Challenges of Integrating Emotion into a Theoretical Framework in a Higher Education Investment Course
DOI:
https://doi.org/10.25120/jre.2.1.2022.3915Keywords:
Higher Education Investment Course, Emotional Learning, Behaviour Finance, Retail Investors, Disposition Effect, Investment DecisionAbstract
COVID-19 has changed many aspects of our daily life. In order to minimise the spread of the virus, social interaction was restricted, and as a result, community gatherings became less than before. The social restriction has created an opportunity in the digital economy; specifically, it has boosted the number of retail investors in Indonesia. Investment is a compulsory subject taught to business students, and the emergence of retail investors deserves special attention in our syllabus. However, fundamental theories of investment that are being taught in current education systems only focus on the cognitive aspect and theoretical framework to measure investment risk without any learning experience on the emotional part. This research argues that without emotion, the investment framework is not complete. Therefore, this research aims to evaluate the ongoing investment course at Pradita University and provide suggestions for a future class. An independent t-test is conducted to measure the perceived emotional feeling between a group of students with trading or simulation experience and the inexperienced group. The outcomes of this research could contribute to the body of knowledge to build a proper syllabus for investment courses for higher education.
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