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The CFA Designation and the Finance Curriculum: A Survey of Faculty

William T. Charlton, Jr. and Robert R. Johnson
Journal of Financial Education
Vol. 25 (FALL 1999), pp. 26-36
Stable URL: http://www.jstor.org/stable/41948311
Page Count: 11
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Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
The CFA Designation and the Finance Curriculum: A Survey of Faculty
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Abstract

We report survey results from academicians holding the CFA designation. Respondents indicate the CFA Program has become more important in teaching and students view course topics as more relevant if part of the CFA Program. Students are well prepared for the CFA Level I exam in valuation and investment theory, accounting and corporate finance, and quantitative methods. They are least prepared for ethical and professional standards, analysis of alternative investments, and global markets and instruments. Respondents would like to increase integration between the CFA Program and investments curriculum, but do not believe this effort will be rewarded in tenure/promotion decisions.

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