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Personal Competence
  • Internalize the use of standard learning and working techniques to learn on their own.
Social Competence
  • Cooperate while working out problems or while preparing themselves for the final exam.
  • Formulate the findings from the analyses of empirical data using the terminology made available to them, to indicate the degree of uncertainty in the conclusions correctly.
  • Are able to argue in a rational and controversial way in a scientific environment and include different points of view in their considerations.
Professional Competence
  • Know about the roles of quantiles, variances, standard deviations and correlations to measure risks.
  • Know the axioms of a discrete probability space.
  • Know the most important distributions and their properties.
  • Know the importance of the central limit theorem.
  • Can describe univariate and bivariate data according to the level of scale using numerical measures and graphical representations.
  • Can explain the content of the axioms of a discrete probability space while modelling a random experiment.
  • Use the law of large numbers to interpret a probability as a relative frequency in the long run.
  • Can explain why and when a certain distribution is used to model economic situations.
  • Can name the basic idea of testing hypotheses referring to the possible types of errors.
  • Name the basic ideas of standard testing procedures.
  • Calculate the critical values in the decision rules of binomial tests.
  • Can explain the meaning of confidence intervals and indicate the duality between confidence intervals and testing hypotheses.
  • Use the principle of ordinary least squares to estimate the parameters of a regression model.
  • Run simple linear regressions, set up the ANOVA-table and judge the residual plot.
  • Calculate probabilities using addition rules, decision trees and combinatorics.
  • Can explain the results of Bayes' theorem.
  • Use limits theorems to approximate distributions and probabilities.
  • Use calculations rules for expectations and variances correctly and can explain their meanings in the context of risk measuring.
  • Calculate the critical values of binomial tests and the resulting probability of a type 2 error.
  • Evaluate the test statistics of standard procedures, read the corresponding critical values from statistical tables and formulate the conclusion of the testing procedure correctly in the given context.
  • Calculate confidence intervals and interpret them correctly in a given context.
  • Interpret measures as quantiles, variances, standard deviations, correlations, skewness, curtosis correctly.
  • Use the vocabulary introduced to them to describe graphical representations correctly and include the advantages and disadvantages of such representations while interpreting them.
  • Judge the certainty or uncertainty of statistical conclusions and formulate their interpretations accordingly.
  • Judge the practical relevance of a linear regression in the given context.
  • Judge the uncertainty in the conclusions from statistical testing procedures correctly
Personal Competence
  • Understand and critically discuss the arguments of fellow students.
  • React and critically reflect their solution without being offended.
  • Show that they are able to stick to a complex topic.
Social Competence
  • Listen carefully exercise patience needed to understand the logic and mathematics behind models.
  • Know how to respond to questions and critique in a follow-up discussion after a presentation in front of class.
  • Take responsibility and organize/explain their solutions to others who have problems and tend to give up.
Methodological Competence
  • Understand how to manage risks with complex concepts and learn to connect the different roles of financial institutions.
  • Understand the logic and drivers behind current economic topics in financial services.
  • Apply methods and models on unknown decision situations. Find and calculate optimal hedging strategies.
  • Are able to write a term paper according to principles of scientific writing.
  • Develop abilities to understand and analyze mathematical relationships and models.
  • Summarize and explain their findings in a presentation.
  • Critically evaluate models and argue which of the models fits their needs best.
  • Evaluate the outcomes of their term paper
Professional Competence
  • Show expert knowledge in risk management and financial institutions and regulatory standards.
  • Characterize financial risk classes.
  • Interpret the results of relevant risk measures.
  • Describe pay off diagrams and valuation methods of derivatives.
  • Describe the use of derivatives to control risks.
  • Understand the role of different types of financial institutions.
  • Understand the difference between acting on financial markets and financial intermediation.
  • Describe the specific risks of financial intermediation.
  • Understand the main goals of bank regulations and the tools to reach them.
  • Describe and argue the importance of financial institutions for the whole economy.
  • Use risk measures to quantify risk and calculate them.
  • Find suitable hedging strategies.
  • Valuate derivatives with the model of arbitrage.
  • Apply the methods on a complex topic and are able to present the findings in a report
  • Identify potential sources of risks of financial institutions.
  • Apply the appropriate risk measures for specific risk classes.
  • Analyze the use of hedging strategies in given examples.
  • Find the fair value of derivatives by using parameters (Greeks).
  • Analyze specific risks of banks.
  • Identify the consequences of regulations.
  • Conceptualize a risk management process, which identifies and quantifies risks and displays the design/use of hedging tools and their valuation.
  • Design optimal processes to control for risk.
  • Combine the roles of financial institutions and legal regulations to understand financial markets.
  • Evaluate risk management processes.
  • Asses the consequences of regulations on financial institutions and the economy.
Personal Competence
  • organisieren ihren Forschungsprozess (Literatursuche, Sichten, Ordnen, Schreiben)
  • können sich in Phasen der Überforderung auf die wesentlichen nächsten Schritte konzentrieren.
Social Competence
  • vermitteln anderen Studierenden die wesentlichen Punkte ihres Thesisprojekts
  • geben Feedback und unterstützen damit andere Studierende bei deren Exposé-Entwicklung
  • nehmen kritisch Stellung zu anderen Arbeiten, ohne dabei abwertend zu agieren.
Methodological Competence
  • wählen für ihr Thesisprojekt passende Methoden aus und rechtfertigen diese Auswahl
  • führen eine gezielte Literaturrecherche zur Untermauerung ihres Forschungsvorhabens durch
  • formulieren ein Exposé, in dem das Forschungsvorhaben beschrieben und begründet wird
  • halten sich bei der Erstellung des Exposés an die vorgegebenen wissenschaftlichen Standards
  • integrieren widersprüchliche Rückmeldungen in die Entwicklung ihrer Arbeit
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