Designing the guidelines for FinTech curriculum

Hudithi, Faisal Al; Siddiqui, Kamran Ahmed

doi:10.9770/jesi.2021.9.1(39)

Cited by 2 publications

(1 citation statement)

References 19 publications

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“…Fintech research makes our world a better place to live (Lagna & Ravishankar, 2022). Widespread financial literacy not only favors our personal finances but also increases the health of the economy (Al Hudithi & Siddiqui, 2021). The typical level of education of entry-level advisors is a ons can improve chances for advancement in the occupation.…”

Section: Discussionmentioning

confidence: 99%

The Fintech Revolution and the Changing Role of Financial Advisors

Coffi

George

2022

JATTS

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The purpose of this study is to assess the relationship between traditional financial advisors and the increasing use of robo-advisors, in the context of the financial technology (fintech) revolution that we are witnessing now. Contrary to the doomsday outlook of many, these services complement each other and therefore are inclusive. A growing trend, however, is the democratization of the use of fintech in an increasingly varied realms associated with personal finance. While those with higher incomes and more wealth tend to pay for the services of traditional advisors, clients with lower levels of income and wealth utilize robo-advisors more often. Continuous advancements in fintech provide a somewhat customized service but the robot’s lack of ability to manage certain types of investments and integrate intangible yet critical human factors into the assessments limit the effectiveness of these tools, at least currently.

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Section: Discussionmentioning

confidence: 99%

The Fintech Revolution and the Changing Role of Financial Advisors

Coffi

George

2022

JATTS

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Financial technology education provision and perceived skill gap in the United Kingdom and Sri Lanka

Guermat,

Saad,

Jayawardane

2024

International Journal of Technology Management &Amp; Sustainable Development

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The current spread of financial technology (fintech) adoption within the financial and business industries across the globe is expected to increase the demand for employees with fintech skills and competencies. This in turn is likely to shift the traditional skill set required for financial and accounting professionals. This article investigates the competency level of employability skills required for the current job market from employers’ perspective in the United Kingdom and Sri Lanka. The United Kingdom and Sri Lanka are typical of industrialized and emerging economies, respectively. They are at the end of two opposing poles in terms of financial infrastructure, economic development, regulatory framework and educational system. This suggests a significant divergence of the two countries in terms of skills gap. We test for this via three main hypotheses. To this end, we identify the competency level of employability skills as expected by employers and identify the skills gaps between expected and observed competency levels of employability skills. Information on a set of twenty skills is collected via a questionnaire. We find no major skills gaps in the United Kingdom. Sri Lanka, on the other hand, shows severe skills gaps. The gaps are particularly acute within the soft skills such as critical thinking, problem solving and decision making. Our findings reflect the importance of expanding the fintech higher education curricula by assessing and implementing employability skills development activities.

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Designing the guidelines for FinTech curriculum

Cited by 2 publications

References 19 publications

The Fintech Revolution and the Changing Role of Financial Advisors

The Fintech Revolution and the Changing Role of Financial Advisors

Financial technology education provision and perceived skill gap in the United Kingdom and Sri Lanka

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