构建高校金融学科一体化实践教学体系研究

针对高校在金融学科一体化实践教学方面存在的问题,提出以培养学生综合实践能力为核心,从金融学科整体性、系统性的视角,实现实践教学与理论教学的一体化融合,学校与金融企业联合培养的一体化结合,各种资源一体化整合的建议。     

金融理论制度分析和金融体制改革探析

随着市场经济的进一步深化,国内金融改革的不断推进,我国的金融制度到底该如何进行改革和完善,这成为了社会热议的焦点。本文分析三种金融理论:金融抑制、金融深化以及金融约束理论。通过分析、了解理论背景以及两种理论实施的优点和缺点,并且基于分析,来探寻我国未来金融改革的方法和途径。     

金融经济学课程教学改革与实践探索

随着金融学科发展,微观金融在金融学专业课程中的比例将不断提升,但国内金融学专业课程设置体系仍侧重于宏观金融部分,微观金融部分则相对较少。金融经济学在金融学科体系中处于基础和展示微观金融的分析框架的地位,因此需要加强金融经济学课程的教学改革和实践工作,根据金融经济学的基本框架、核心内容和课程特色,针对北京林业大学《金融经济学》课程的教学实践情况,提出课程建设目标和主要任务。     

金融数学研究最新进展综述

伴随微观金融理论的发展,以随机分析为核心的数学理论也在同步发展,二者交织在一起,密不可分而又相映生辉,这表现在金融学科理论研究的数理化、实践应用的定量化和计算机运用的广泛化。经过不断扩充与修正,金融数学现已发展成为了独立的、具有理论研究与实践价值的交叉学科。对金融数学的最新进展作一综述,以期对金融数学的未来发展提供借鉴。     

互联网金融背景下金融学教学改革初探

2013年,我国迎来互联网金融元年,我国金融领域受到了互联网金融的巨大冲击,金融实践、金融理论都面临着巨大的变革,金融理论在适应金融实践变革的同时,必须通过更新与补充缩小和当代金融领域发展之间的距离,使学生能够获得最新的、实际的理论知识。传统金融学课程由于教学内容、教学方式都不能满足互联网金融发展的要求。针对互联网金融背景,改革金融学课程,创新教学理念、教学方式、教学平台等,使金融学课程实现线上线下、课内课外的紧密结合,是互联网背景下金融学课程改革的主要方向。     

金融功能观对我国金融改革的适用性研究

金融功能观是一种很有价值的金融改革指导方法,本文分析了金融功能观的理论框架,从其产生的背景和理论内容出发,指出金融功能观依赖于一定的经济、制度等前提条件,我国金融改革不能完全搬用金融功能观,应该以金融功能观作为改革的整体思路,深化我国金融体系改革.     

改革高校金融专业教学,助推金融人才培养

随着经济及金融的快速发展、市场经济的不断完善,政府、金融机构、社会团体以及企业等对金融人才的需求越来越大,且金融市场化改革急需大量既懂理论又精通实务的金融人才。但现阶段金融人员的从业现状不容乐观,怎样通过促进高校金融专业教学的全面改革,以培养高素质金融人才是高校金融教育面临的重大问题。本文就高校金融专业教学改革的迫切性入手,对具体的改革措施进行分析和探讨,旨在助推高校金融专业教学水平的提升,培养优秀的金融人才。     

国际金融实训教学如何实现突破性发展

国际金融是一门实践性质强、综合理论相结合的学科,是国家和地区之间,由经济、政治、文化等联系而产生的货币资金的周转和运动.另外它还具有一定的时代意义,随着国家的进一步发展,经济实力的不断改变,这就需要教师在教学的过程中不断的改变教学方式,尽可能真实的贴近实际的改革教学,灵活多变而又不离其宗的教学才能激发学生的学习兴趣,尽快的实现提高教学的质量,同时对学生今后顺利走上经济学人才稀缺岗位,为国家经济的发展贡献出一份力量.     

黑龙江省高校金融学科课程体系研究

目前,黑龙江省高校金融学科在课程体系设置方面,普遍存在着专才教育模式与社会需求脱节、课程建设缺乏创新、教学内容综合性不强、不重视实践能力的培养、教学方式和教学手段陈旧等问题.应采用调整培养目标、改革教学内容、加大实践性教学环节在教学计划中的比重、应用现代化的教学方式和教学手段等对策,力争教学内容与国际接轨,并达到国际化标准.从而培养出满足社会要求的有用人才.     

论高职院校金融学教学改革

金融学教学改革是金融活动国际化趋势的客观要求,是金融学课程微观化趋势的迫切需要,是金融学与其他学科交叉融合趋势的现实挑战。探讨了高职院校金融学教学如何适应金融实践和金融理论的发展,如何以现代信息技术为支撑,设计科学的教学体系,创新教学手段,加强师资队伍建设,强化实践教学,以培养适应社会需要的金融专业人才。     

School and family environments promote adolescents' financial confidence: Indirect paths to financial literacy skills in Finnish PISA 2018

This study investigates the associations of adolescents' financial socialization factors—financial education in school and families—with financial confidence (i.e., confidence in using financial and digital financial services). In addition, we examine how financial socialization factors indirectly relate to financial literacy skills through financial confidence and the role of demographic factors (adolescent gender, grade level, parental education, family wealth) on financial socialization, financial confidence, and financial literacy scores. We used data on the 4328 Finnish 15-year-olds participating in the 2018 Programme for International Student Assessment (PISA). We measured financial literacy by cognitive test items and assessed financial socialization and financial confidence by adolescent questionnaires. First, the results showed that financial education in school positively predicted adolescents' confidence in using financial and digital financial services. Second, financial education at schools and in families indirectly predicted students' financial literacy through confidence in using digital financial services. Third, older adolescents were more exposed to financial education at school and in families, whereas adolescents from wealthier families and girls (vs. boys) were exposed to a more frequent discussion of financial matters with parents at home. Furthermore, the boys were more confident in using financial services than the girls, although the financial literacy score did not differ by gender; older adolescents were more confident in using financial services and achieved better financial literacy than younger ones. Finally, higher parental education in the family related to higher financial literacy but not to higher financial confidence, whereas family wealth was related to higher financial confidence but not financial literacy.     

金融结构、金融功能与金融效率——一个基于系统科学的新视角

从系统的角度、以金融效率为落脚点、重新廓清金融结构、功能与效率之间的逻辑关系，是深入研究上述要素的可循之径。本文在超越“系统观”的基础上，基于系统科学的新视角，将金融结构、功能与效率整合在金融系统内（简称SFE框架）进行研究，最终提出了构建SFE框架的若干要义：金融结构与环境共同决定金融功能与效率、整体观是金融功能观的理论基础、金融适应效率是关键、系统综合是实现从微观到宏观金融效率的有效途径。     

Consumer financial education and financial capability

The purpose of this study was to explore potential effects of financial education on the financial capability of American consumers. Data from the 2012 National Financial Capability Study were used to test the hypothesis that financial education is positively associated with financial capability. Four financial literacy and behaviour variables were used to form a financial capability index. Multivariate linear regression results showed that, after controlling for demographic and financial variables, respondents who ever received financial education had higher scores in all financial capability indicators (objective financial literacy, subjective financial literacy, desirable financial behaviour, perceived financial capability and the financial capability index). In addition, high school, college and workplace financial education variables showed positive associations with these financial capability indicators. Additional state comparison analyses provided evidence suggesting high school financial education may have direct impacts and spillover effects on consumer financial capability.     

The relationships of financial literacy with both financial behavior and financial well-being: Meta-analyses based on the selective literature review

This study conducted meta-analyses of the relationships between financial literacy and both financial behavior and financial well-being. Peer-reviewed articles published on financial literacy in the field of consumer studies were collected by July 29, 2020. Fourteen articles were eligible for the meta-analyses. The results showed positive relationships of financial knowledge with desirable financial behavior and financial well-being. Our comparison of objective and subjective financial knowledge indicated that subjective knowledge had stronger relationships with both financial behavior and financial well-being than objective knowledge. These two types of knowledge also had different paths to financial well-being in that subjective knowledge had both direct and indirect effects on financial well-being through financial behavior, whereas objective knowledge only had an indirect effect. The relationship between financial knowledge and financial behavior appeared stronger in cross-sectional data than in longitudinal data. The implications of these results and possible directions for future consumer science research were discussed.     

Financial Inclusion in Rural Uganda: Testing Interaction Effect of Financial Literacy and Networks

ABSTRACT

Based on the premise that financial literacy take place in networks to influence the level of financial inclusion, the study examined whether networks moderate in the relationship between financial literacy and financial inclusion among poor households in rural Uganda. Studies have revealed that financial literacy affects the level of financial inclusion. However, these studies have failed to incorporate the moderating role of networks in the relationship between financial literacy and financial inclusion. The results showed that networks positively and significantly moderates in the relationship between financial literacy and financial inclusion with both financial literacy and networks having direct and significant effects.     

财务二重性视角下的企业财务治理及相关问题研究——兼论财务管理主体、客体与目标

现代财务的内涵决定了企业财务包括价值和权力两个层面,其中,财务治理主要从权力角度处理财务问题,而财务管理侧重从价值角度处理财务问题。据此,我们认为:财务治理主体是拥有财权并参与配置财权的自然人或法人,而财务管理主体是财务活动的参与者与执行者;财务治理客体是财权,而财务管理客体是本金;财务治理目标是财权的最优配置,而财务管理目标是本金的最大增值。     

Are consumers' financial needs and values common across cultures? Evidence from six countries

Are consumers' financial needs, and financial values, the same or different across cultures? Two studies, with student (Study 1; n = 988) and non‐student (Study 2; n = 959) participants, explore the extent of equivalence, across six countries (Brazil, Russia, China, Taiwan, Tunisia and US), in financial need belief, and financial value, measurement models. The financial need beliefs, derived from self‐determination theory (SDT) principles, include financial self‐efficacy, financial autonomy, financial community trust and support; the financial values include materialism and financial altruism. Both the financial need and financial value constructs evidence configural invariance (similar factor structure), and factor invariance among student but not non‐student samples. The financial need constructs evidence full, and the financial value constructs evidence partial, metric (factor loading) invariance. Factor covariance invariance obtains for the financial need beliefs constructs but not the financial value constructs. Finally, neither financial need nor financial value constructs evidence scalar (intercept) invariance. These results provide partial support for extending SDT's hypothesis of universal human needs to the financial domain. In contrast, the financial value constructs of altruism and materialism are largely instable across cultures, suggesting that consumer views of giving, and the role of wealth in social status, differ between countries.     

财务管理学研究要借鉴社会心理学

财务管理实践与人们的社会心理密切相关。财务管理研究者要关注社会心理学,因为两者的研究对象、影响变量许多是相同的。财务管理学关注社会心理可以提高财务管理的价值和效用,可以使财务决策更加人性化、财务治理更加科学化,避免财务管理情绪化,提高财务谈判成功的概率。     

构建我国金融风险预警机制的宏观思考

全球金融危机使世界各国经济受到一定程度的破坏,在此情况下我国金融安全也面临着严峻的挑战。近些年来,无论从宏观上还是从微观上看,我国金融体系已积累了很大的风险,而且随着金融深化和金融全球化的不断发展,这种风险压力还将继续加大。尤其是近年来金融业对外开放提速,金融机构业务创新加快,金融安全已受到了更多风险因素的威胁。因此,必须加快建立适合我国国情的金融风险预警机制,作为金融监管的有效补充和延伸。     

Racial Differences in the Returns to Financial Literacy Education

We examine financial literacy and the returns to financial literacy education, specifically focusing on the racial financial literacy gap. We confirm evidence that whites have higher financial literacy scores relative to minorities and that financial literacy increases with participation in financial literacy education. However, we find the benefit of participation in financial literacy education is higher for whites than that for minorities. Thus, the impact of being white alone persists, indicating a racial financial literacy and/or behavioral difference despite financial literacy education. Our findings have implications for policymakers interested in narrowing the racial wealth gap via financial literacy education.