| Special Topics in Management of Financial Institutions |
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FIN B485
Special Topics in Management of Financial Institutions
| Introduction |  |
FIN B485 Special Topics in Management of Financial Institutions is a one-semester, five-credit Higher Level course designed for students pursuing a Bachelor of Business Administration (BBA) or BBA (Hons) in Banking and Finance degree. It is an optional course for BBA students and a compulsory course for those seeking a BBA (Hons) in Banking and Finance. Before taking FIN B485, learners are strongly advised to take FIN B484 Financial Institutions Management,which provides an overview of managing financial institutions (FIs).
Since modern FIs are in the risk-management business, FIN B484 first presents an overall picture of managing FIs from a risk perspective.
FIN B485 then provides an in-depth discussion of some special topics, such as managing liquid assets, liabilities, capital, off-balance-sheet activities and reviewing performance for managing FIs. In this course, you will also look at other special issues such as deposit insurance and managing operational risk, reputational risk as well as strategic risk.
| What this course helps you do | |
Banks and other FIs face various challenges in changing market situations. It is critical for FIs to cope with these challenges through appropriate management. This course is about managing banks and other FIs in different situations, mostly situations encountered in recent decades. This course provides you with knowledge of the problems FI managers face, and how they might tackle these problems.
Aims
The aims of the course are to:
Equip you with knowledge of financial theory and concepts in liquid assets, liabilities, capital, off-balance-sheet activities, deposit insurance, operational risk, reputational risk and strategic risk.
Enable you to make decisions on managing liquid assets, liabilities, capital, off-balance-sheet activities, deposit insurance, operational risk, reputational risk and strategic risk.
Enable you to review the performance of financial institutions.
Course learning outcomes
Once you have completed this course, you should be able to achieve the following course learning outcomes:
Examine and manage the liquid assets, liabilities, capital adequacy for financial institutions.
Evaluate the off-balance-sheet activities for managing financial institutions.
Analyse financial institution performance for management purposes.
Explain and evaluate the purpose and the effectiveness of deposit insurance.
Assess operational risk, reputational risk and strategic risk for managing financial institutions.
| Working through this course | |
Materials
In addition to this Course Guide, the course has the following important components. Please ensure that you have all of these materials available.
Study units
There are five study units in this course:
Unit 1 Liquid assets, liability, and capital adequacy for financial institutions
Unit 2 Off-balance-sheet activities in FIs: Loan sales and asset securitization
Unit 3 Off-balance-sheet activities in FIs: Use of derivatives
Unit 4 Measuring and evaluating performance for management in financial institutions
Unit 5 Other special issues in financial institution management.
Unit 1 introduces the asset-liability management approach, and reviews and shows how to manage assets and liabilities. After classifying types of capital in use, the unit discusses the effects of capital on FIs' insolvency and evaluates capital adequacy using risk-based capital ratios. The unit then demonstrates how asset-liability management operates in FIs.
Unit 2 introduces two main off-balance-sheet (OBS) activities: loan sales and asset securitization. Both are used to manage credit and liquidity risks. Nevertheless, there are risks to loan sales and innovations in securitization. The unit reviews the global financial crisis that was caused by a misuse of securitization.
Unit 3 identifies and describes types of traditional derivatives used by FIs for risk management. FIs generally use traditional derivatives to manage interest rate, market and foreign exchange risks. With innovations in derivatives, the new credit derivatives, including credit swaps, credit default swaps (CDSs), credit-linked notes and collateralized debt obligation (CDOs), are introduced to tackle credit risks. Finally, the unit discusses consequences of the misuse of derivatives.
Unit 4 focuses on measuring and evaluating performance for management in FIs. The first half of the unit identifies major factors that affect the performance of FIs and then evaluates FIs' performance. Meanwhile, the unit describes innovations in performance measurement for FIs. The second half of the unit introduces an important regulatory measure: the CAMELs rating. The unit aims to enable you to apply and evaluate various performance measurements for FIs.
Unit 5 discusses deposit insurance and elaborates the key components of deposit insurance in Hong Kong. The unit also describes the ethical issues in operational risk. For the regulatory issue of operational risk, the unit reviews different measurement approaches for assessing capital adequacy: basic indicator approach, standard approach and advanced measurement approach. Finally, the unit outlines reputational risk and strategic risk.
Readings
You may be instructed in the study units to read articles or other supplementary materials. These will be available online or provided as hard copies at the backs of the study units. For online readings, instead of typing in the URL, you can click the link in the online study unit provided in the OLE.
E-Library E-Reserve readings
You may be instructed to read articles in the E-Library E-Reserve. To read these items, go to the OUHK E-Library and click E-Reserve. Log in, click Accept/Agree on the Copyright Restrictions page, fill in the Course Code box, and click Search.
Set textbook
There is one compulsory textbook required for FIN B485 Special Topics in Management of Financial Institutions:
Saunders, A and Cornett, M M (2018) Financial Institutions Management: A Risk Management Approach, 9th edn, International Edition, McGraw Hill.
Audiovisual materials/software
You will need access to a computer with Microsoft Windows/XP/Vista and an Internet browser.
Assignment File
The Assignment File (available from Online Learning Environment, OLE) provides you with guidelines for working on your assignments. You can refer to the Course Guide section on assessment that follows, and to the Assignment File itself for more information.
Presentation Schedule
The Presentation Schedule is available on the Online Learning Environment (OLE). It gives you the dates for completing TMAs, and attending supplementary lectures, tutorials and so on.
Assessment
This course is designed to assist you in moving easily from the subject material to the assignments and examination. You are expected to apply concepts and techniques introduced during the course in attempting the assignments. Most problems require qualitative and narrative responses.
There are informal assessments in this course. The informal assessment includes self-assessed activities and self-tests stipulated in each unit. The formal assessment includes two tutor-marked assignments (TMAs) and one final examination. TMAs must be submitted to your tutor for formal assessment according to the stated deadlines. The non-assessed activities are not part of your formal assessment, but it is very important that you complete all these activities as you work through the units.Tutor-marked assignments
There are two tutor-marked assignments (TMAs) for this course. TMA 1 covers topics in Units 1 and 2 (due at the end of Unit 2) and TMA 2 covers topics in Units 3 and 4 (due at the end of Unit 4). You can find the TMAs in your Assignment File (available from OLE) along with detailed instructions on how to complete them. You are required to complete the two TMAs and to submit them to your tutor for evaluation and grading. The two TMAs are compulsory and together account for 40% of the total grade for the course.
The assignments will help you develop a better understanding of management of financial institutions and will improve your understanding of the subject area in which the assignment is set.How to submit assignments
You must use Microsoft Word and/or Excel to prepare the TMAs, and submit the TMAs via the OLE. All assignments must be uploaded to the OLE by the due date.
Failure to upload a TMA in the required format to the OLE may result in the score of the TMA being adjusted to zero.TMA extension policy
The assignment policy of the university as stated in the Student Handbook should be observed. You are required to submit the two TMAs for this course in accordance with the dates communicated by the course coordinator (see Assignment File). You may apply for a submission extension on the grounds of illness, accident, disability, bereavement or other compassionate circumstances.
Application for extension of up to seven days should be submitted to the tutor. The tutor shall consider it valid and of unexpected emergence on an individual basis. Normally, documented proof of the extenuating circumstances is not required for application of extension of up to seven days. The tutor shall decide and advise you of the revised date for submission.
For application of extension over seven days, you should note the following:
If you apply for an extension of more than seven days on the grounds of illness, accident, disability, bereavement or other compassionate circumstances, you are required to complete an 'Application Form for Assignment Extension over seven days' and submit it to the Course Coordinator.
Supporting documents must be submitted along with the application for extension of over seven days to justify the claim.
Applications for extension should normally be lodged before or on the due date.
- Applications are considered by:
- the Course Coordinator for extensions of 8 to 21 days; and
- the Dean for extensions of over 21 days.
After an assignment is submitted via the OLE, it is your responsibility to check that the assignment has been successfully submitted. Extension applications due to any problem with uploading will not be accepted. The University cannot accept any responsibility for assignments that are not received by your tutor due to any problem with submission via the OLE. As a precaution, you are advised to keep a copy of each assignment you submit.
According to the University's policy, no extension of the due date will be allowed for the final TMA. This policy will be strictly enforced. Any late submission of the final TMA will result in the score of the TMA being adjusted to zero.Final examination and grading
The final examination for FIN B485 Special Topics in Management of Financial Institutions will be of three hours' duration and has a value of 60% of the total course grade. The examination will consist of essay and quantitative questions that reflect the self-test exercises and tutor-marked assignments that you will have previously encountered.
Course marking scheme
The structure of the course marking scheme is summarized in the following table. TMAs and the final examination account for 40% and 60% respectively of the total course marks.
Assessment Course area covered Weighting Tutor-marked assignment 1 Units 1 and 2 20% Tutor-marked assignment 2 Units 3 and 4 20% Examination Units 1, 2, 3, 4 and 5 60% Total 100%
| Course overview | |
The following table gives a general overview of the course structure. It suggests the amount of time you should allow for completing units and provides a broad schedule for you to plan your work. These times are intended as a guide only and should be adjusted to fit your personal needs more closely. This estimation includes time for reading the units, completing activities, self-tests and assignments, attending tutorials and preparing for your final examination.
Unit Title Study time
(weeks)Assignment
(end of unit)1 Liquid assets, liability, and capital adequacy for financial institutions 3 2 Off-balance-sheet activities in FIs: Loan sales and asset securitization 4 Assignment 1 3 Off-balance-sheet activities in FIs: Use of derivatives 3 4 Measuring and evaluating performance for management in financial institutions 3 Assignment 2 5 Other special issues in financial institution management 3 Total 16
| How to get the most from this course | |
The course materials include a printed Course Guide, study units and an assignment booklet. You do not have to acquire additional materials, though we do suggest that you keep up-to-date on this topic by reading newspapers often.
There are a total of five units in this course. Each of the five units consists of between three to four weeks of work and includes directions for study, commentary on the activities, and summaries of key concepts and techniques. The units direct you to work on exercises and activities related to the material covered. They can both help you gauge your progress and reinforce your understanding of the material covered in the unit. More importantly, they give examples to help you fully understand the concepts presented in the text, and can assist you in applying these concepts and techniques in the working environment. Together with the tutor-marked assignments (TMAs), these activities will assist you in achieving the learning objectives of the individual units of the course. Also, you can read quality journals, websites and newspapers on related issues and events in banking to keep pace with the latest development.
Please note that the biggest temptation that students face, when they are short of time, is just to read the course materials. When they get to a learning activity or self-test, they flip straight to the suggested answer. It saves the time, and students still know the correct answer, right? Wrong! Terribly wrong! Many contemporary educationists believe that learning is not a process that happens when people listen to lecture or read a book passively. They think that learning takes place as people actively construct the knowledge. Do not take a shortcut that compromises your learning. Attempt the learning activities and self-tests presented in the study units.
When done properly, working with fellow students on difficult learning activities or assignments can be beneficial. However doing so without acknowledging the contributions of other students in your own work is plagiarism. It has happened that after enough cosmetic changes had been made, the act of cheating may not be caught by the tutor who is marking the assignment. But in this case, the student's learning will suffer and it will show in the final examination. Be an honest and virtuous student.
Supplementary lectures, tutors and tutorials
Compared to the mega classes attended by hundreds of students in a typical university, the tutorials with 30 students or so at OUHK provide a good opportunity for you to meet your classmates and to get to know your tutor. You will find that support and encouragement from classmates and tutors are very helpful.
Attendance in supplementary lectures, tutorials is optional, but you are urged to take advantage of them. You can get the most from tutorials by pre-studying the relevant materials, making comments and asking questions. Remember that learning does not happen passively. Your active participation in tutorials is crucial.
Your assignments will be marked and commented on by your tutor, who will keep an eye on your progress and assist you if you encounter problems during the course. Marked assignments will be returned to you as soon as possible.
It is good practice to keep a copy of each assignment submitted for marking, so that you can always refer to queries with the tutor during discussion. Please contact you tutor should the following arise:
You do not understand any part of the study units or the assigned readings.
You have any difficulty with self-tests.
You have a question or problem with the assignment, or with your tutor's comments on or grading of an assignment.
Apart from self-study, supplementary lectures and tutorials will also be organized to assist you in your learning process. Details of the dates, times and location of the supplementary lectures, the tutorials as well as the name, email address and phone number of your tutor will be sent to you in due course.
It is strongly recommended that you attend all the supplementary lectures and the tutorials, which will provide considerable assistance in your study of this course. Moreover, you will have the chance to meet fellow students and be with other distance learners who are studying at the OUHK.
While you may think you are studying on your own, it doesn't need to be that way. You can be in regular contact with your tutor and, once you've met for the first tutorial, you can be in contact with your fellow students. Make a point, when you meet fellow students, to exchange phone numbers or email addresses. In this way, you will be well on the way to developing a learning network of your own.
Supplementary lectures and tutorials will be held throughout the course. Supplementary lectures will be based on the major course units and tutorials may also introduce further explanation, examples and readings. Full details are given in the Presentation Schedule.
| Use of case studies | |
Case studies are a useful and increasingly popular form of learning and assessment in the OUHK's School of Business and Administration. In this section we will look at why case studies are used and then suggest some learning strategies that you can use to approach case studies. We will also briefly discuss some problems that you may encounter as you learn from case studies.
What is a case study approach to learning?
One main purpose of a case study is to explore an issue or a number of issues in relation to an organization. The intention is to get you to carefully diagnose an organization; to focus on key problems, and to suggest how these might be resolved. Often the case is a real-life account of an organization which you are required to analyse in order to focus on a problem. Usually, the information that is provided is incomplete and you are often expected to observe developments in the organization over a period of time. The case study approach is an excellent opportunity to actively apply material that you have read and conceptual knowledge to the reality of an organization.
At the OUHK, case studies may be used as part of TMAs, exams, study units, or day-school exercises. You normally are given some information about a company (this could be both text and graphical information, such as figures and tables). You are then asked to think about some problems related to the company and to use concepts and apply theories that you have learned in your course to propose possible solutions for the company.
Let's have a look at two kinds of case study questions that you might be asked to work through in your courses. The first example is quite structured, while the second is much more open-ended.
Two examples of case study questions
Read the case study entitled 'ABC Consultants' and consider the following issues:
Using your understanding of the resource-based model, what measures could be taken to improve ABC's returns?
Drawing on your broad understanding of the consultancy industry, assess ABC's relative competitiveness and its profit potential.
To what extent do internal factors account for ABC's financial weaknesses?
Based on your assessment of ABC's financial weaknesses, formulate a new strategic intent and develop a mission statement for ABC.
Read the case study entitled 'XYZ Industries'.
Identify the key problems that are currently faced by XYZ's management.
Propose viable solutions to these problems.
Why case studies?
As you can see from the above examples, a case study approach to learning requires a great deal of thinking and often will not easily yield a quick 'wrong' or 'right' answer. However, case studies are also good preparation for dealing with real-life business problems. Cases may be short and relatively simple, or longer and complex. The purpose is the same for both types: to give you an opportunity to develop your skills in analysing the strengths and weaknesses of the organization under examination, to consider the processes at work within the organization, and to make decisions about future actions.
Case studies are not meant to replace textbooks, but rather to ask you to draw connections between theories and practice and to apply abstract ideas, concepts, and principles to specific concrete situations. Consequently, case analysis develops a number of skills that are crucial in business. In particular, they help you to:
analyse complex, unstructured, sometimes ambiguous situations;
identify critical issues and problems;
question your own and others' assumptions;
improve your problem-solving skills;
develop your ability to find alternatives and make informed decisions;
make decisions with incomplete information and think strategically;
self-educate yourself and draw on a broad range of resources and knowledge; and
- present and justify recommendations in writing.
You may find that there are many possible 'right' answers to the questions in a case study. This illustrates that there is often no single best way to responsibly manage and solve real-life business problems.
Some guidelines for analysing case studies
The following strategies should help you to successfully analyse case studies:
1 Read the case and become familiar with the facts
First, skim read the case to obtain a general understanding of the main point(s). Highlight or underline the pertinent points as you read.
Read the case again, and this time note down critical facts (such as names, time sequences, and where events occurred). Try to understand how events have influenced decisions. Identify the important individuals or stakeholders, and try to assess the importance of supporting information in the case. How reliable is this supporting information? Are there any gaps in the information that is given?
Make a note of any questions that you have as you read the case.
2 Assess the context of the case
Try to understand the environment of the organization and the wider context of the case.
Ask yourself questions about:
The state of the organization: What is the state of this organization: good, bad or in-between? Usually this involves thinking about interpersonal relationships, and assessing production or financial problems.
Key players and systems: How do systems and people operate in this organization? Why do they operate like this? Are the systems undergoing change? How successful are the changes? Is there someone who could sabotage any future strategy? Is there someone who can ensure the success of a future strategy?
Significant trends: How does this industry operate? What are the main or unique characteristics of the industry? What were they five or ten years ago, and what are they likely to be in the future? What impact are trends likely to have on the organization under investigation? How does this organization's performance compare with that of competitors?
- Constraints: Clearly identify all constraints in the case. A constraint may be viewed as anything (usually beyond the control of the organization) that may prevent an otherwise feasible course of action from becoming a success. What is outside the control of individuals in the case study? For example, it is unlikely that any company or individual in Hong Kong could prevent a foreign government from imposing tariff barriers on imports.
A SWOT analysis is a good way to get a better understanding of the organization and the context or environment in which it is operating.A SWOT analysis considers the Strengths and Weaknesses of the organization, and the Opportunities and Threats which the organization faces in the external environment.
3 Recognize the case's symptoms
Read the case again and as you read, try listing all the symptoms of the case. The symptoms of a case are not the problems, but they may help you to identify the problems. Symptoms are all the things that are undesirable or that are not as expected. For example, falling sales could be a symptom of several problems such as poor market segmentation, poor product quality, or problems in a supply chain. At this stage of your analysis, you should just try to observe all the symptoms, and avoid prematurely identifying problems or suggesting solutions. Like a doctor who consults a patient, you first need to observe and note all the symptoms before you can give a definite diagnosis of the problem. Think about how the symptoms may be interrelated. Relationship diagrams, like the one below, may help you to see the relationships between symptoms.
4 Diagnose the case's problems
After you have a good sense of the symptoms, you're ready to determine key issues that need to be analysed more closely. You are now diagnosing the situation, like a doctor diagnosing a patient's symptoms. Ask yourself 'what seems to be the trouble in this organization?' and make a list of what you now perceive to be the key problem(s). You will probably need to go back to the details of the case and as you do this, you may add to or refine your list of potential problems.
If there are several problems, you need to order and prioritize them. You might want to number problems according to how you perceive their importance, or make a matrix, like the one below, which shows relationships between various criteria and each problem.
Criteria Problem #1 Problem #2 Problem #3 Importance: what will happen if the problem is not addressed? Urgency: how quickly must this problem be solved? Centrality: To what extent does this problem cause others? Solvability: Can this problem actually be solved? Also try to establish if there are relationships or themes in common among the various problems. Perhaps different problems in your list are actually variations of a broader central problem.
Ask yourself what assumptions you have made about the case. Are these assumptions reasonable, and are they supported by the facts? Would other people objectively suggest the same problems, based on the facts that you have? Are you suggesting problems that are not supported by the facts of the case?
After you have considered and put into order the possible problems and questioned your assumptions relating to these problems, you should write a statement of the problems as you perceive them. Avoid suggesting solutions at this stage.
Once you have a problem statement, you need to find evidence in the case to support your problem diagnosis. Also, try to identify ideas, concepts and theories from your textbook and course units which help to explain what is happening in the case.
5 Formulate criteria for a 'good' solution and identify possible constraints to solutions
Before you propose a solution, you need to consider the characteristics of a 'good' solution. Obviously, your solution should bring benefits such as improved productivity, reduced costs or greater profits. However, it also needs to be viable and to accommodate the constraints that you have already identified, i.e. Is the solution legal? Is there a budget for this solution? Does it conflict with the organization's culture?
Try to brainstorm alternative solutions. Aim to generate a broad and creative range of options and then try to rate each according to various criteria.
The following matrix demonstrates how this can be done.
Cost Ease of implementation Impact on organization culture Impact on profits Option 1 *** * * ** Option 2 * *** *** ** Option 3 ** * * *** Also refer to ideas, concepts and theories from your course materials as you consider and assess each possible solution.
It's often wise to propose a solution that allows for plausible alternatives if it should fail. Managers use the term satisfice when they are considering acceptable alternative solutions, that is, the solution is able to satisfy the situation while also making some realistic sacrifices to existing constraints. Therefore, it is a satisficing rather than a maximizing solution.
Finally, don't forget to consider the possibility of taking no action. What will actually happen if no action is taken? Are any (or all) of the solutions less viable than taking no action at all?
6 Recommend a viable solution
After you have assessed the merits and pitfalls of each alternative solution, select the best solution for the situation.
Remember that the solution needs to be viable. Can the recommended solution be introduced? Are there the resources and the willingness to implement it? Be realistic about what may work. Explain why it is the best solution within the constraints of the existing context and explain how it can be applied to the organization. Suggest a time-frame for the solution's implementation.
Outline possible strategies for implementing your solution, either partially or completely. As many feasible courses of action as possible should be considered before you choose the one that seems the most likely to succeed. The more ideas you have, the greater your chance will be of finding a solution that will work well. The complexity of most organizational problems means that it is highly unlikely that one idea alone will correct the situation. Usually a combination of actions is required, and these need to be funded differently, timed carefully and staffed as necessary.
7 Present your solution as a written recommendation
Review your final solutions and then prepare a set of written recommendations. These should clearly outline your proposed solution in relation to the problems that you have identified. Your recommendations should also include details of why these solutions are the most appropriate given the circumstances and constraints of the case. Finally, you need to clearly state how and when your proposals will be implemented.
Your tutor and your course Assignment File can provide some guidelines on how to present your recommendations.
Some mistakes to avoid as you analyse cases
When you first tackle case studies, you should be careful to guard against the following mistakes:
One of the most common mistakes made in case analysis is repeating or simply summarizing the facts of the case. Your tutor is already very familiar with the case details, so you do not have to restate them. You are required to use and analyse the facts, not repeat them. Your analysis should contain only enough case material to support your arguments. Therefore, be analytical!
You may often be tempted to just deal with symptoms and ignore the causes of the problem. It is very important to analyse the background of the case (and the climate in which the events of the case unfold).
Avoid discussing problems in isolation and do not overlook their interrelatedness. If you try to think in terms of 'systems' rather than in terms of individual problems, you are more likely to avoid this pitfall.
Students often fail to state the assumptions underlying their analysis. If any important assumptions have been made, have you questioned them and are they reasonable and appropriate? Avoid selectively using and interpreting case material in order to justify a preconceived solution.
Practical limitations and constraints may sometimes be overlooked. For example, a recommendation that a whole team be fired is probably unrealistic.
A very common mistake is poor integration of the facts in the case with the concepts, principles, and theories in the textbook. Such integration is vital. Ask yourself if relevant theories from your course have been fully and constructively applied.
- Finally, recommendations are too often not spelled out in detail or are unrealistic. A timetable for implementing them is also often not given.
Analysing cases poses many challenges, and this is one reason the case study method is so rewarding. It is a very active form of learning. It offers you a risk-free opportunity to gain managerial and organizational experience and should greatly increase your confidence to make informed decisions in the real world.
Good luck and we hope you enjoy working through the cases that you encounter!
| Summary | |
Although a risk management approach is a current approach adopted to manage modern FIs, the risk management approach cannot replace the traditional approach: asset-liability management approach. FIN B485 Special Topics in Management of Financial Institutions first recalls the asset-liability management approach which focuses on fundamentals of FIs (including assets, liabilities and capital adequacy) and tackles any risk incurred. Risk underlying the asset-liability management approach can harm FIs more extensively and intensively than the risk underlying the risk-management approach.
Nowadays, FIs engage in more and more off-balance-sheet activities such as derivatives trading and asset securitization as a source of noninterest income and a form of risk management. These off-balance-sheet activities are discussed in Units 2 and 3. In 2007 and 2008, Bear Stearns and Lehman Brothers suffered huge losses on subprime mortgages and the securities backing them, and finally filed for bankruptcy, and financial risk is only one part of modern FIs' risk profile. Serious banking failures in recent decades, such as the demise of Barings Bank and the crisis of Société General due to rogue trader scandals, have demonstrated the serious danger of trading derivatives and derivative-like securities. Therefore, it is increasingly important to the survival of FIs to understand derivative use. Both Units 2 and 3 enrich your understanding of managing off-balance-sheet activities and preventing failure in FIs.
The success of an FI depends on how well it performs. In Unit 4, you will study how to evaluate the performance of an FI. In addition, Hong Kong implemented a deposit insurance scheme in 2006. A good understanding of the rationale behind and purpose of deposit insurance is useful for managing FIs. In the last unit, in addition to reviewing deposit insurance schemes, you will study ethical issues, regulatory issues, and reputation and strategic risk in FIs. After taking this course, you should be able to make decisions in all of the above special topics in managing FIs at the middle-management level.
| About the School of Lee Shau Kee Business and Administration | |
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