The Challenges and Opportunities of Student-Managed Investment Funds at Metropolitan Universities

Kahl, Douglas R.

doi:10.1016/s1057-0810(97)90013-5

Cited by 26 publications

(20 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…They also conclude that clubs widen students' engagement with the target community of practice (Block and French, 1991) and help them learn by trying things out and making mistakes (Grinder, Cooper and Britt, 1999). Other benefits have been noted including that clubs enable students to develop new skills, such as, oral, written, management and enterprise skills (Burggraaf, 1997;Kahl, 1998;Montes and Collazo, 2003) and help improve employment prospects (Rutter and Jones, 2007). Educators also believe that students gain improved motivation and self-confidence from their involvement in clubs (McCorkle et al, 2003).…”

Section: Student Clubs and Their Role In Personal Development And Pramentioning

confidence: 99%

Student clubs: experiences in entrepreneurial learning

Pittaway

Gazzard

Shore

et al. 2015

Entrepreneurship & Regional Development

128

131

View full text Add to dashboard Cite

Student-led clubs that seek to enhance entrepreneurial learning can be found in manyuniversities. Yet, like many areas of extra-curricular activity in entrepreneurship education, their role in supporting learning has not been researched widely. The paper introduces research that addresses this gap and investigates the nature of the learning process student's encounter when they take part in clubs. The study explores the literature on entrepreneurial learning, it examines the different concepts and considers their contribution to understanding student learning experiences. From the literature a conceptual framework is presented, highlighting the key aspects of entrepreneurial learning relevant for the field research. The methodology is introduced, including a series of qualitative studies and a survey of students. The study focuses on two types of student-led clubs 'entrepreneurship clubs' and 'Enactus clubs' and provides a comparative analysis. The findings reported show a range of student learning benefits that simulate important aspects of entrepreneurial learning, such as, learning by doing, learning through mistakes and learning from entrepreneurs. More nuanced findings are also presented showing differences in learning benefits between club forms and heighten benefits for students taking leadership roles. Ultimately the paper contributes to research in entrepreneurship by illustrating how student clubs support entrepreneurial learning.

show abstract

Section: Student Clubs and Their Role In Personal Development And Pramentioning

confidence: 99%

Student clubs: experiences in entrepreneurial learning

Pittaway

Gazzard

Shore

et al. 2015

Entrepreneurship & Regional Development

128

131

View full text Add to dashboard Cite

show abstract

“…In an 'investment fund', students have full discretion over the management of a 'real money' portfolio, which usually involves stocks and shares. In many cases the fund is either donated by alumni or corporate sponsors (Lawrence, 1994;Cox and Goff, 1997;Kahl, 1997). In contrast a student investment club often involves the students making a small monthly or quarterly contribution into a central fund which they make decisions about with regard to investment (Seiler and Seiler, 2000).…”

Section: Exchangesmentioning

confidence: 99%

The role of entrepreneurship clubs and societies in entrepreneurial learning

Pittaway

Rodriguez-Falcon

Aiyegbayo

et al. 2011

International Small Business Journal: Researching Entrepreneurs

165

183

View full text Add to dashboard Cite

This article focuses on the role of student entrepreneurship clubs and societies. It explores their impact on student learning in order to understand the extent to which such activities simulate entrepreneurial learning. The article reports three studies conducted between 2006— 2007, which explored three different forms of clubs: entrepreneurship clubs; SIFE (Students In Free Enterprise) teams; and investment clubs. Data from 10 unstructured interviews, a series of telephone interviews and an e-mail postcard are reported. The results show that students’ motivations for engaging in clubs vary and that they differ between different types of clubs. In terms of entrepreneurial learning students’ engagement in clubs and societies provides enhanced opportunities for ‘learning by doing’ through action and experience. The data show that increased action leads to reflective practice and that social learning is important. The article highlights the capacity of entrepreneurship education to simulate entrepreneurial learning, illustrating the value of entrepreneurship clubs and societies and explaining why students engage in them.

show abstract

“…In order to familiarize their students with different types of investments, several universities and colleges have started using a Student Managed Investment Fund (SMIF). Several papers including D'Souza and Johnson (2019), Charlton, Earl and Stevens (2015), Lawrence (2008), Clinebell and Murphy (2016), Kahl (1997), Heck et al (2011), and Macy (2010) have explored SMIFs in a college setting. McInerny (2003) examined SMIF at the high school level.…”

Section: Literature Reviewmentioning

confidence: 99%

An Application Of Stock-Trak In ‘Investments’: What Common Mistakes Do Students Make While Studying Socioeconomic Processes?

Kaya

Kwok

2020

SEC

View full text Add to dashboard Cite

The main purpose of this study is to review practical experience and provide guidance on the use of Stock-Trak software (trading virtual assets of various types of investment assets) by students to make investment decisions under uncertainty. The article uses such scientific methods of analysis as analysis, synthesis, comparison, abstraction, and modeling. The information base for the study is students enrolled in bachelor’s degree programs in economics at Northeastern State University (USA). Based on the analysis of students’ reports for the period 2014-2017, it is established that the most common mistakes in the study of socio-economic processes include the neglect of transaction costs and the non-accounting of dividends in the calculations. For the most part, students have difficulty calculating financial ratios correctly because they are not sufficiently familiar with the procedure for acquiring investment assets using margin, and are unable to determine the initial amount of investment when purchasing assets using margin and have difficulty separating the profit option. Previous studies of methods and models of mastering knowledge of investment activities show that gamification of the educational process, an interactive form of practical exercises helps to improve the quality of communication of learning subjects, improve the overall level of learning effectiveness, as well as better mastering of knowledge through their practical use in the beginning. mode and subsequently in further professional activity. The results of the study may be useful to teachers in the financial and economic disciplines in terms of a detailed analysis of the major difficulties encountered by students in using the program and avoiding these errors in their activities. Keywords: investments, mutual fund, options, portfolio, stock, Stock-Trak.

show abstract

The Challenges and Opportunities of Student-Managed Investment Funds at Metropolitan Universities

Cited by 26 publications

References 0 publications

Student clubs: experiences in entrepreneurial learning

Student clubs: experiences in entrepreneurial learning

The role of entrepreneurship clubs and societies in entrepreneurial learning

An Application Of Stock-Trak In ‘Investments’: What Common Mistakes Do Students Make While Studying Socioeconomic Processes?

Contact Info

Product

Resources

About