How To Become A Chartered Financial Analyst?
On September 7th, HSE students met with Edward Bace, Head of Education for the EMEA (Europe, Middle East and Africa) region of the Chartered Financial Analysts (CFA) Institute. The meeting was organized by the HSE Banking Institute.
The meeting was opened by Vasiliy Solodkov, Director of the Banking Institute, who spoke about the CFA Institute’s work in Russia, about their collaboration with the HSE Banking Institute (MBA in Investment Management) as well as about the new master’s programme ‘Financial Analysis’ which was launched this year by the Banking Institute in collaboration with the HSE Faculty of Economics and which is aimed at training students to pass the first level of CFA certification. Vasiliy Solodkov emphasized that he believes developing courses like this along with other Masters’ courses is vital for adapting to a constantly developing financial market
Speaking to an audience consisting mainly of final-year undergraduate and master’s students, Edward Bace told them that the CFA charter was an opportunity to certify one’s knowledge and professional skills in finance. He emphasized that the CFA charter, being the widest internationally acknowledged certificate in finance and investement, is a kind of professional standard combined with business ethics.
According to Bace, for financial companies nothing is as important as maintaining a stable client base, and because of this, the trust between customers and partners is the most reliable basis for a successful business. This trust can be enhanced by the CFA charter since passing the test is a r time- and labour-consuming process: the test covers all areas of finance, and its format demands deep knowledge of each of them. This was emphasized by Dmitry Kachalov, the only CFA charter holder at the meeting (in addition to Edward Bace himself) and co-head of the HSE Banking Institute’s MBA programme in Investment Management – the only CFA Institute partner programme in Russia.
Edward Bace also told the audience that most of the charter holders are portfolio investment analysts (26%), market analysts (17%), and top-managers in companies (8%). He was working as a credit analyst at Standard & Poor when he received his charter and said that since then his life has radically changed, primarily thanks to the fact that his c.v. contains the line ‘CFA charter holder’ and even some work in this direction sets potential employees apart.
Edward Bace finished by telling the audience about the process of applying for the charter. After the presentation he answered some questions from the students, which were mainly related to the contents of each stage of the test, opportunities for training for the test as well as application for some bursaries.
Photos by Nikita Benzoruk
Teaching is a stressful job, and with schools and universities operating remotely over the last eighteen months, teachers’ worries have increased dramatically. In the latest in a series of articles on distance learning, IQ.HSE reports on research conducted by the HSE University Institute of Education on how teachers have been coping with stress.
On August 12, the Territory of Ideas all-Russia youth education forum will come to a close in the town of Solnechnogorsk in the Moscow region. HSE Rector Nikita Anisimov spoke at the fifth session of the forum, declaring this year’s admissions campaign to be the most successful in the university’s history.
‘Up and Ahead’: Students in New Master's Programme to Study Psychometrics and Developmental Sciences
Enrolment is underway for the HSE Institute of Education’s new Master's programme, Science of Learning and Assessment, which was developed at the intersection of developmental science, advanced methods of neuroscience and psychometrics, and the theory and practice of testing and measurement. Students will learn to assess human development and adjust the learning process, relying on evidence-based approaches of neuroscience and current concepts of measuring skills, personality characteristics, competencies, and other complex constructs.
Educational inequality is a universal problem, but it manifests itself in different countries in different ways. Comparing the issue across different contexts is always interesting—even more so if the person doing the comparing has a diverse set of examples to draw upon. Adam Gemar earned his Bachelor’s and Master’s degrees in the US before earning his Doctoral degree at Durham University (UK). Now he is a Postdoctoral Fellow at HSE University’s Institute of Education, where he is studying educational inequality in Russia with the Centre for Cultural Sociology. In his interview, he spoke about his research, life in Moscow, and Russian winters.
Four-year, instead of five-year, degree programmes shave off a year of study, thus saving considerable time and money, and allowing graduates to find employment and build work experience earlier, which eventually translates into a higher salary. This raises the question of whether a fifth year of undergraduate studies brings any returns at all.
In 2012, many universities started signing incentive contracts with their staff in order to stimulate research and active inclusion in the global academic market. Together with orders issued by Russia’s president in May, this has led to growth in university salaries. But exactly which responsibilities increase pay — teaching, research or administrative work? The answer to this question will help improve the effective contract system to make it profitable both for teachers and universities.
Most international students in Russia come from CIS countries, or former Soviet republics in Central Asia, the Caucasus, and Eastern Europe. The preserved social and cultural links promote this, as well as students’ good command of Russian. Students from outside the former Soviet Union come to Russia primarily due to economic reasons and the strong reputation of Russia’s leading universities. At the same time, however, they often see Russia as an unsafe country and consider it a backup plan.
2020 has definitely become a year of online learning. Children of all ages, as well as many adults, have had to study remotely. This has allowed researchers to look at education accessibility problems from a new perspective and evaluate how the massive transition to online learning aligns with existing norms and attitudes toward limiting screen time. Nadezhda Knyaginina and Evgenii Puchkov, researchers from the Education Law Laboratory at the HSE Institute of Education talked about their lab’s research on this matter.
Right now university students are taking their fall semester final exams. For various reasons, some students drop out. This is especially the case in advanced fields of study such as engineering. Researchers from HSE University’s Institute of Education Evgenia Shmeleva and Isak Froumin have published a paper on the decisive factors that cause students to abandon their university education.
End-of-term exams have just finished in many universities operating on the modular system. Some students passed because they worked hard while others passed by cheating. Why do some students cheat by looking over someone's shoulder, furtively searching for test answers on the internet, using cheat sheets during exams or paying others to complete their coursework? A study conducted by the HSE Centre for Sociology of Higher Education offers some answers.