Overview
This unit covers investment analysis of complex investment portfolios. You will be introduced to contemporary investment theories and construct a client focused portfolio. You will examine the risks associated with domestic and international investment products.
Details
Pre-requisites or Co-requisites
Prerequisite: FINC 19011
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 1 - 2027
Attendance Requirements
All on-campus students are expected to attend scheduled classes - in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Academic Progression Policy and Procedure
- Student Refund and Credit Balance Policy and Procedure
- Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from SUTE
Assessment support, feedback and marking - While some students requested additional developmental feedback, others noted that: "Marking criteria and weekly content were clear." "Feedback after grading was clear."
This suggests the assessment framework itself is generally well structured, although additional support may be needed to help students apply the criteria during assessment preparation.
Feedback from SUTE
Workload - A consistent concern was the amount of content students were expected to engage with. Students cited: * Weekly content requirements. * Workbook activities. * Textbook readings. * Additional readings. * Group assessment requirements. * Examination preparation. Several students also noted that lecture content was split into numerous short videos, creating a fragmented learning experience.
Record short assessment clarification videos when repeated questions arise. Explicitly explain how formative guidance differs from providing assessment answers. Include "feedforward" comments that specifically explain how students can improve future assessments.
Feedback from SUTE
Feedback practices - While multiple support mechanisms are available, including: * Weekly workshops * Moodle discussion forums * Individual consultations * Email support * Assessment exemplars and guidance Students may not always perceive these opportunities as feedback if they are seeking direct answers to specific assessment questions.
Provide students with only essential resources and remove any supplementary resources Over time, consolidate micro-videos into larger thematic recordings where appropriate.
Feedback from SUTE
Assessment scaffolding for First-Time SOA financial plan writers - Many comments highlight that students felt overwhelmed by the SOA task, particularly those with no prior exposure to financial planning.
Create an early "Introduction to SOA Construction" workshop.
Feedback from SUTE
Student preparedness for authentic financial planning tasks - Several students expressed concerns that they were expected to commence assessment work before relevant content had been taught. For instance, this would affect the Bachelor of Agriculture students, where asset allocation concepts were not covered until later in the term. Students commencing the SOA before understanding key financial planning concepts.
Better align teaching sequences with assessment milestones.
Feedback from SUTE
Authentic and Industry-Relevant Assessment - Several students recognised that the unit reflects real-world financial planning practice and provides authentic learning experiences.
Continue to provide an experiential, work-integrated, case-based assessment to simulate real-world practice.
Feedback from SUTE
Integration of GenAI and Contemporary Industry Practice - Students acknowledged and valued the inclusion of GenAI tools and discussions throughout the unit.
Start balancing the amount of time spent on responsible use of GenAI skills and focus on the core investment content more.