Financial Planning and Financial Instruments: 2013 in Review, 2014 in Prospect

Abstract

The Global Financial Crisis (GFC); changes in regulation; issues in public perception and trust have contributed to a troubled 2013 for financial planners. As financial planning and wealth management providers seek to bolster their professional status, the Financial Planning Education Council's National Curriculum and Accreditation Framework and ASIC's minimum training requirements are also a space to watch. In prospect, 2014 will offer opportunities and challenges in the form of a changed government; regulatory changes; accreditation challenges and the hope of the recruitment of strong financial planning and wealth management professionals for the future.

ESG investment: a new word or a new world?

“…Например, в христианстве методисты, квакеры и другие конфессии сознательно избегали инвестирования в «акции греха» (sin stocks), которые включали в себя целый ряд отраслей и товаров, таких как алкоголь, табак, азартные игры и продукция военного назначения Brimble, Smark, 2013;Waring, Lewer, 2004;. Также квакеры еще в XVIII в. действовали в соответствии со своими религиозно-этическими убеждениями и при осуществлении инвестиций использовали методику отрицательного отбора 1 , в знак протеста против работорговли.…”

Employability initiatives in undergraduate education and application to human nutrition: A scoping review

“…Studies included in this review were conducted in Australia (n=9), United Kingdom (n=2), United States (n=1), New Zealand (n=1) and Germany (n=1). Employability initiatives included a range of approaches of institutional-arranged and self-sourced placements (Aprile & Knight, 2019;Cord & Clements, 2010;Elijido-Ten & Kloot, 2015;Fleming & Haigh, 2017;Fletcher-Brown, Knibbs & Middleton, 2015;Jackson & Collings, 2018;Rawlinson & Dewhurst, 2013), project-based industry collaborations as part of WIL programs (Brimble et al, 2012;Gilbert, 2012;Keogh, Sterling, & Venables, 2007;Martinez Leon, 2019), practice-based eLearning (Blackburn, 2017), mentoring programs (Jenkinson & Benson, 2016), and the development of a framework for students to master graduate attributes over time (Windsor, Rutter, McKay, & Meyers, 2014). Most studies presented the views of students, institutions and industry and included evaluations of student and institutional outcomes.…”

“…Most studies presented the views of students, institutions and industry and included evaluations of student and institutional outcomes. Initiatives varied in the number of students included in the evaluation [n=28 (Cord & Clements, 2010) to n=865 (Jackson & Collings, 2018)], and duration of the initiative [16 days (Cord & Clements, 2010) to three-year degrees (Brimble et al, 2012)]. Overall, there were a diverse range in both type of workplace used and types of initiatives; the findings of these are summarised and evaluated in the following sections.…”

“…Four studies (Brimble et al, 2012;Gilbert, 2012;Jenkinson & Benson, 2016;Martinez Leon, 2019) explored collaborations between institutions, students and industry in the development of new undergraduate programs or projects to ensure employability skills were captured and addressed throughout the course. These collaborations aim to increase students' understanding of workplace expectations and to create a link between the learning and working environments.…”

“…These collaborations aim to increase students' understanding of workplace expectations and to create a link between the learning and working environments. A case study presentation of a collaborative approach between industry and an advisory board was the development of a new accounting undergraduate program (Brimble et al, 2012). Over time, the program evolved to include 64 industry partners who offered two-year internships and active engagement within an integrated continuous professional development program.…”