Institutional and Intellectual Context of the course:

This class serves as an introduction to finance. The emphasis is on the use of finance as a tool in corporate management. Finance is a framework to translate strategic decisions into value. The job of a CFO is to develop a comprehensive model of the firm that enables this activity.

Finance starts with financial markets. Any financial analyst or CFO has to understand how the financial markets work, and what financial prices mean. The first part of our course (comprising 510A) is therefore focused on the markets. Financial markets are messy, and in this class we do not use simplified, stylized examples, but actual market outcomes. The reason that corporate decision makers have to understand what financial market prices mean, is that the prices for time, default, and risk that we can measure from these prices, are needed to assess the valuation impact of corporate decisions. The second part of our course (comprising 510B) is focused on financial decision-making.

The overarching intuition behind finance derives form the principle of arbitrage and the discipline of prices in financial markets. We start with the financial markets to learn how decisions that we make--whether inside a firm or in our personal portfolios--affect value. Of course value is determined in financial markets. We learn from the financial markets about the value of time, measures of risk, and the price of that risk. Then we use that information to consider the effect that our decisions have on value. Arbitrage simply means that if two (potentially very different looking) assets generate the same cash flows in the future, then they must have the same price today.

At the heart of valuation is the present value of future cash flows. Determining present value means that we have to account for the timing of future cash flows, and the time-value of money. Additionally we have to account for the riskiness of future cash flows. Furthermore, strategic decisions often entail the creation and/or destruction of ``real options.'' A key aspect of Finance is reference to financial markets to remove subjectivity from the valuation process. This means that we have to understand the institutional structures of the financial markets.
We also have to understand how economic activities such as projects are financed. There is a link between the nature of an investment and the optimal financing mix. At one extreme an asset that can be pledged as collateral may be financed with relatively cheap debt. At the other extreme R&D has low collateral value, and has high agency and verification costs so it must be financed with expensive equity.

Accordingly the course proceeds through these steps:

1. Time Value of Money
   1. The mechanics of discounting
   2. The market for US Treasury securities
2. Risk
   1. Expected loss -- example CAT Bonds
   2. Expected loss that is correlated with economic activity -- example AAA Corporate Bonds
3. Debt financing

   Break between FIN 510A and 510B

4. Equity
   1. Basic statistics of stock returns
   2. Basic portfolio mathematics (diversification)
   3. Cost of equity capital under the Capital Asset Pricing Model (CAPM)
5. Financing mix: Debt and equity and the weighted average cost of capital
6. Identification of future after-tax cash flows
7. Agency problems when positive value projects generate negative accounting earnings.
8. Identification of the dynamic considerations of strategic decisions (i.e., ``Real Option'' valuation)

Conduct of Course and Grading:

I will evaluate you based on the quality of class participation--both in class and in my office, and ad-hoc problem sets. Problem sets must reflect your individual work, and you may be asked to demonstrate your work in my office.

Grading Rubric:

• At the beginning of the semester, I give each student 60 points,
• I will deduct points as follows:
  • Missing a class without a valid excuse provided in advance: -8 points
  • If Kenneth or I see a cell phone in your possession in class: -2 points
  • Coming to class late: Every portion of 5-minute intervals: -2 points (to max -8)
  • If Kenneth or I see non-professional material (non class-related) on laptop: -4 points
  • Talking with a neighbor -- outside of group work times: -3 points
  • Starting on November 5 (Class number 6), you can lose points for being unprepared on in-class exercises. I'm not looking for you to necessarily get exactly the ``right answer,'' but to know what we're doing, and how and why we're doing it.
• You will earn points by correctly responding to in-class questions, performing in-class exercises, demonstrating depth of understanding during office hours, and occasional / ad-hoc problem sets. We have a class spinning wheel to randomly call on students.
  • Points awarded will depend on the type of question and the quality, comprehensiveness, and thoughtfulness of your answer.
  • In-class exercises-- in which you are requested to build a spreadsheet in front of the class-- are worth more than in-seat responses. The former may carry as many as 10 possible points and the latter up to 2.
  • Asking an insightful question that reveals a depth of understanding: 1 point (to a maximum of 6 points).
  • Bringing in an article from the business press that relates to class material -- provided you provide the context and some analysis: 1 or 2 points (to a maximum of 10 points).
  • Points may be earned by office visits as well as in class. The visit must demonstrate progression and understanding of the material. Points available: 0 - 4 points per visit.
  • Points are awarded for being the first to identify any errors in my on-line class materials.
• Note that points are primarily deducted for unprofessional behavior. And points can only be earned by demonstrating mastery and understanding of the material. The goal is understanding finance as a process for strategic decision making.

Learning Outcomes

• Identify and measure the appropriate cost of capital to use for analyzing capital budgeting projects.
• Demonstrate the skills involved in capital budgeting, including cash flow analysis, decision making and risk assessment.
• Demonstrate the impact of financial decisions on firm cash flows and valuation.
• Discuss current financial issues affecting the investment markets and relate them to the core capital decision-making and valuation topics covered in class.
• Calculate the cost of equity capital using the Capital Asset Pricing Model and explain the importance of Beta in assessing risk.

Actual financial markets have many confusing institutional features and conventions with which we must be familiar before we can extract the valuable information contained in market prices. Once we crack this code we can glean the information contained in those prices. We need this information to understand how decisions that we make will affect value.

Analytical Tools:

• Statistical modeling of univariate stock returns.
• Multivariate statistical modeling of stock returns -- quantifying diversification.
• Univariate linear regression to estimate a stock's beta.
• Understand that beta is a measure of the stock's systematic risk--and that only systematic risk is ``priced.''
• Measure a firm's weighted average cost of capital.
• Build a timeline of the after-tax cash flows from a ``standard'' capital budgeting project.
• Identify the appropriate cost of capital for a project and measure its Net Present Value.
• Conduct sensitivity analysis on a project to identify key value drivers.
• Apply the concept of dynamic optimization to strategic decision-making. (Real Options).

We must understand not only the institutions that generate market prices, but also the mathematical representation of how future cash flows relate to observed market prices. Without this we would not be able to model how decisions that we make will affect value.

How to Succeed in My Class

1. Pay attention and ask questions in class. Learning the material starts with my presentation and our working through examples in class. If you do not do this you start the week behind where you have to be. The class sessions are the most important learning times.
2. Start working on the problem set / old quizzes as soon as possible after the class. You may think that waiting until just before the problem set is due will be more efficient, since otherwise you will have to retain the knowledge. Nothing could be more wrong. I do not want you to memorize very much -- I want you to think, and apply constructs appropriately.
3. Once you start working on an example or problem set, if something is unclear (even if you get the right answer), send an e-mail to me or Kenneth. This feedback loop highlights the importance of the above 2 points, about time management.
4. If you think you are no good in math, you are wrong. Please read this article. Quantitative and analytical material takes patience and quiet time. Once again, time management! If you are confident in your math and analytical skills, it is because you are patient and not afraid of quiet, solitary study.
5. I am interested and invested in your learning the material.
6. Because the material is analytical in nature, everyone learns at a separate and unique pace, and has distinct areas of understanding and misunderstanding. In light of this, it is my experience that while you may be comfortable working in a group, you will learn finance by yourself.
7. You have to take the intellectual initiative to learn the material. In my experience review sessions can induce an intellectual laziness, as you wait to be told again what you have to know. This intellectual initiative will also be required in business, so you must develop this work skill.
8. The optimal time to do your own review is as soon as possible after the classes. Questions should be sent to me as soon as you do have made an effort to solve a problem and still cannot see the solution. Such questions should be framed in such as way that I can see what you know and what you don't know.
9. Review the class notes from each class and work on the assigned problem sets and old quizzes before class. My recommendation is to spend 3-5 hours as soon as possible after each class on the material from that class. Come to the next class aware of what you know and don't understand, and then take full advantage of the class time together. Then, spend 3-5 hours after this class filling in the questions you had from the previous class, and develop a confidence in answering the example problems and conceptual questions. I hate to lay out specific time recommendations because the amount of time needed to learn will vary widely from one student to another. It will also depend critically on the quality of the time you put in. Quiet and focused preparation--with no distractions-- is imperative!
10. If you do not understand something, send me a spreadsheet that shows what you do understand and where your understanding stops. Once again note that the responsibility to initiate preparation of your own individualized understanding of the material falls on you.
11. And related to time management and thinking: as the New York Times reminds us: Get enough sleep! As this article points out an all-nighter might help if you have to regurgitate definitions or facts. But I want to see you think, which you can not do if you are not mentally alert.

Cognitive Biases:

Incomplete Policy

Academic Policies and Institutional Resources

Academic Policies and Procedures:

Academic Integrity:

Statement of copyrighted materials:

MBA Student Support:

• General Course Questions: E-mail Professor Lamoureux: lamoureu@arizona.edu
• Personal Course Questions: E-mail Professor Lamoureux: lamoureu@arizona.edu to discuss grades and/or personal concerns.

Disability Accommodations:

Library Support:

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Map of the first floor of McClelland Hall for Evacuation Purposes.