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Academic finance has had a remarkable impact on many financial services. Yet long-term investors have received curiously little guidance from academic financial economists. Mean-variance analysis, developed almost fifty years ago, has provided a basic paradigm for portfolio choice. This approach usefully emphasizes the ability of diversification to reduce risk, but it ignores several critically important factors. Most notably, the analysis is static; it assumes that investors care only about risks to wealth one period ahead. However, many investors—-both individuals and institutions such as charitable foundations or universities—-seek to finance a stream of consumption over a long lifetime. In addition, mean-variance analysis treats financial wealth in isolation from income. Long-term investors typically receive a stream of income and use it, along with financial wealth, to support their consumption. At the theoretical level, it is well understood that the solution to a long-term portfolio choice problem can be very different from the solution to a short-term problem. Long-term investors care about intertemporal shocks to investment opportunities and labor income as well as shocks to wealth itself, and they may use financial assets to hedge their intertemporal risks. This should be important in practice because there is a great deal of empirical evidence that investment opportunities—-both interest rates and risk premia on bonds and stocks—-vary through time. Yet this insight has had little influence on investment practice because it is hard to solve for optimal portfolios in intertemporal models. This book seeks to develop the intertemporal approach into an empirical paradigm that can compete with the standard mean-variance analysis. The book shows that long-term inflation-indexed bonds are the riskless asset for long-term investors, it explains the conditions under which stocks are safer assets for long-term than for short-term investors, and it shows how labor income influences portfolio choice. These results shed new light on the rules of thumb used by financial planners. The book explains recent advances in both analytical and numerical methods, and shows how they can be used to understand the portfolio choice problems of long-term investors.
Takes a look at contemporary economic analysis, and presents a view of the state of economics.
For over thirty years, portfolios have been used to help adult learners gain recognition for their prior learning and take greater control of their educational experiences. The portfolio has become a distinctive means of assessing such learning, serving as a meaningful alternative to conventional papers and standardized testing. Portfolio Development and the Assessment of Prior Learning: Perspectives, Models, and Practices provides a primer of flexible approaches to shaping and conducting portfolio-development courses. It offers practitioners in the field an extensive range of model assignments, readings, and classroom activities, each organized around a specific theme: Academic Orientation, The Meaning of Education, Personal Exploration, Learning from the Outsider Within, The World of Work and Careers, and Dimensions of Expertise. Twelve case studies by practitioners in the field then show how academics in the US and around the English-speaking world have adapted the portfolio to changing circumstances in order to deliver academically rich educational services for adults. These case studies highlight portfolio development in the context of web-based instruction, changing institutional imperatives, service to historically disenfranchised groups, partnerships with industry, and cross-institutional cooperation.In addition to serving as a valuable hands-on resource for practitioners, Portfolio Development and the Assessment of Prior Learning locates portfolios and assessment in a broad social and intellectual context. Thus, the authors also offer an historical overview of the usefulness of portfolios in the assessment of prior learning and then consider their use in the future, given current trends in higher education for adults. The book explores the implications of a changing educational landscape, in which new student populations, budgetary pressures, and understandings of knowledge both enrich and challenge student-centered approaches such as portfolios.The approaches and case studies are not only valuable to adult educators but, equally, to faculty in higher education concerned with the development of competency- and outcomes-based assessment.
In response to growing interest in household finance, this collection of essays with a foreword by John Y. Campbell, studies household and consumer use of credit instruments. It shows how individual consumers and households utilize various credit alternatives in managing their consumption and savings and suggests areas for future research.