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Options Trading Strategies with Bloomberg: A Practical Guide for the Undergraduate Classroom
No full textToday more business schools are investing in Bloomberg terminals to provide an experiential learning environment designed to better prepare students for industry. This paper illustrates how Bloomberg terminals can be incorporated in today\u27s financial derivatives curriculum resulting in a merger between theory and practice. Through the illustration of six options trading strategies and the functionality of the Bloomberg System, both instructors and students will have a better comprehension of the uses and benefits of this system in the classroom today. In doing so, students will be better prepared for future careers in the finance industry
Beyond the Romance: Teaching Financial Regulation with Public Choice and Austrian Economics
No full textMoney and banking students typically begin class assuming that markets fail routinely and that government regulation can prevent (or resolve) crises. We show that there is at least a reasonable doubt that financial intervention causes more harm than good. We then share a successful pedagogical approach to examining financial regulation, through the lens of three models of political economy: public interest, Austrian economics, and public choice theory. We examine nine categories of financial regulation using the standard public interest approach, integrated with Austrian and public choice critiques, to guide students through a critical assessment of financial regulation
Student Recognition of Learning Gains: Evidence from Pre- and Post-Instruction Quizzes
No full textThis study investigates whether students in upper-division economics courses can meaningfully recognize their learning gains over time, independent of instructor-assigned grades. Using a repeated quiz design grounded in authentic assessment, students engaged with real-world economic articles before formal instruction and again after substantial course content had been delivered. Students evaluated their responses from both rounds, while instructors independently assessed the same work. Results show that students not only perceived significant learning gains but also became more accurate in assessing their own performance over time. Additionally, early self-perceptions appear to modestly predict later outcomes, while the largest learning gains occurred among initially weaker students. Qualitative reflections reinforce the empirical findings, emphasizing increased metacognitive awareness. These findings highlight the pedagogical value of self-assessment as a tool for fostering reflective learning and metacognitive development in economics education
A Brief Introduction to Marginal Analysis for the Micro-Economics Principles Course
No full textThis brief note provides a simple, yet powerful example of how the marginal cost/marginal benefit principle can be used in everyday life. Using the decision of the optimal choice of speed on the highway, this note was developed for use as one of the first readings in an introductory microeconomics course. It is clear in this demonstration that marginal cost is increasing, while marginal benefit is decreasing, and how the intersection of these two curves shows the optimal choice. In addition, shifts in the curves can easily be demonstrated as an introduction to supply and demand
The Effectiveness of Casual Group Learning in Introductory Finance Tutorials
No full textMany universities require introductory financial management for undergraduate business majors. This study measures whether classroom study groups have a more positive effect on student perceptions and performance than traditional teacher driven classes. As an alternative to traditional tutorial teaching, Classroom Study Groups is an application of casual group learning and is consistent with Constructivist learning theories. The study reports significant differences between the two approaches, with student engagement and satisfaction reported at higher levels amongst those students involved in the traditional, teacher-led approach, and no significant difference between the two in regard to student performance. Interesting relationships are found between dimensions of student engagement, gender, basis of qualification for university entry, selection of course major, and fluency in speaking the English language
Using Sports to Teach Finance and Economics
No full textSustaining student interest in economics and finance is often a challenging task. One way to generate interest is through the use of examples that are interesting and relevant to the students. Sports provide many examples of finance and economics principles. In this paper, we provide seven sports examples that can be used to demonstrate various topics in and out of the classroom. These examples can be used either to introduce material or to assist more advanced students in gaining a deeper understanding of the subject matter. The examples have the additional benefit of providing memorable allegories to the business world
Market-Dependent Domestic Production Set
No full textA remarkable feature of the 21st century is extremely rapid international capital mobility compared to considerably sluggish annual FDI flows in the last quarter of the 20th century. If this empirically significant assumption of internationally footloose capital is adopted, an economy’s production set, and its boundary, the production possibility frontier, are, under this assumption, rendered market dependent insofar as domestic commodity price variation causes a swift relocation of the production frontier, contrasted with the market-invariant frontier in standard theory. Other conclusions of economic analysis are, in general, also modified, rendering this change in assumption materially relevant to economic theory
The Theory of the Firm, Transaction Costs, and Financial Statements
No full textThe paper links the economic theory of the firm with the firm’s balance sheet and income statement by including transaction costs, disequilibrium, and comparative statics in a model of a firm in a perfectly competitive industry. The analysis builds in particular on contributions by Ronald Coase
Daily Clicker Questions Combat Procrastination
No full textThe use of classroom response systems to promote active learning is growing, but the evidence on whether clicker questions actually help students to learn is mixed. This paper uses formative assessments of individuals to predict their overall achievement instead of comparing the performance of clicker and control groups. It finds that students who answer more daily clicker questions correctly have higher summative assessments, after considering the effects of other important variables. Individuals who understand course content earlier also perform better in the end