Matching Items (22)
Description
The purpose of this review is to address issues that high school students face as future adults and the need for a comprehensive financial literacy program. Students today have a wider array of opportunities and a greater number of resources to help them achieve the goals they set for themselves. Financial literacy is the understanding of the impact of today's financial decisions upon one's future selves and their ability to manage their financial resources. There is a need to understand the human capital value of a post-secondary education and how to how to achieve it from a financially sound perspective. For those that choose to seek a post-secondary education there are many financial options for those who need assistance in paying for college. Additionally, it is not enough to succeed in affording a high education, but in also understanding the true worth of the resources one has and the significance of sustaining those resources to keep negative repercussions at bay. Thus, there are benefits of having a comprehensive financial literacy program for high school students, which allow them to make well-informed decisions that would influence their future in significant ways.
ContributorsLawson, Yvonne Terry (Author) / Panneton, Teresa (Thesis director) / Barnett, Juliet (Committee member) / Barrett, The Honors College (Contributor) / Division of Teacher Preparation (Contributor)
Created2015-05
Description
Zimbabwe's economic crisis has spun over decades since the late 90s. The ordeal began with hyperinflation between 1999 and 2008. During this time, the country was in debt and the government kept printing money to pay off the debt and take care of fiscal obligations. As a result, the economy has undergone some unstable phases which have made it difficult for citizens to comprehend how money works around the world. This project identifies the key events leading to Zimbabwe's economic struggles; describes the challenges of inadequate financial education; analyzes the role of financial literacy in alleviating Zimbabwe's economic crisis; acknowledges that financial literacy is a necessary foundation for creating financial independence amongst citizens, but is ineffective in the absence of financial inclusion; suggests blockchain technology as a sustainable means to mobilize both financial education and inclusion; provides recommendations for successful development of financial education and inclusion and introduces our plan to start an initiative that promotes financial independence amongst young Zimbabweans. It is without a doubt that public financial education and inclusion programs become a top priority for Zimbabweans in order to revive the economy. The conclusion is drawn from the idea that when individuals are empowered to be self-sufficient, they can intentionally or unintentionally contribute to economic growth by improving their standards of living and that of those around them.
ContributorsNyanhete, Yolanda (Co-author) / Vheremu, Gloria (Co-author) / Taylor, Todd (Thesis director) / Lin, Elva (Committee member) / School of Accountancy (Contributor) / Department of Information Systems (Contributor) / Barrett, The Honors College (Contributor)
Created2017-05
Description
For my thesis, I chose to write a children’s book on financial education. The purpose of the book is to introduce financial terms such as savings, loans, and opportunity cost into a child’s life. The goal of the book is to inspire young individuals to start having open discussions about their finances and what these terms mean as well as how it applies to their daily lives.
The inspiration of the book came from my personal upbringing. I was born and raised in Mesa, Arizona, where I would see title loans businesses in every street corner. Many close family friends grew a dependency on these loans. As I grew older, I became aware of the long-term effects these businesses had on these families and I became inspired to make a change.
My book is meant to introduce simple financial terms into a child’s life with the hopes that they will begin to converse with family and friends about these terms. My book specifically incorporates the terms: loans, opportunity costs, savings, and affordability. These four topics were chosen through surveying a high school class by gathering information such as what they know, how much they know, and what they would like to learn more about. The intended audience would be students reading at a 3rd grade reading level. This grade level is ideal for my book based off information found on the Arizona Department of Education’s website. Final revisions were done with the help of my committee as well as through feedback received from children.
The book itself is 31 pages long with illustrations on every page. The illustrations consist of photographs and drawings. The drawings were purposely placed, roughly, and without color, on the photographs to symbolize the rough patches in life in yet a colorful world.
Proposition 1184 plays a major role in the future of my book. Proposition 1184 is
currently working its way through the Arizona legislature and would require all high school students to take a class on financial basics, replacing the current economics class requirement. I plan to continue working with Mesa Public Schools to get my book, or a similar project, incorporated into the Mesa Public Schools curriculum. I envision the book starting discussions related to financial topics which will in turn familiarize children with these terms’ definitions and begin the movement of financial education in Arizona.
The inspiration of the book came from my personal upbringing. I was born and raised in Mesa, Arizona, where I would see title loans businesses in every street corner. Many close family friends grew a dependency on these loans. As I grew older, I became aware of the long-term effects these businesses had on these families and I became inspired to make a change.
My book is meant to introduce simple financial terms into a child’s life with the hopes that they will begin to converse with family and friends about these terms. My book specifically incorporates the terms: loans, opportunity costs, savings, and affordability. These four topics were chosen through surveying a high school class by gathering information such as what they know, how much they know, and what they would like to learn more about. The intended audience would be students reading at a 3rd grade reading level. This grade level is ideal for my book based off information found on the Arizona Department of Education’s website. Final revisions were done with the help of my committee as well as through feedback received from children.
The book itself is 31 pages long with illustrations on every page. The illustrations consist of photographs and drawings. The drawings were purposely placed, roughly, and without color, on the photographs to symbolize the rough patches in life in yet a colorful world.
Proposition 1184 plays a major role in the future of my book. Proposition 1184 is
currently working its way through the Arizona legislature and would require all high school students to take a class on financial basics, replacing the current economics class requirement. I plan to continue working with Mesa Public Schools to get my book, or a similar project, incorporated into the Mesa Public Schools curriculum. I envision the book starting discussions related to financial topics which will in turn familiarize children with these terms’ definitions and begin the movement of financial education in Arizona.
ContributorsMorales, Irma Lucero (Author) / Desch, Tim (Thesis director) / Wolfe, Mindy (Committee member) / Department of Finance (Contributor) / Department of Supply Chain Management (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
Description
The Internet has brought along countless benefits to society and for the case of this thesis, especially educational benefits. Students can now have endless resources to whatever they wish to learn. This is especially beneficial in a time where a clear majority of studies show that the U.S.'s financial literacy is in a concerning state. However, even though there may be a bounty of websites and programs available non-exclusively, they do not all effectively teach accounting and finance. In fact, many websites aimed at teaching accounting or finance simply replicate textbooks and glossaries, even though there are ways to make them more effective learning tools. Since the scope of this empirical observation is too large to confront, this thesis is mainly concerned with students currently learning accounting and finance who wish to have more supplemental learning information. Accordingly, the overarching argument of this thesis, is that college students aiming to learn accounting do not have enough resources to fully understand the classroom formulas and concepts. The creative solution for this problem is a website, name FIN-WIT aimed at providing financial content in plain language and with real-world examples.
ContributorsDitore, Heather Beatrice (Author) / Orpurt, Steven (Thesis director) / Sopha, Matthew (Committee member) / Department of Information Systems (Contributor) / School of Accountancy (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
The majority of trust research has focused on the benefits trust can have for individual actors, institutions, and organizations. This “optimistic bias” is particularly evident in work focused on institutional trust, where concepts such as procedural justice, shared values, and moral responsibility have gained prominence. But trust in institutions may not be exclusively good. We reveal implications for the “dark side” of institutional trust by reviewing relevant theories and empirical research that can contribute to a more holistic understanding. We frame our discussion by suggesting there may be a “Goldilocks principle” of institutional trust, where trust that is too low (typically the focus) or too high (not usually considered by trust researchers) may be problematic. The chapter focuses on the issue of too-high trust and processes through which such too-high trust might emerge. Specifically, excessive trust might result from external, internal, and intersecting external-internal processes. External processes refer to the actions institutions take that affect public trust, while internal processes refer to intrapersonal factors affecting a trustor’s level of trust. We describe how the beneficial psychological and behavioral outcomes of trust can be mitigated or circumvented through these processes and highlight the implications of a “darkest” side of trust when they intersect. We draw upon research on organizations and legal, governmental, and political systems to demonstrate the dark side of trust in different contexts. The conclusion outlines directions for future research and encourages researchers to consider the ethical nuances of studying how to increase institutional trust.
ContributorsNeal, Tess M.S. (Author) / Shockley, Ellie (Author) / Schilke, Oliver (Author)
Created2016
Description
The purpose of this project was to promote financial literacy amongst individuals in their 20s and empower them to take control of their finances. Statistics show society is lacking the financial knowledge to create a successful future and be able to one day retire debt free. My research details that by starting in your 20s and aiming for five simple, yet effective, goals one will be able to launch their success and do so reasonably. The thesis presentation details each of the five goals and outlines how to achieve each.
ContributorsErena, Allison (Author) / Prince, Linda (Thesis director) / Radway, Debra (Committee member) / Barrett, The Honors College (Contributor) / School of Accountancy (Contributor) / Dean, W.P. Carey School of Business (Contributor)
Created2023-05
ContributorsErena, Allison (Author) / Prince, Linda (Thesis director) / Radway, Debra (Committee member) / Barrett, The Honors College (Contributor) / School of Accountancy (Contributor) / Dean, W.P. Carey School of Business (Contributor)
Created2023-05
ContributorsErena, Allison (Author) / Prince, Linda (Thesis director) / Radway, Debra (Committee member) / Barrett, The Honors College (Contributor) / School of Accountancy (Contributor) / Dean, W.P. Carey School of Business (Contributor)
Created2023-05
DescriptionIt explains the importance of being financially responsible and how planning can lead to financial freedom. As well, there is a workbook that can be used as a personal financial planning tool.
ContributorsO'Hare, Jackson (Author) / Licon, Wendell (Thesis director) / Jordan, Erin (Committee member) / Barrett, The Honors College (Contributor) / Dean, W.P. Carey School of Business (Contributor) / Department of Finance (Contributor)
Created2022-12
ContributorsErena, Allison (Author) / Prince, Linda (Thesis director) / Radway, Debra (Committee member) / Barrett, The Honors College (Contributor) / School of Accountancy (Contributor) / Dean, W.P. Carey School of Business (Contributor)
Created2023-05