NBS8332 : Financial Theory
NBS8332 : Financial Theory
- Offered for Year: 2024/25
- Module Leader(s): Dr Jose Liu
- Lecturer: Dr Andrei Stancu
- Other Staff: Dr Rama Kanungo
- Owning School: Newcastle University Business School
- Teaching Location: Newcastle City Campus
Semesters
Your programme is made up of credits, the total differs on programme to programme.
| Semester 1 Credit Value: | 10 |
| Semester 2 Credit Value: | 10 |
| ECTS Credits: | 10.0 |
| European Credit Transfer System | |
Pre-requisite
Modules you must have done previously to study this module
Pre Requisite Comment
Basic knowledge of Maths & Econometrics (linear regression analysis). Basic knowledge of Excel.
Co-Requisite
Modules you need to take at the same time
Co Requisite Comment
N/A
Aims
To provide the foundations in financial theory and its applications. To present the way of posing financial problems, the process of formulating them and applying theoretical concepts to complex corporate problems. To help students "think like economists" and gain the analytical and quantitative skills of management.
Outline Of Syllabus
The module is spread over two semesters. The aim of the module in the first semester is to provide an introduction to the valuation of financial securities. The aim of the module in the second semester is to introduce students to the theory and empirical evidence relevant for investment decisions. Examples for the topics include diversification, prices and returns in capital markets, market inefficiency, and portfolio management.
Learning Outcomes
Intended Knowledge Outcomes
1. Demonstrate a systematic understanding of the functioning of different classes of financial securities
2. Demonstrate a comprehensive understanding of a number of empirical techniques currently applied in the evaluation of financial assets
3. Demonstrate ability to deal with complex issues in asset pricing, make sounds judgements, and present results
4. Demonstrate ability to evaluate critically current research and advanced scholarship in asset pricing
Intended Skill Outcomes
1. Develop independent learning ability required for continuing professional development
2. Develop ability to make decisions in complex and uncertain environments using rigorous theoretical arguments based on mathematical reasoning
Teaching Methods
Teaching Activities
| Category | Activity | Number | Length | Student Hours | Comment |
|---|---|---|---|---|---|
| Guided Independent Study | Assessment preparation and completion | 1 | 60:00 | 60:00 | Time for students to prepare for exams |
| Scheduled Learning And Teaching Activities | Lecture | 14 | 2:00 | 28:00 | PiP lectures |
| Guided Independent Study | Directed research and reading | 1 | 66:00 | 66:00 | Estimated, based on 3 hours per teaching week, not necessarily to be done in a particular week |
| Scheduled Learning And Teaching Activities | Small group teaching | 6 | 1:00 | 6:00 | PiP seminars |
| Guided Independent Study | Independent study | 1 | 38:00 | 38:00 | N/A |
| Scheduled Learning And Teaching Activities | Scheduled on-line contact time | 2 | 1:00 | 2:00 | drop-in surgery |
| Total | 200:00 |
Teaching Rationale And Relationship
- Lectures provide an overview of the main topics.
- small group teaching reinforce lecture material.
- drop-in/surgery provide students with the opportunity to monitor progress.
- in structured research and reading students will be given tasks to develop and to practice knowledge.
- Guided indpendend study provide opportunity to engage with textbooks and other study material and to revise all material.
Reading Lists
Assessment Methods
The format of resits will be determined by the Board of Examiners
Exams
| Description | Length | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|---|
| Written Examination | 180 | 2 | A | 100 | N/A |
Exam Pairings
| Module Code | Module Title | Semester | Comment |
|---|---|---|---|
| 1 | discontinued London equivalent module |
Formative Assessments
Formative Assessment is an assessment which develops your skills in being assessed, allows for you to receive feedback, and prepares you for being assessed. However, it does not count to your final mark.
| Description | Semester | When Set | Comment |
|---|---|---|---|
| Prob solv exercises | 1 | M | generic feedback on whole cohort |
| Prob solv exercises | 1 | M | generic feedback on whole cohort |
| Prob solv exercises | 2 | M | generic feedback on whole cohort |
| Prob solv exercises | 2 | M | generic feedback on whole cohort |
Assessment Rationale And Relationship
Exam to assess students against the learning outcomes, in particular in their ability to properly explain concepts and ideas.
Alternative Online Assessment: In the case of an alternative semester 2 assessment (worth 100% of the overall module mark) being necessary due to circumstances, the module leader will in the first instance consult with the DPD as to the requirements of the professional accrediting body to discuss possible acceptable alternatives. In 2021/22 this alternative was a 24 hour take home exam delivered online, and it is envisioned that if circumstances do not allow a present-in-person timed exam at the end of semester 2, and the professional body agrees, than this may well be an example of the type of alternative assessment which could be put in place. If so, it will focus on essay-type questions.
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- NBS8332's Timetable
Past Exam Papers
- Exam Papers Online : www.ncl.ac.uk/exam.papers/
- NBS8332's past Exam Papers
General Notes
N/A
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Disclaimer
The information contained within the Module Catalogue relates to the 2024 academic year.
In accordance with University Terms and Conditions, the University makes all reasonable efforts to deliver the modules as described.
Modules may be amended on an annual basis to take account of changing staff expertise, developments in the discipline, the requirements of external bodies and partners, and student feedback. Module information for the 2025/26 entry will be published here in early-April 2025. Queries about information in the Module Catalogue should in the first instance be addressed to your School Office.