Professor Lamoureux
This class meets on Thursdays from 3:30 - 6:20 pm in McClelland Hall, Room 129.
Office hours: Monday and Tuesday 9:30 - 11:00 am. + By appt.
The TA for this class is Danjue Shang. She resides in the PhD student carrels in
Room 315. Her e-mail address is dshang@email.arizona.edu.
Her office hours are: M 10:00 - 12:00 and W 12:00 - 2:00.
The entire world-wide financial system entered a crisis of historical proportions
in the late summer of 2007. While there were clear signs in the mortgage sector
in the last half of 2007,
During this frenzy, the Fed and other central banks have aggressively cut interest
rates and injected liquidity into the financial system. Nevertheless, credit
spreads reached historical levels. Banks were afraid to lend because they
did not know the quality of the borrowers' balance sheets. In recognition of this,
on October 7, 2008, the Fed created its Commercial Paper Funding Facility, through which
it lends directly to Tier-1 commercial paper borrowers (PIMCO serves as the asset
manager for this program).
The Federal Reserve announced a Money Market Investor Funding Facility on October 21, 2008,
to tie-in with the Treasury guaranty and insure liquidity of money market funds.
Amidst this turmoil, credit spreads increased significantly from historic low
levels in the spring of 2007. Credit markets had suffered from
a combination of overly optimistic expectations about asset values and economic
conditions and institutional failures related to misaligned incentives, greed, and
lack of transparency. Furthermore, these conditions have a feedback-loop with the
macroeconomy so that the current recession is worse as a result of the ``credit
crisis'' and the recession has prevented a faster improvement in credit markets.
Two years ago attention was focused on Europe, sovereign debt, and the future of the
Euro. The sovereign debt of Greece, and perhaps Portugal, Spain, Italy, and Eire was at risk of
default. Recent joint
action by the US Federal Reserve and the European Central Bank was
designed to ease European bank access to dollars. This paper explains the demand for dollar assets by
European banks, and how they were met prior to the crisis. The spreads on these countrties' debt have dropped dramatically,
but, as this post from Professor Jim Hamilton
shows, it is not clear why.
As we enter 2015 the financial aspects of the 2008 crisis are still with us in the form of accommodative central bank policies, which
leave us with historically low interest rates. However the price of risk has fallen to pre-crisis levels.
Furthermore after a year of relative quiet concerning sovereign risk, and the possibility of breaking up the Euro zone,
fears about Greece and other Euro zone countries have resurfaced.
Here is a nice summary of
capital market conditions in late 2008,
from the US Department of Treasury, Office of Debt Management.
(November 4, 2008). Notice the warning signs of unhealthy credit conditions.
Here is the situation as of Q-IV, 2012.
The US Treasury's 5-Year Retrospective Summary of the Financial Crisis.
(Prepared in September, 2013.)
The financial crisis has brought credit markets to the forefront of our economy. This
class looks at these markets, the instruments that trade in them, and the risk and
return profiles of these instruments.
Additionally, we examine the so-called shadow banking system which is where
the credit crisis occurred. Financing of proprietary positions relies on the repo
market--not traditional banking relationships. Unlike the traditional banking system,
the shadow banking system is largely unregulated, and fell outside of the FED's purview,
for the most part.
As we move through the course, we will look at instruments, trading strategies, and
models. Furthermore, we will analyze the recent financial crisis as a semester-long case study
of the institutional environment leading up to the crisis. You will master:
This course assumes that you have taken FIN 542 -- ``Fixed Income.''
This course is complementary to several other courses in our Finance
curriculum. Specifically:
Each class (after the first class), will start with a 25-minute quiz that relates to the in-class problems,
lectures, or readings
from the previous class. The remainder of the class time will be divided between
working in-class problems and interactive lecture. You may drop your lowest quiz
(except the last), and the remaining will each count 1/13 of your final
course grade.
Recommended Materials:
Institutional and Intellectual Context of the course:
Context of the course within the curriculum:
Conduct of Course and Grading: