CORPFIN 7051 - Behavioural Finance: Theory and Applications

North Terrace Campus - Semester 1 - 2018

This course gives the students both theoretical and practical understanding of behavioural finance. Emphasis is placed upon how psychology affects the financial decision-making of investors, portfolio managers, and firms, and how this results in market anomalies. We then discuss how to apply what we learn in class to the real world. The ultimate goal is to allow students to wisely and effectively make financial decisions.

  • General Course Information
    Course Details
    Course Code CORPFIN 7051
    Course Behavioural Finance: Theory and Applications
    Coordinating Unit Adelaide Business School
    Term Semester 1
    Level Postgraduate Coursework
    Location/s North Terrace Campus
    Units 3
    Contact Up to 3 hours per week
    Available for Study Abroad and Exchange Y
    Prerequisites ACCTING 7019, CORPFIN 7033, ECON 7200
    Incompatible CORPFIN 7045
    Assessment Participation/Presentation and Exam
    Course Staff

    Course Coordinator: Dr Chia-Feng (Jeffrey) Yu

    Name: Dr Jeffrey Yu

    Location: Level 12, Nexus 10 Building

    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

  • Learning Outcomes
    Course Learning Outcomes

    On successful completion of this course, students will be able to:

    1. Apply analytical skills for financial decision making.

    2. Conduct a relative valuation for financial investments.

    3. Identify the behavioural bias and psychological characteristics of investors.

    4. Develop strategies to manage wealth effectively and wisely from mispriced assets.

    5. Practice discussion of capital markets and how we can apply what we learn in class to the financial world.

    University Graduate Attributes

    This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

    University Graduate Attribute Course Learning Outcome(s)
    Deep discipline knowledge
    • informed and infused by cutting edge research, scaffolded throughout their program of studies
    • acquired from personal interaction with research active educators, from year 1
    • accredited or validated against national or international standards (for relevant programs)
    1 through 5
    Critical thinking and problem solving
    • steeped in research methods and rigor
    • based on empirical evidence and the scientific approach to knowledge development
    • demonstrated through appropriate and relevant assessment
    1 through 5
    Teamwork and communication skills
    • developed from, with, and via the SGDE
    • honed through assessment and practice throughout the program of studies
    • encouraged and valued in all aspects of learning
    1 through 5
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    1 through 5
    Intercultural and ethical competency
    • adept at operating in other cultures
    • comfortable with different nationalities and social contexts
    • able to determine and contribute to desirable social outcomes
    • demonstrated by study abroad or with an understanding of indigenous knowledges
    1 through 5
    Self-awareness and emotional intelligence
    • a capacity for self-reflection and a willingness to engage in self-appraisal
    • open to objective and constructive feedback from supervisors and peers
    • able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
    1 through 5
  • Learning Resources
    Required Resources
    Required textbooks:

    Ackert, L., & R. Deaves. (2010). Behavioral Finance: Psychology, Decision-Making, and Markets, Cengage Learning.
    Recommended Resources
    Recommended reading:

    Pompian, M. (2012). Behavioral Finance and Wealth Management: How to Build Optimal Portfolio that Account for Investor Biases, 2nd ed., John Wiley & Sons.

    Kahneman, D. (2013). Thinking, Fast and Slow, Farrar, Straus and Giroux.
    Online Learning
    The lecture slides and pdf version of handout are available on MyUni.
  • Learning & Teaching Activities
    Learning & Teaching Modes
    This course is delivered in a two hour lecture plus one hour workshop on weekly basis. The tutorial contents will be covered in the third hour of each lecture.

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    The University expects full-time students (i.e. those taking 12 units per semester) to devote a total of 48 hours per week to their studies. This means that you are expected to commit approximately 9 hours for a three-unit course of private study outside of your regular classes.

    Students in this course are expected to attend all lectures throughout the semester.

    Students are also expected to finish all assignments in time, and take tests and exams as required by this course.
    Learning Activities Summary
    The following topics will be covered in this course:

    Financial Decision-Making under Uncertainty
    Financial Policies and Regulatory Bodies
    Market Anomalies and Bubbles
    Heuristics and Representativeness
    Emotions and Sentiment
    Behavioral Corporate Finance
    Behavioral Portfolio Management
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    Assessment Task Weighting Learning Outcome
    Presentation & Participation 20%
    Mide-term Exam 30%
    Final Exam 50%
    Total 100%
    For specific due dates please see MyUni.
    Assessment Related Requirements

    To gain a pass for this course, a mark of at least 50% must be obtained on the final exam as well as a total of at least 50% overall. Students not achieving the minimum final exam mark will be awarded no more than 49. The exam and presentation are compulsory and not redeemable. Failure to sit the test or do the presentation without adequate reason will result in zero marks awarded.

    Legible hand-writing and the quality of English expression are considered to be integral parts of the assessment process. Marks may be deducted in the assignment and final examination because of poor hand-writing or bad format.

    Calculators will be allowed for this close-book final exam. No dictionaries will be allowed at the exam.

    Assessment Detail

    No information currently available.

    Presentation material will be collected one day before the day of presentation. Both tests will be collected on the day of the test.
    Course Grading

    Grades for your performance in this course will be awarded in accordance with the following scheme:

    M10 (Coursework Mark Scheme)
    Grade Mark Description
    FNS   Fail No Submission
    F 1-49 Fail
    P 50-64 Pass
    C 65-74 Credit
    D 75-84 Distinction
    HD 85-100 High Distinction
    CN   Continuing
    NFE   No Formal Examination
    RP   Result Pending

    Further details of the grades/results can be obtained from Examinations.

    Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

    Final results for this course will be made available through Access Adelaide.

  • Student Feedback

    The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

    SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy ( course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

    Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.