Banciau & Marchnadau Ariannol
Run by Bangor Business School
20 Credits or 10 ECTS Credits
Organiser: Mrs Nia Weatherley
Overall aims and purpose
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.
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.
C- to 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: 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.
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.
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.
Disgrifio sut i reoli banciau, pam mae banciau'n cael eu rheoleiddio a swyddogaeth arloesi ariannol.
Disgrifio pwysigrwydd gwybodaeth i egluro sut mae'r system ariannol yn gweithio.
Dangos sut mae strwythur ariannol yn effeithio ar y ffordd mae'r system ariannol yn gweithredu.
Egluro pam mae argyfyngau ariannol yn digwydd.
Deall a disgrifio swyddogaeth banciau canolog o ran rheoli polisi ariannol.
Egluro sut mae marchnadoedd yn prisio cynhyrchion ariannol, megis bondiau a stociau.
Dangos nodweddion systemau bancio ar draws y byd.
Teaching and Learning Strategy
Darlith - Cyfres o ddarlithoedd wythnosol
Astudio Preifat - Darllen er mwyn ychwanegu at y wybodaeth a geir yn y darlithoedd a myfyrio ar y wybodaeth a gafwyd.
Gweithdy - Gweithdy wythnosol am awr
- Literacy - Proficiency in reading and writing through a variety of media
- Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
- Exploring - Able to investigate, research and consider alternatives
- Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
- Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
- Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
- Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
- Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others
Subject specific skills
- 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.
Courses including this module
Compulsory in courses:
- NR33: BA Banking/Italian year 1 (BA/BIT)
- NR34: BA Banking/Spanish year 1 (BA/BSP)
- NR31: BA French/Banking year 1 (BA/FRB)
- NR32: BA German/Banking year 1 (BA/GB)
- NN44: BSc Accounting and Banking with International Experience year 1 (BSC/ABIE)
- NN43: BSc Accounting and Banking year 1 (BSC/ACCB)
- NN46: BSc Accounting and Banking (4 year with Incorp Found) year 1 (BSC/ACCB1)
- NN3F: BSc Accounting and Banking year 1 (BSC/ACCBF)
- NL41: BSc Accounting and Economics year 1 (BSC/ACCEC)
- NL4B: BSc Accounting and Economics (4 year with Incorp Foundation) year 1 (BSC/ACCEC1)
- NL4F: BSc Accounting and Economics year 1 (BSC/ACCECF)
- NL42: BSc Accounting and Economics with International Experience year 1 (BSC/AEIE)
- 8V55: BSc Banking and Finance (with International Experience) year 1 (BSC/BFIE)
- N391: BSc Banking and Finance year 1 (BSC/BFIN)
- N39B: BSc Banking and Finance (4 year w Incorporated Foundation) year 1 (BSC/BFIN1)
- N39F: Banking and Finance year 1 (BSC/BFINF)
- L193: BSc Financial Economics (Bangor International College) year 1 (BSC/BICFE)
- N312: BSc Banking with Financial Tech year 1 (BSC/BKFT)
- NN23: BSc Business Management and Finance year 1 (BSC/BMF)
- NN2B: BSc Business Man & Finance (4 year with Incorp Foundation) year 1 (BSC/BMF1)
- NN2F: BSc Business Management and Finance year 1 (BSC/BMFINF)
- NN2P: Business Management and Finance with Placement Year year 1 (BSC/BMFP)
- NN1H: BSc Business Studies and Finance year 1 (BSC/BSFIN)
- NN1J: BSc Business Studies and Finance (4 year with Incorp Found) year 1 (BSC/BSFIN1)
- L111: BSc Financial Economics year 1 (BSC/FINEC)
- L11B: BSc Financial Economics (4 year w Incorporated Foundation) year 1 (BSC/FINEC1)
- L11F: BSc Financial Economics year 1 (BSC/FINECF)
Optional in courses:
- NR43: BA Accounting/Italian year 1 (BA/AIT)
- NR44: BA Accounting/Spanish year 1 (BA/ASP)
- N107: BA Business year 1 (BA/BUS)
- NR41: BA French/Accounting year 1 (BA/FRA)
- NR42: BA German/Accounting year 1 (BA/GA)
- L190: BSc Business Economics year 1 (BSC/BEC)
- L19B: BSc Business Economics (4 year with Incorporated Foundation) year 1 (BSC/BEC1)
- L19F: BSc Business and Economics year 1 (BSC/BECF)
- L191: BSc Business Economics with International Experience year 1 (BSC/BECIE)
- L19P: BSc Business Economics with Placement Year year 1 (BSC/BECP)
- L192: BSc Business Economics (Bangor International College) year 1 (BSC/BICBE)