Gwybodaeth am Coronafirws (Covid-19)

Modiwl ADB-1501:
Banciau & Marchnadau Ariannol

Ffeithiau’r Modiwl

Rhedir gan Bangor Business School

20 Credyd neu 10 Credyd ECTS

Semester 1

Trefnydd: Prof Owain ap Gwilym

Amcanion cyffredinol

Bydd y modiwl hwn yn rhoi egwyddorion economaidd i fyfyrwyr ddeall strwythur marchnadoedd ariannol a swyddogaeth a gweithgareddau banciau a chwmnïau ariannol yn gyffredinol. Gan ddatblygu'r syniad o anghymesuredd gwybodaeth, bydd y modiwl yn edrych ar sut mae marchnadoedd ariannol, a chwmnïau ariannol fel banciau, yn effeithio ar yr economi yn gyffredinol. Bydd yn edrych ar swyddogaeth cyfraddau llog a sut mae marchnadoedd bondiau a marchnadoedd stoc yn gweithredu. Bydd y modiwl yn ymdrin yn feirniadol â'r strwythur ariannol ac yn galluogi i fyfyrwyr ddeall sut mae banciau'n gweithio ac yn cael eu rheoli, gan gynnwys arloesi ariannol a pham mae banciau'n cael eu rheoleiddio. Mae marchnadoedd ariannol yn dueddol o fethu a bydd y modiwl yn egluro pam mae argyfyngau ariannol yn digwydd. Bydd yn dod i ben drwy ystyried y cysyniad o greu adnau, drwy edrych ar y cyfryngau mae banciau canolog yn eu defnyddio i reoli'r cyflenwad arian, ac ystyried y polisi o dargedu chwyddiant. Byddwn yn ychwanegu at y modiwl gydag astudiaeth o fathau o gwmnïau bancio a dadansoddiad cymharol o systemau bancio.

Cynnwys cwrs

Gall rhestr bosib o bynciau gynnwys y canlynol ond ni fydd wedi'i chyfyngu iddynt: Arian; Cyfraddau Llog; Bondiau; Stociau; Strwythur Ariannol; Rheoli Banciau; Rheoleiddio Banciau; Arloesi Ariannol; Argyfyngau Ariannol; Banciau Canolog; Polisi Ariannol; Systemau Bancio.

Meini Prawf

C- i C+

Lefel Arall: C- i C+ (50-59%): Llawer o’r wybodaeth a’r sgiliau perthnasol wedi’u defnyddio'n gywir at ei gilydd. Dealltwriaeth ddigonol o elfennau damcaniaethol/cysyniadol/ymarferol. Integreiddio gweddol o theori/ymarfer/gwybodaeth wrth geisio cyflawni amcanion y gwaith a asesir. Peth tystiolaeth o ddefnyddio sgiliau creadigol ac adfyfyriol.

da

Da: B- i B+(60-69%): Perfformiad da iawn. Defnyddir y rhan fwyaf o'r wybodaeth berthnasol yn gywir. Dealltwriaeth dda o elfennau damcaniaethol/cysyniadol/ymarferol. Integreiddio da o theori/ymarfer/gwybodaeth wrth geisio cyflawni amcanion y gwaith a asesir. Tystiolaeth o ddefnyddio sgiliau creadigol ac adfyfyriol.

trothwy

Trothwy: D- to D+ (40-49%): Dim o bwys wedi ei hepgor neu'n anghywir o ran defnyddio gwybodaeth/sgiliau. Rhywfaint o ddealltwriaeth o elfennau damcaniaethol/cysyniadol/ymarferol. Cyfuno theori/ymarfer/gwybodaeth i'w weld yn ysbeidiol wrth gyflawni amcanion y gwaith a asesir.

ardderchog

Rhagorol: A- i A+ (70%+): Perfformiad rhagorol. Defnyddio'r wybodaeth berthnasol yn gywir. Dealltwriaeth ragorol o elfennau damcaniaethol/cysyniadol/ymarferol. Integreiddio da o theori/ymarfer/gwybodaeth wrth geisio cyflawni amcanion y gwaith a asesir. Tystiolaeth gref o ddefnyddio sgiliau creadigol ac adfyfyriol.

Canlyniad dysgu

  1. Disgrifio sut i reoli banciau, pam mae banciau'n cael eu rheoleiddio a swyddogaeth arloesi ariannol.

  2. Disgrifio pwysigrwydd gwybodaeth i egluro sut mae'r system ariannol yn gweithio.

  3. Dangos sut mae strwythur ariannol yn effeithio ar y ffordd mae'r system ariannol yn gweithredu.

  4. Egluro pam mae argyfyngau ariannol yn digwydd.

  5. Deall a disgrifio swyddogaeth banciau canolog o ran rheoli polisi ariannol.

  6. Dangos nodweddion systemau bancio ar draws y byd.

  7. Egluro sut mae marchnadoedd yn prisio cynhyrchion ariannol, megis bondiau a stociau.

Dulliau asesu

Math Enw Disgrifiad Pwysau
Prawf Amlddewis 30
Arholiad 70

Strategaeth addysgu a dysgu

Oriau
Lecture

Darlith - Cyfres o ddarlithoedd wythnosol

20
Private study

Astudio Preifat - Darllen er mwyn ychwanegu at y wybodaeth a geir yn y darlithoedd a myfyrio ar y wybodaeth a gafwyd.

170
Workshop

Gweithdy - Gweithdy wythnosol am awr

10

Sgiliau Trosglwyddadwy

  • Llythrennedd - Medrusrwydd mewn darllen ac ysgrifennu drwy amrywiaeth o gyfryngau
  • Hunanreolaeth - Gallu gweithio mewn ffordd effeithlon, prydlon a threfnus. Gallu edrych ar ganlyniadau tasgau a digwyddiadau, a barnu lefelau o ansawdd a phwysigrwydd
  • Archwilio - Gallu ymchwilio ac ystyried dewisiadau eraill
  • Sgiliau Rhyngbersonol - Gallu gofyn cwestiynau, gwrando'n astud ar atebion a'u harchwilio
  • Dadansoddi Beirniadol & Datrys Problem - Gallu dadelfennu a dadansoddi problemau neu sefyllfaoedd cymhleth. Gallu canfod atebion i broblemau drwy ddadansoddiadau ac archwilio posibiliadau
  • Cyflwyniad - Gallu cyflwyno gwybodaeth ac esboniadau yn glir i gynulleidfa. Trwy gyfryngau ysgrifenedig neu ar lafar yn glir a hyderus.
  • Dadl - Gallu cyflwyno, trafod a chyfiawnhau barn neu lwybr gweithredu, naill ai gydag unigolyn neu mewn grwˆp ehangach
  • Hunanymwybyddiaeth & Ystyried - Bod yn ymwybodol o'ch cryfderau, gwendidau, nodau ac amcanion eich hun. Gallu adolygu ,cloriannu a myfyrio'n rheolaidd ar eich perfformiad eich hun ac eraill.

Sgiliau pwnc penodol

  • knowledge of theories and empirical evidence concerning financial management, risk and the operation of capital markets (in cases of degrees with significant finance content).
  • Abstraction. From the study of economic principles and models, students see how one can abstract the essential features of complex systems and provide a useable framework for evaluation and assessment of the effects of policy or other exogenous events. Through this, the typical student will acquire proficiency in how to simplify while still retaining relevance. This is an approach that they can then apply in other contexts, thereby becoming more effective problem-solvers and decision-makers.
  • Analysis, deduction and induction. Economic reasoning is highly deductive, and logical analysis is applied to assumption-based models. However, inductive reasoning is also important. The development of such analytical skills enhances students' problem-solving and decision-making ability.
  • Quantification and design. Data, and their effective organisation, presentation and analysis, are important in economics. The typical student will have some familiarity with the principal sources of economic information and data relevant to industry, commerce, society and government, and have had practice in organising it and presenting it informatively. This skill is important at all stages in the decision-making process.
  • Framing. Through the study of economics, a student should learn how to decide what should be taken as given or fixed for the purposes of setting up and solving a problem, i.e. what the important 'parameters' are in constraining the solution to the problem. Learning to think about how and why these parameters might change encourages a student to place the economic problem in its broader social and political context. This 'framing' skill is important in determining the decision-maker's ability to implement the solutions to problems.
  • An appreciation of the nature of the contexts in which finance can be seen as operating, including knowledge of the institutional framework necessary for understanding the role, operation and function of markets and financial institutions (e.g. the economic, legal, regulatory and tax environment, both national and international; the firm; the capital markets and the public sector).
  • A knowledge of the major theoretical tools and theories of finance, and their relevance and application to theoretical and practical problems (e.g. concept of arbitrage and examples of its use; financial mathematics and capital budgeting criteria; informational efficiency; optimal risk sharing; portfolio theory; asset pricing models and the valuation of securities; cost of capital; derivative pricing; risk management; information asymmetry; principal agency relationships; signalling; Fisher separation and capital budgeting criteria; behavioural finance; term structure and the movement of interest rates; determination of exchange rates and financial intermediation).
  • An ability to interpret financial data including that arising in the context of the firm or household from accounting statements and data generated in financial markets. The interpretation may involve analysis using statistical and financial functions and procedures such as are routinely available in spreadsheets (eg Microsoft Excel) and statistical packages. It may assume the skills necessary to manipulate financial data and carry out statistical and econometric tests (e.g. estimation and interpretation of asset pricing models; financial modelling and projections; event studies and residuals analysis; elements of time series analysis, such as serial correlation mean reversion, and stochastic volatility).
  • An understanding of the relationship between financial theory and empirical testing, and application of this knowledge to the appraisal of the empirical evidence in at least one major theoretical area. The appraisal should involve some recognition of the limitation and evolution of empirical tests and theory (eg the efficient markets hypothesis; anomalies; pricing of derivatives and other securities; bond portfolio management; exchange rates; raising capital and capital structure).
  • An understanding of the financing arrangements and governance structures of business entities, and an appreciation of how theory and evidence can be combined to assess the effectiveness and efficiency of such arrangements (e.g. decisions as to sources of finance and financial structure; the pricing of corporate securities; the market for corporate control; corporate governance structures and mechanisms; financial planning and international dimensions of finance).
  • An understanding of the factors influencing the investment behaviour and opportunities of private individuals (bonds, equities, and derivatives; risk aversion; risk/return trade-offs; portfolio management and performance measurement; pensions and long term savings; the tax treatment of savings and investments; international diversification; forex risk; objectives of and constraints on institutional investors and advisors).
  • An understanding of financial service activity in the economy, and an appreciation of how finance theory and evidence can be employed to interpret these services (for example, information asymmetry, adverse selection and moral hazard could be employed to analyse the fundamental nature of services, such as insurance, pensions, bank lending and consumer credit, and also explore fundamental problems arising in such financial service provision. Efficient market hypothesis could be used to explore evidence for fund manager performance and the effectiveness of equity and bond saving services).
  • An ability to understand financial statements, and a basic appreciation of the limitations of financial reporting practices and procedures (eg financial statement analysis; the relation between cash flow accounting and accrual accounting; discretionary accounting practices).
  • Problem solving and critical analysis: analysing facts and circumstances to determine the cause of a problem and identifying and selecting appropriate solutions.
  • Conceptual and critical thinking, analysis, synthesis and evaluation.
  • Research: the ability to analyse and evaluate a range of business data, sources of information and appropriate methodologies, which includes the need for strong digital literacy, and to use that research for evidence-based decision-making.

Cyrsiau sy’n cynnwys y modiwl hwn

Gorfodol mewn cyrsiau:

Opsiynol mewn cyrsiau: