Search

The university as a key actor in the formation of competent professional leaders has an indispensable and inalienable role in financial education; students as the next professionals and consumers of the future will be the main drivers of the economy of the community and the world. With these premises, the following objective is proposed: To evaluate the level of financial education in personal finances and the factors to take into account in the financial decision making of graduate students of the UPTC of Tunja. For the resolution of this purpose a questionnaire is developed, validated through a reliability assessment, consequently, a descriptive analysis. Through a review of the stratifications, those who confer higher scores in their categories are the following: male gender, undergraduate area that studied economics and administration, graduate faculty Economic and Administrative Sciences, graduate students in doctoral programs, age range over 41 years, average income level greater than 5smmlv, years of experience from 1 to 3 years.   &nbsp, La universidad como un actor clave en la formación de profesionales líderes competentes tiene un papel imprescindible e inalienable en la educación financiera; los estudiantes como próximos, profesionales y consumidores del futuro serán los principales incentivadores de la economía de la comunidad y del mundo. Con estas premisas, se plantea el siguiente objetivo: Evaluar el nivel de educación financiera en las finanzas personales y los factores para tener en cuenta en la toma de decisiones financieras de los estudiantes de posgrado de la UPTC de Tunja. Para la resolución de este propósito se desarrolla un cuestionario, validado mediante una valoración de fiabilidad, por consiguiente, un análisis descriptivo. Mediante una revisión de las estratificaciones, quienes confieren mayores puntajes en sus categorías son los siguientes: género masculino, área de pregrado que cursó economía y administración, facultad del posgrado Ciencias Económicas y Administrativas, estudiantes de posgrado en doctorados, rango de edad mayor de 41 años, nivel de ingresos promedio mayor de 5smmlv, años de experiencia de 1 a 3 años.   &nbsp

The university as a key actor in the formation of competent professional leaders has an indispensable and inalienable role in financial education; students as the next professionals and consumers of the future will be the main drivers of the economy of the community and the world. With these premises, the following objective is proposed: To evaluate the level of financial education in personal finances and the factors to take into account in the financial decision making of graduate students of the UPTC of Tunja. For the resolution of this purpose a questionnaire is developed, validated through a reliability assessment, consequently, a descriptive analysis. Through a review of the stratifications, those who confer higher scores in their categories are the following: male gender, undergraduate area that studied economics and administration, graduate faculty Economic and Administrative Sciences, graduate students in doctoral programs, age range over 41 years, average income level greater than 5smmlv, years of experience from 1 to 3 years.   &nbsp, La universidad como un actor clave en la formación de profesionales líderes competentes tiene un papel imprescindible e inalienable en la educación financiera; los estudiantes como próximos, profesionales y consumidores del futuro serán los principales incentivadores de la economía de la comunidad y del mundo. Con estas premisas, se plantea el siguiente objetivo: Evaluar el nivel de educación financiera en las finanzas personales y los factores para tener en cuenta en la toma de decisiones financieras de los estudiantes de posgrado de la UPTC de Tunja. Para la resolución de este propósito se desarrolla un cuestionario, validado mediante una valoración de fiabilidad, por consiguiente, un análisis descriptivo. Mediante una revisión de las estratificaciones, quienes confieren mayores puntajes en sus categorías son los siguientes: género masculino, área de pregrado que cursó economía y administración, facultad del posgrado Ciencias Económicas y Administrativas, estudiantes de posgrado en doctorados, rango de edad mayor de 41 años, nivel de ingresos promedio mayor de 5smmlv, años de experiencia de 1 a 3 años.   &nbsp

The university as a key actor in the formation of competent professional leaders has an indispensable and inalienable role in financial education; students as the next professionals and consumers of the future will be the main drivers of the economy of the community and the world. With these premises, the following objective is proposed: To evaluate the level of financial education in personal finances and the factors to take into account in the financial decision making of graduate students of the UPTC of Tunja. For the resolution of this purpose a questionnaire is developed, validated through a reliability assessment, consequently, a descriptive analysis. Through a review of the stratifications, those who confer higher scores in their categories are the following: male gender, undergraduate area that studied economics and administration, graduate faculty Economic and Administrative Sciences, graduate students in doctoral programs, age range over 41 years, average income level greater than 5smmlv, years of experience from 1 to 3 years.   &nbsp, La universidad como un actor clave en la formación de profesionales líderes competentes tiene un papel imprescindible e inalienable en la educación financiera; los estudiantes como próximos, profesionales y consumidores del futuro serán los principales incentivadores de la economía de la comunidad y del mundo. Con estas premisas, se plantea el siguiente objetivo: Evaluar el nivel de educación financiera en las finanzas personales y los factores para tener en cuenta en la toma de decisiones financieras de los estudiantes de posgrado de la UPTC de Tunja. Para la resolución de este propósito se desarrolla un cuestionario, validado mediante una valoración de fiabilidad, por consiguiente, un análisis descriptivo. Mediante una revisión de las estratificaciones, quienes confieren mayores puntajes en sus categorías son los siguientes: género masculino, área de pregrado que cursó economía y administración, facultad del posgrado Ciencias Económicas y Administrativas, estudiantes de posgrado en doctorados, rango de edad mayor de 41 años, nivel de ingresos promedio mayor de 5smmlv, años de experiencia de 1 a 3 años.   &nbsp

Financial education refers to the body of knowledge, skills and values needed to make smart and responsible financial decisions. This includes the ability to manage money, understand how financial markets work, how to invest wisely, and how to plan for the financial future. This research is structured on the evaluation of probabilistic chance factors of financial literacy in graduate students based on financial competencies, financial knowledge, skills and financial capabilities. The mathematical model Fuzzy Set Qualitative Comparative Analysis (fsQCA) is used for its resolution. Having disaggregated each of the combinatorial probabilities among the analysis variables, the hypothesis (H1 and H2) can be accepted, in other words, Financial attitude and Behavioralism and skills for financial development are "necessary" elements for the fsQCA application, with consistencies of 0.996 and 0.976. However, the category of knowledge embodied in H3 is not totally excluded, it is present in some combinations and has a level of consistency of 0.847. &nbsp, La educación financiera se refiere al conjunto de conocimientos, habilidades y valores que se necesitan para tomar decisiones financieras inteligentes y responsables. Esto incluye la capacidad de administrar el dinero, entender cómo funcionan los mercados financieros, cómo invertir sabiamente y cómo planificar el futuro financiero. Esta investigación se estructura en la evaluación de los factores de la casualidad probabilística de la educación financiera en estudiantes de posgrado basado en competencias financieras, conocimiento financiero, habilidades y capacidades financieras. Para su resolución de usa el modelo matemático Análisis comparativo cualitativo de conjuntos borrosos (fsQCA). Una vez habiendo desagregado cada una de las probabilidades combinatorias entre las variables de análisis, se puede aceptar la hipótesis (H1 y H2), en otros términos, La actitud financiera y, el Conductualismo y habilidades para el desarrollo financiero son elementos “necesarios” para el aplicativo fsQCA, con consistencias de 0,996 y 0,976. Sin embargo, la categoría de conocimiento plasmada en la H3 no es totalmente excluida, tiene presencia en algunas combinaciones y posee un nivel de consistencia de 0,847. &nbsp

The main goal of this present study was to access the global research trends in financial literacy. The data obtained from the Scopus database, one of Elsevier's largest bibliographic databases. The various scientometric indicators have been applied in this study, such as year-wise growth pattern with Citation, Annual growth rate (AGR), Relative growth rate (RGR), Authorship pattern, degree of collaboration (DC), Correlation coefficient (CC), Most prolific authors, highly cited documents, most collaborative institutes, highly preferred sources, top funding agencies, Subject wise distribution and types of papers, etc. The study comprises a review of 2000 research documents published with 22229 citations from 2001 to 2020. The most productive year during the study was 2019. It is apparent that Lusardi, A. was the most prolific author, with 33 publications. The most highly cited document as financial literacy's Economic importance: Theory and evidence published in 2014. The leading institution in Financial Literacy was the University of Pennsylvania, with 25 publications. The top source was the Journal of consumer affairs from the USA. The most funding agency was the National Institute of Aging funding to 21 publications. The top subjects were economics, Econometrics, and finance. The VOSviewer software version 1.6.16 is used for network visualization. The present study revealed that there a continuous increase in financial literacy research productivity during the study period.

This study aims to determine the level of financial literacy among the millennial generation and to examine the correlation of their financial knowledge, financial attitude, and financial skills with their financial behavior. Multiple choice questions were used to measure financial knowledge with results grouped into three categories: low, moderate, and high. Financial attitude, financial skills, and financial behavior were also grouped using the quartile method into three categories: poor, fair, and good. Chi-squared analysis was used to test the hypotheses, with correspondence analysis conducted to identify the characteristics of the millennial generation and to graphically illustrate the gap. Regarding financial attitude, financial skills, and financial behavior, the proportions of respondents in the 'fair' category, were 70.6%, 66.5%, and 72.2%, respectively. Significant relationships were found not only between financial attitude and financial management behavior, but also between financial skills and financial management behavior. However, the relationship was not significant between financial knowledge and financial behavior.

This study aims to determine the level of financial literacy among the millennial generation and to examine the correlation of their financial knowledge, financial attitude, and financial skills with their financial behavior. Multiple choice questions were used to measure financial knowledge with results grouped into three categories: low, moderate, and high. Financial attitude, financial skills, and financial behavior were also grouped using the quartile method into three categories: poor, fair, and good. Chi-squared analysis was used to test the hypotheses, with correspondence analysis conducted to identify the characteristics of the millennial generation and to graphically illustrate the gap. Regarding financial attitude, financial skills, and financial behavior, the proportions of respondents in the 'fair' category, were 70.6%, 66.5%, and 72.2%, respectively. Significant relationships were found not only between financial attitude and financial management behavior, but also between financial skills and financial management behavior. However, the relationship was not significant between financial knowledge and financial behavior.

This study aims to determine the level of financial literacy among the millennial generation and to examine the correlation of their financial knowledge, financial attitude, and financial skills with their financial behavior. Multiple choice questions were used to measure financial knowledge with results grouped into three categories: low, moderate, and high. Financial attitude, financial skills, and financial behavior were also grouped using the quartile method into three categories: poor, fair, and good. Chi-squared analysis was used to test the hypotheses, with correspondence analysis conducted to identify the characteristics of the millennial generation and to graphically illustrate the gap. Regarding financial attitude, financial skills, and financial behavior, the proportions of respondents in the 'fair' category, were 70.6%, 66.5%, and 72.2%, respectively. Significant relationships were found not only between financial attitude and financial management behavior, but also between financial skills and financial management behavior. However, the relationship was not significant between financial knowledge and financial behavior.

Published Thesis, Worldwide, low financial literacy levels of students are receiving increased attention due to the impact it has on financial decision making during the adult years. In line with this international trend, South African students have demonstrated low levels of financial literacy, which is of great concern if one takes into consideration that they are the future participants of an economy that is nearing recession. Therefore, the aim of this study was to determine students’ financial literacy at a public university in South Africa, in order to understand the students’ financial needs, which will form the basis for recommendations regarding relevant strategies that can be applied to improve students’ financial literacy levels. A cross-sectional study was conducted of a sample of 300 students studying towards finance-related and non-finance related qualifications. Financial independence, financial needs and financial knowledge were measured by means of a self-administered quantitative questionnaire. The data was analysed by means of descriptive and inferential statistics. Questions were clustered together and four clusters were produced which are: general financial literacy, banking and taxation, financial planning, interest rates and general inflation, and legal aspects of personal financial management. The participants’ knowledge about the issues relating to “general financial literacy” were observed to be low in all the questions while they performed poorly on most questions relating to “banking and taxation” and “financial planning, interest rates and general inflation”. The participants were observed to perform fair on “legal aspects of personal financial management”. The participants lacked in terms of most of the financial literacy clusters that were measured in the study. They would require training regarding banking and taxation, personal financial planning, interest rates and general inflation, and legal aspects of personal financial management. The study also

Published Thesis, Worldwide, low financial literacy levels of students are receiving increased attention due to the impact it has on financial decision making during the adult years. In line with this international trend, South African students have demonstrated low levels of financial literacy, which is of great concern if one takes into consideration that they are the future participants of an economy that is nearing recession. Therefore, the aim of this study was to determine students’ financial literacy at a public university in South Africa, in order to understand the students’ financial needs, which will form the basis for recommendations regarding relevant strategies that can be applied to improve students’ financial literacy levels. A cross-sectional study was conducted of a sample of 300 students studying towards finance-related and non-finance related qualifications. Financial independence, financial needs and financial knowledge were measured by means of a self-administered quantitative questionnaire. The data was analysed by means of descriptive and inferential statistics. Questions were clustered together and four clusters were produced which are: general financial literacy, banking and taxation, financial planning, interest rates and general inflation, and legal aspects of personal financial management. The participants’ knowledge about the issues relating to “general financial literacy” were observed to be low in all the questions while they performed poorly on most questions relating to “banking and taxation” and “financial planning, interest rates and general inflation”. The participants were observed to perform fair on “legal aspects of personal financial management”. The participants lacked in terms of most of the financial literacy clusters that were measured in the study. They would require training regarding banking and taxation, personal financial planning, interest rates and general inflation, and legal aspects of personal financial management. The study also

Worldwide, low financial literacy levels of students are receiving increased attention due to the impact it has on financial decision making during the adult years. In line with this international trend, South African students have demonstrated low levels of financial literacy, which is of great concern if one takes into consideration that they are the future participants of an economy that is nearing recession. Therefore, the aim of this study was to determine students’ financial literacy at a public university in South Africa, in order to understand the students’ financial needs, which will form the basis for recommendations regarding relevant strategies that can be applied to improve students’ financial literacy levels. A cross-sectional study was conducted of a sample of 300 students studying towards finance-related and non-finance related qualifications. Financial independence, financial needs and financial knowledge were measured by means of a self-administered quantitative questionnaire. The data was analysed by means of descriptive and inferential statistics. Questions were clustered together and four clusters were produced which are: general financial literacy, banking and taxation, financial planning, interest rates and general inflation, and legal aspects of personal financial management. The participants’ knowledge about the issues relating to “general financial literacy” were observed to be low in all the questions while they performed poorly on most questions relating to “banking and taxation” and “financial planning, interest rates and general inflation”. The participants were observed to perform fair on “legal aspects of personal financial management”. The participants lacked in terms of most of the financial literacy clusters that were measured in the study. They would require training regarding banking and taxation, personal financial planning, interest rates and general inflation, and legal aspects of personal financial management. The study also

Worldwide, low financial literacy levels of students are receiving increased attention due to the impact it has on financial decision making during the adult years. In line with this international trend, South African students have demonstrated low levels of financial literacy, which is of great concern if one takes into consideration that they are the future participants of an economy that is nearing recession. Therefore, the aim of this study was to determine students’ financial literacy at a public university in South Africa, in order to understand the students’ financial needs, which will form the basis for recommendations regarding relevant strategies that can be applied to improve students’ financial literacy levels. A cross-sectional study was conducted of a sample of 300 students studying towards finance-related and non-finance related qualifications. Financial independence, financial needs and financial knowledge were measured by means of a self-administered quantitative questionnaire. The data was analysed by means of descriptive and inferential statistics. Questions were clustered together and four clusters were produced which are: general financial literacy, banking and taxation, financial planning, interest rates and general inflation, and legal aspects of personal financial management. The participants’ knowledge about the issues relating to “general financial literacy” were observed to be low in all the questions while they performed poorly on most questions relating to “banking and taxation” and “financial planning, interest rates and general inflation”. The participants were observed to perform fair on “legal aspects of personal financial management”. The participants lacked in terms of most of the financial literacy clusters that were measured in the study. They would require training regarding banking and taxation, personal financial planning, interest rates and general inflation, and legal aspects of personal financial management. The study also

[ESP] Estudios previos han demostrado que las empresas familiares son muy diferentes a las no familiares, puesto que su carácter familiar y la relación familia-empresa les imprime unos rasgos y una cultura propia que le suponen cualidades diferenciadoras. De igual forma, la identificación de una estructura financiera y una jerarquía financiera única en el caso de las empresas familiares nos conduce a plantear una investigación en torno a la existencia de una cultura financiera propia de las empresas familiares. Para ello, se ha llevado a cabo un análisis de corte transversal mediante una encuesta dirigida a una muestra representativa de 837 empresas. Los resultados confirman que el carácter de la empresa es un factor discriminante de la cultura financiera al presentar las empresas familiares un menor grado de cultura financiera que las empresas no familiares. De forma que las empresas familiares se apoyan en menor medida que las no familiares en la opinión de sus directores financieros para las decisiones gerenciales en el área de financiación, están menos informadas de las fuentes financieras alternativas a las tradicionales y la importancia que le conceden a la formación del departamento de administración y financiero es también menor. [ENG] Previous studies have shown that family businesses are different from non-family firms, since family firms have particular characteristics due to the relationship between the family and the business, that give place to a unique culture. In that sense, the identification of a peculiar financial structure and financial preferences in the case of family businesses leads us to research on the existence of a different financial culture. With this aim, we have conducted a cross-sectional analysis using a survey with a representative sample of 837 companies. The results confirm that the character of the company is a distinguishing factor of financial culture. We have found that family firms present a lesser degree of financial cultur

Personal financial skills are critical life skills regardless of an individual’s race or ethnicity—but particularly for Native students. They need financial skills to help their communities survive and thrive. Without sound financial skills, Native people cannot address the devastating poverty that has characterized many of their communities since the reservation era or build on the new-found wealth that has come to some through economic success. This report points out the financial skills and resources needed for native students in Montana, New Mexico, and South Dakota.

Personal financial skills are critical life skills regardless of an individual’s race or ethnicity—but particularly for Native students. They need financial skills to help their communities survive and thrive. Without sound financial skills, Native people cannot address the devastating poverty that has characterized many of their communities since the reservation era or build on the new-found wealth that has come to some through economic success. This report points out the financial skills and resources needed for native students in Montana, New Mexico, and South Dakota.

The need for financial literacy has become increasingly significant with the deregulation of financial markets and the easier access to credit; the ready issue of credit cards; the rapid growth in marketing financial products and the Government’s encouragement for its citizens to take more self-responsibility for their retirement incomes. This paper reviews, compares and analyses studies conducted in Australia, the United States and the United Kingdom to determine areas of both commonality and inconsistency. As a result of this analysis, the paper presents recurrent themes that could be extended, together with potential new areas for financial literacy research.

The need for financial literacy has become increasingly significant with the deregulation of financial markets and the easier access to credit; the ready issue of credit cards; the rapid growth in marketing financial products and the Government’s encouragement for its citizens to take more self-responsibility for their retirement incomes. This paper reviews, compares and analyses studies conducted in Australia, the United States and the United Kingdom to determine areas of both commonality and inconsistency. As a result of this analysis, the paper presents recurrent themes that could be extended, together with potential new areas for financial literacy research.

Published in: Journal of Global Business Management, vol. 7, No. 1.

Published in: Journal of Global Business Management, vol. 7, No. 1.