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Learning Goals

To play a role in helping the School of Management fulfill its mission and achieve its vision, the institute is committed to be a premier graduate institute of finance in the region and one of the best in the nation, with excellence and continuous improvement in finance education. The mission of the institute is to prepare students for successful careers by providing education of high quality through the efforts of caring, dedicated, and qualified faculty, to establish and foster relationships with the business and financial community, to promote the scholastic development of our faculty, and to provide advanced graduate education for students seeking academic or research careers. Regarding the mission statements, we have derived five learning goals:

  • Critical and analytical thinking. Each student shall be able to demonstrate critical and analytical thinking skills when developing decisions in a variety of contexts within the financial services industry.
  • Competence in specialization. Each student shall be able to demonstrate competence within his or her specialized field of study.
  • Teamwork. Each student shall be able to gain experience working with other people and learn how to effectively communicate with team members to accomplish a stated objective.
  • Quantitative analysis skill. Each student shall be able to acquire the statistical, mathematical and programming skills, and to apply those skills toward the solution of advanced problems in the field of finance.
  • Ethical professional. Each student shall be able to think not only critically and analytically, but also historically and ethically.

To fulfill the above objectives and goals, our curriculum is organized to include requested courses, such as seminars and thesis, and specialized courses which are classified into four categories, financial engineering, corporate finance, investment, and quantitative analysis. The relationships among this institute's mission, learning goals and the curriculum are depicted in the following figure.