An integrative approach to using student investment clubs and student investment funds in the finance curriculum |
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| Institution: | 1. Center for Healthcare Advancement & Outcomes, Baptist Health South Florida, Miami, FL, United States;2. Joan C. Edwards School of Medicine, Marshall University, Huntington, WV, United States;3. Department of Internal Medicine, Mount Sinai Medical Center, Miami, FL, United States;4. The Center for Outcomes Research and Evaluation, Yale-New Haven Hospital, New Haven, CT, United States;5. Michael E. DeBakey Veterans Affairs Medical Center, Section of Cardiovascular Research, Department of Medicine, Baylor College of Medicine, Houston, TX, United States;6. Ciccarone Preventive Cardiology Center, Johns Hopkins Hospital, Baltimore, MD, United States;7. Department of Epidemiology, Robert Stempel College of Public Health, Florida International University, Miami, FL, United States;8. Department of Medicine, Herbert Wertheim College of Medicine, Florida International University, Miami, FL, United States;1. Lebow College of Business, Drexel University, Philadelphia, PA, USA;2. IPAG Lab, IPAG Business School, Paris, France;3. Department of Economics, Universidade de Santiago de Compostela, Santiago de Compostela, Spain;4. School of Economics & Management, Southwest Jiao Tong University, China |
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| Abstract: | The educational advantages of student investment clubs and student investment funds have been well documented. This paper suggests ways to integrate them into the finance curriculum and examines the benefits of integrating both funds and clubs into an instructional framework that provides important out-of-class experience to potential finance students, allows for the practical application of finance theory, and gives alumni an opportunity to remain involved with their alma mater. A discussion of how research in student learning styles can help instructors maximize the benefits of club and fund activity is also included. |
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