Sunday, November 27, 2016

A brief history of finance and my life at Chicago

An essay by Eugene F. Fama
Original Source:  http://review.chicagobooth.edu/magazine/fall-2013/a-brief-history-of-finance

I first came to the business school at Chicago as a student in 1960. Before then, I was a student at Tufts. For my first two years, I was majoring in Romance languages with the idea that I would become a high school teacher and a sports coach. In my third year, I started to get a little bit bored with talking about Voltaire every other day, so I took an economics course, loved it, and did pretty well at it. I spent my last two years studying economics. 

When it came time to graduate from Tufts, I decided I didn’t want to work for a living. I figured I would go on to get a graduate degree, and business schools were my choice. 


I went to my economics professors and said, “Where should I go?” 


They said, “Well, you eventually want to get a PhD; you should go to Chicago because it’s more academically oriented than Harvard.” 


I applied to Harvard, and I applied to Chicago. I got into Harvard, but I never heard from Chicago.


In the middle of April, I called the Dean of Students’ office, and the dean of students himself answered. It was Jeff Metcalf, who served in that position for two decades. He and his secretary were the only two people in that office. That’s how small the school was. 


He looked and said, “Gee, we have no record of your application.”  

I said, “Well, I did send it.” 


Jeff was a very amiable fellow. We were chatting, and he said, “What are your grades like?” 

I said, “They’re pretty good.” 


He said, “We just happen to have a scholarship for somebody from Tufts. Do you want it?” And that’s how I came to Chicago.


So it was serendipity that I was admitted as an MBA student. When I arrived, I went to the PhD office, and talked to Joel Segal, who was the director of the program at the time. I said, “I think I want to go into the PhD program.” 


He said, “You better do a quarter as an MBA because graduate school is a lot different than undergraduate school. See how you do, and we’ll judge you after that.” 


I went back to him at the end of the quarter and I said, “You were right. Graduate school is a lot different from undergraduate school—it’s a lot easier.” 


Business schools were much weaker then. There were a couple hundred students at Chicago at the time, and the level wasn’t that great. The top of the class was very good; the bottom was not good, and the quality of the program was bad. This was not the case only at Chicago, mind you—all business schools were bad. 


Finance was a joke. There were courses in security analysis, which we don’t give any more; capital budgeting, which is done in a week or so now; and money and banking, which is now done by the macro group. I took most of my courses in the economics department. 


I said earlier that getting into Chicago, talking to Jeff Metcalf, was serendipity. When it came time to write a thesis, I hit on a second piece of serendipity.


I happened to be writing my thesis at a propitious time, right when computers were introduced. They liberated statisticians to do things they couldn’t do before. They started digging into data.

What’s the easiest data to get? Stock-prices, which is why lots of statisticians and economists started working on stock prices. As economists got into it, they started to ask, “How would we expect prices to behave if markets were working properly?” And that was how the efficient markets hypothesis, the hypothesis that prices reflect all available information, had its birth. 


Let me tell you a bit about the evolution of finance. Finance has its birth in 1952 with the PhD thesis of Harry Markowitz on portfolio theory that he did in the Department of Economics. Harry got the Nobel Prize in 1990. Rumor has it that at the time he wrote his thesis, the people in the department said, “This is nothing.” That’s how perspicacious they were. 


Franco Modigliani and Merton Miller came along in 1958, with a theory that formed the basic foundations of corporate finance, the proposition that financing decisions really don’t affect the market values of companies. And then in 1963, 1964, Bill Sharpe and John Lintner came out with the capital asset pricing model, which was the first model for describing how risks should be measured and what the equilibrium relation between risk and expected return should be. 


This really enlightened the work on efficient markets. It dawned on me that the reason we’d been fumbling around with the concept was we hadn’t really been facing the issue. You can’t say whether prices reflect all available information unless you say something about what the market is trying to do in setting prices. And that’s what a model of market equilibrium is all about. So I wrote a paper in 1970 that laid all of this out, and it was basically the first complete statement of market efficiency.


In 1972, 1973, Robert Merton, Myron Scholes, and Fischer Black came out with the options pricing model. The Black-Scholes paper is, in my view, the most important paper in economics of the 20th century. No other paper has to be learned by every single economist getting a PhD and has also created an industry—the derivatives industry.


Next, Bob Merton generalized the risk-return story to more complicated scenarios. And in 1978, Bob Lucas, John Dewey Distinguished Service Professor in Economics and the College, came up with the consumption based asset pricing model. 


A good part of what we’ve done in finance had its birth at that time: portfolio theory, the first models of market equilibrium, and then efficient markets. Much of the work since then is a development of these basic paradigms. There has been a mountain of empirical work. It permeates the MBA and PhD curricula. The courses now look nothing like they did then. In 1963, there were no good journals in finance. Now, there are probably five that are as good as any of the journals in economics, and another five that are better than anything we had. Then, there were only three serious finance groups in the world: Chicago, MIT, and Carnegie Mellon. Now, every major university has a well-functioning finance faculty doing first-rate research. 


And that was another piece of serendipity. I came along when everything you did was new. Now, when PhD students want to work on a topic, they can be sure that somebody—probably 20 other people—have already done something, and they have to go through all of that. It was much easier to be a young researcher in those days than it is now. 


I love my work. I have no intention of stopping as long as I’m breathing—and I may even do it after that.


This is an edited version of the speech given by Eugene F. Fama, Robert R. McCormick Distinguished Service Professor of Finance, at Chicago Booth’s Convocation ceremony on June 15, 2013. 

Thursday, November 24, 2016

Evaluation Form of Field Visit



Group Name:
Title
Weight
Score
A) Field Trip
(Attitude, Group Work, Grace and Courtesy etc.)
25%

B) Report
50%

      Background                           
10%

     Objective
5%

       Review of literature                           
5%

      Methodology
10%

      Analysis of Activities Done               
10%

      Summary conclusion                          
5%

      Bibliography
5%

C) Viva voice exam (presentation)
25%

o   Presenter 1:
5%

o   Presenter 2…………………..
5%

o   Presenter 3…………………..
5%

o   Presenter 4…………………..
5%

o   Presenter 5………………….
5%

Total
100%


Evaluator:

Date:

…………………………….
Evaluator Signature

Field Visit Report Guideline



Field trips provide opportunities to students to observe study and explore the organization or site to get a down to earth understanding of material learned in the classroom. Students are expected to submit a field trip report after the field report and present it in group. The group member will be allocated accordingly and each group member needs to contribute and present the report.

Before Field Trip

Students need be aware about certain things visiting the site/organization. Get information about the site/organization before hand from secondary sources like books and internet.

During Field Trip

Clarify the purpose of the field trip and subsequent report with your lecturer and read any handouts and preliminary articles or textbook chapters before the actual trip. This helps to alert you to major theoretical frameworks, or important observations before you go. You will find it very hard to write a good report if you omitted to collect critical data in the field, so waiting to think about the aims, types of observations and possible implications till after the trip is too late. If it is to be a group report, try to organize your group beforehand so as to plan efficient data collection in the field. For example, one person to take photographs, one to make sketch maps, two to take notes from talks, etc.

Identifying the main issue

Ask yourself what the lecturer setting the course hopes that you will get out of the field trip. What major theories, methodology, techniques, and or practical knowledge are being tested or illustrated? Your report should relate your field observations to the main issues dealt with in the course as a whole. If you are required to focus on only one aspect of the course in your final report, although many are covered in the trip, try to identify two or three possible focuses before you go, so you can predict what kind of information you should be collecting, and do some pre-reading on those areas.

For example, you can relate your topic with topics you have studied earlier like HRM, Finance, Accounting, POM, etc. You can ask about their organization structure (POM), staffing (HRM), capital structure (Finance), Accounting Method used (Accounting) and so on. If you find confusion feel free to ask your supervisor.

Taking notes in the field

This can be difficult, so make sure that you have a clipboard; lots of paper (some sheets partly formatted beforehand if you know the kind of data you have to collect); some 3mm square graph paper to help sketching, graphing or mapping; multiple pens and pencils, including colored pencils; rubber; sharpener; folder for completed sheets; and plastic bag to put papers in if it is raining. You may find a camera or use your Smartphone useful and write corresponding notes on what you photographed, where it was and why it was important. Apart from taking photos or making measurements, focus on looking and listening, and add to notes between stops, or collaborate with a friend to make sure you get all the information. Record place names, time and date, and names and titles (job positions) of speakers (all accurately spelt). Use labeled sketches and plans to record spatial and visual information, noting proportions and approximate sizes of structures or map scales alongside. Remember to label tables with column and row headings and graphs with axes and titles, and to include the unit with all measurements.

Report format

The field work can be written up in the introduction-activities done/results-conclusion format.

Introduction

The introduction should set out the purpose of the field work and usually containing sub-sections which give relevant background information (location of area, geology, topography, recent history etc). It will also be necessary to review relevant literature on the topic. Try to incorporate field report objective and particular methods used to collect the data. The next, chapters first chapter should be followed by presentation of the data and then conclusion and lesson learnt. For trips involving many locations, it may be easiest to organize the background information, data, and interpretation by site, but then draw all the sites together in a general discussion at the end. Do whichever involves least repetition of information and makes the report easiest for the reader to understand and follow. Use descriptive subheadings to make the information easy to find.

Data presentation

Besides the usual tables and graphs, data may include photos, diagrams, sketches, maps, or interviews. To make a professional-looking job of your final report (and allow easier editing) you may wish to learn how to use computer-based graphing or drawing applications. However, neat hand-drawn diagrams are usually acceptable. In either case make sure you provide all the relevant information – full descriptive titles, scales, units of measurement, keys to colors and shading, labels, and acknowledgment if the figure is based on a published source.

Conclusions and Lesson Learnt

Depending on the purpose and format of your report, you may have a separate conclusions section to summarize the major findings.

Field Report Format

Preliminary section:

  • Title page
  • Acknowledgements
  • Table of contents (with reasonable details)
  • List of tables and figures
  • Executive summary (1/2 to 1 page)

Main body of the report:

Chapter 1: Introduction 
Background (with brief literature review indicating the importance 
Objective of the study (Major & specific: 3 to 5) The major objective of the study is to learn about organization setting at its natural state. The specific objectives are as follows: Methodology (Data collection procedure and time)

Chapter 2: Analysis of Activities Done

This is important part of your field report. In this chapter, you have to write all the activities you have done in the organization during the field report.

Chapter 3: Summary and conclusions

·     Summary of findings

(Summary of Chap. 1: Gen. Bkgd:1 para; Objectives: 1 para; Methodology: 1 para Chap. 2: Based on the analysis of data, the major findings are summarized as under: minimum 10 findings)

·    Conclusion (Only one or two para stating: The major conclusion of this study is …The study also concludes that …)

Supplementary section

·    Bibliography (Use APA format for citation and referencing)

·    Books

·    Newspapers

·    Published documents

·    Unpublished documents
- Appendix (Include raw data, questionnaire, interview schedule)