when you are thinking of the answers, you should use the current pre-seen backgrounder. You are actually, essentially putting your own suggested answers together for the past paper questions but just updating it to the company you are going to be examined on.

Now, in having done this, you may ask – well if we are just looking at the questions and not focusing too much on the suggested answers, then is it okay if we just disregard the suggested answers?

I’d say no, because there is still some value in those. Granted, like I said, they may not link back exactly with the pre-seen company that you have now, but you should still be able to follow the way CIMA suggests how you should put together your answers and just interchange some of the logic and reasoning behind those suggested answers. Another thing is that they give you points to consider, especially if you’re having trouble coming up with points for your current pre-seen. You may be able to use those suggested answers to come up with the points, or at least there is already pre-loaded points that you can think on and how you can relate it back to your pre-seen.

The example

For me to show this, I’m going to have to grab a question from a past paper exam and use that as an example. The question I’m using today is on the May and August 2021 CIMA Management Case Study (MCS) Exam Variant 5 Section 3 Requirement B. I repeat May and August 2021 MCS Variant 5 Section 3 Requirement B. The question refers to a discussion of the “characteristics of debt and equity as potential sources of finance as a result of a Board’s decision”.

So for that particular session, the pre-seen company was a company called Trayyner, which was an unquoted company offering executive training courses. When thinking about a discussion on funding sources, we know that there is a difference between what is available to quoted and unquoted companies, especially ones related to equity.

The suggested answer on this particular requirement started off looking at specifics of the funding required for the venture. There are specific numbers that were shared on the suggested answers, which we could also look at and switch, using the numbers on our current pre-seen, where applicable.

A few paragraphs then of the suggested answer dealt with debt and what the gearing ratio of Trayyner was. This was then used to gauge how much it would affect Trayyner’s gearing ratio once the borrowing has been provided or obtained. In practical terms, we should also be able to use the gearing ratio of our current pre-seen and determine how much effect that would have if additional borrowings were obtained.

Now onto the equity side of things, and here is where it gets interesting. Since this question asked for a discussion of funding sources,, it’s always a good idea to present sides to the discussion. In this case, since we’ve already done a few paragraphs on debt, we should do a few on equity as well.

Trayyner was an unlisted company so one of the main things that was not available to it as a funding source was to offer the shares on the stock exchange, which would be a good idea or good way for a listed company to raise equity funding. The next few paragraphs of the suggested answer dealt with how we could gain equity funding as an unlisted company, so things like offering a rights issue came up in the discussion.

I highlight this part because you could end up having a listed company as a current pre-seen and this is not uncommon. Actually, most pre-seen companies in general are listed companies. So in which case, you could then add the discussion of offering shares on the stock exchange, how quick and easy it is or how difficult and cumbersome it is, and whether it’s a good idea or not to use such a way to fund your investments.

The takeaway

So you see, even if the suggested answers do not totally link back to your current scenario, there are still ways for you to be able to use those answers to help you formulate good ones or good points for your current pre-seen.

Please note that although I’ve used a Management Case Study past paper, that this practice of going through the past papers can also be done with the Operational Case Study and Strategic Case Study levels.

Show notes simplified

In this episode, MJ the tutor discusses the value in using past paper exams for the CIMA case study preparation. Additionally, she shows how a student can use past paper exams to practice questions and develop answers for the current CIMA case study pre-seen information.

Resources and links from this episode: CIMA past paper example

Credits: “Ding Ding Small Bell” ( https://freesound.org/s/173932/ ) by JohnsonBrandEditing ( https://www.youtube.com/channel/UC1RImxnsbfngagfXd_GWCDQ ) licensed under CC0 Licence.

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A1. the ecosystems of organisations.

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CIMA Operational Case Study

No matter how well you know the theory and the pre-seen, unless you can use your knowledge in an exam situation, all of your revision is worthless!

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Long COVID Basics

• Long COVID is a serious illness that can result in chronic conditions requiring comprehensive care.
• Long COVID can include a wide range of ongoing symptoms and conditions that can last weeks, months, or even years after COVID-19 illness.
• Anyone who had a SARS-CoV-2 infection, the virus that causes COVID-19, can experience Long COVID, including children.
• COVID-19 vaccination is the best available tool to prevent Long COVID.
• Living with Long COVID can be difficult and isolating, especially when there are no immediate answers or solutions.

About Long COVID

Long COVID is defined as a chronic condition that occurs after SARS-CoV-2 infection and is present for at least 3 months. Long COVID includes a wide range of symptoms or conditions that may improve, worsen, or be ongoing.

Long COVID occurs more often in people who had severe COVID-19 illness, but anyone who gets COVID-19 can experience it, including children.

Most people with Long COVID experience symptoms days after first learning they had COVID-19, but some people who later develop Long COVID do not know when they were infected. People can be reinfected with SARS-CoV-2 multiple times. Each time a person is infected with SARS-CoV-2, they have a risk of developing Long COVID. Long COVID symptoms and conditions can emerge, persist, resolve, and reemerge over weeks and months. These symptoms and conditions can range from mild to severe, may require comprehensive care, and can even result in a disability .

While rates of new cases of Long COVID have decreased since the beginning of the COVID-19 pandemic, it remains a serious public health concern as millions of U.S. adults and children have been affected by Long COVID.

Signs and symptoms

People with Long COVID can have a wide variety of symptoms that can range from mild to severe and may be similar to symptoms from other illnesses. Symptoms can last weeks, months, or years after COVID-19 illness and can emerge, persist, resolve, and reemerge over different lengths of time. Long COVID may not affect everyone the same way. Some people can experience health problems from different types and combinations of symptoms that may:

• Be difficult to recognize or diagnose
• Require comprehensive care
• Result in disability

Fatigue, brain fog, and post-exertional malaise (PEM) are commonly reported symptoms, but more than 200 Long COVID symptoms have been identified.

General symptoms 

• Tiredness or fatigue that interferes with daily life
• Symptoms that get worse after physical or mental effort

  Respiratory and heart symptoms

• Difficulty breathing or shortness of breath
• Fast-beating or pounding heart (also known as heart palpitations)

  Neurological symptoms

• Difficulty thinking or concentrating (sometimes referred to as “brain fog”)
• Sleep problems
• Dizziness when you stand up (lightheadedness)
• Pins-and-needles feelings
• Change in smell or taste
• Depression or anxiety

  Digestive symptoms

• Stomach pain
• Constipation

  Other symptoms

• Joint or muscle pain
• Changes in menstrual cycles

Symptoms that are hard to explain and manage

Some people with Long COVID have symptoms that are hard to explain or difficult to manage. There is no laboratory test that can determine if your unexplained symptoms are due to Long COVID. People with these unexplained symptoms may sometimes even be misunderstood or experience stigma. This can result in a delay in diagnosis and receiving the appropriate care or treatment. Long COVID treatment is focused on managing symptoms, reducing their impact on daily activities, and improving your quality of life.

Talk to your healthcare provider if you are experiencing symptoms that are hard to explain or that persist, or if you think you or your child has Long COVID.

Complications

Some people, especially those who had severe COVID-19, may experience multi-organ effects or autoimmune conditions lasting weeks, months, or even years after COVID-19 illness. Multi-organ effects can involve many body systems, including the heart, lungs, kidneys, skin, and brain. Symptoms for many of these multi-organ complications are similar to commonly reported Long COVID symptoms. As a result of these effects, people who have had COVID-19 may be more likely to develop new or worsening of health conditions such as:

• Heart conditions
• Blood clots
• Neurological conditions

Who is at risk

While anyone who gets COVID-19 can develop Long COVID, studies have shown that some groups of people are more likely to develop Long COVID than others, including (not a comprehensive list):

• Hispanic and Latino people
• People who have experienced more severe COVID-19 illness, especially those who were hospitalized or needed intensive care
• People with underlying health conditions and adults who are 65 or older
• People who did not get a COVID-19 vaccine

Health inequities affect populations at risk for Long COVID

Health inequities from disability , economic, geographic, and other social factors disproportionately affect some groups of people. These inequities can increase the risk of negative health outcomes and impact from Long COVID.

CDC emphasizes core strategies  to lower health risks from COVID-19, including severe outcomes such as hospitalization and death. Preventing severe outcomes from COVID-19 illness helps prevent Long COVID. Steps you can take to protect yourself and others include:

• Staying up to date on COVID-19 vaccination .
• Practicing good hygiene  (practices like handwashing that improve cleanliness)
• Taking steps for cleaner air
• Use precautions to prevent spread
• Seek healthcare promptly for testing and/or treatment if you have risk factors for severe illness ; treatment  may help lower your risk of severe illness

Research shows COVID-19 vaccination  is the best available tool to prevent Long COVID.

Testing and diagnosis

Long COVID is not one illness. There is no laboratory test that can determine if your symptoms or conditions are due to Long COVID. A positive SARS-CoV-2 test is not required for a Long COVID diagnosis. Your healthcare provider considers a diagnosis of Long COVID based on:

• Your health history
• If you had a diagnosis of COVID-19 by a positive test, symptoms, or exposure
• A health examination

Clinical evaluations and results of routine blood tests, chest X-rays, and electrocardiograms may be normal in someone with Long COVID. People experiencing Long COVID should seek care from a healthcare provider to create a personal medical management plan and improve their symptoms and quality of life. Talk to your healthcare provider if you think you or your child has Long COVID.

Similar conditions

Some people experiencing Long COVID symptoms have symptoms similar to those reported by people with myalgic encephalomyelitis/chronic fatigue syndrome (ME/CFS)  and other poorly understood chronic illnesses that may occur after other infections. These unexplained symptoms or conditions may be misunderstood by healthcare providers, which can result in a delay in diagnosis and people receiving the appropriate care or treatment.

What CDC is doing

CDC is working with other federal agencies to better understand and address the long-term impacts of Long COVID , who gets Long COVID, and why. CDC supports these goals by:

• Partnering with state and local jurisdictions
• Supporting healthcare providers
• Promoting and conducting research

Studies are in progress to learn more about Long COVID and identify further measures to help prevent Long COVID. CDC and partners use multiple approaches to support and conduct research that estimates:

• How many people experience Long COVID and why
• Which groups of people are disproportionately impacted by Long COVID
• How new variants may affect Long COVID
• The role that COVID-19 vaccination plays in preventing Long COVID

Each approach helps CDC and its partners better understand Long COVID and how healthcare providers can treat or support patients living with these long-term effects. CDC posts data on Long COVID and provides analyses. The most recent CDC data and analyses on Long COVID can be found on the  U.S. Census Bureau’s Household Pulse Survey . CDC will continue to share information with healthcare providers to help them evaluate and manage these conditions.

• The Office of Long COVID Research and Practice (OLC) (HHS)
• Long COVID (Veterans Affairs)
• Coronavirus Resources (Department of Labor)
• RECOVER COVID Initiative

Long COVID Reports

• A Long COVID Definition: A Chronic, Systemic Disease State with Profound Consequences | The National Academies Press
• Long-Term Health Effects of COVID-19: Disability and Function Following SARS-CoV-2 Infection | The National Academies Press
• Implementation of the Government-wide Response to Long COVID (HHS)
• National Research Action Plan (covid.gov)
• Services and Supports for Longer-Term Impacts of COVID-19
• Health+ Long Covid Human-Centered Design Report (HHS)
• Whole Health System Approach to Long COVID (Veterans Affairs)

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