Диссертация посвящена повышению клиентоориентированности коммерческих банков в условиях нестабильной внешней среды. Рассмотрены теоретические аспекты лояльности и клиентоориентированности, проведено исследование маркетинговых инструментов, направленных на достижение поставленной цели. Также разработан проект с применением инструментов бережливого производства. В ходе исследования был создан поэтапный алгоритм, объединивший все составляющие для реализации истинно клиентоориентированного подхода в организации. / The dissertation is devoted to increasing the customer focus of commercial banks in an unstable environment. The theoretical aspects of loyalty and customer focus are considered, a study of marketing tools aimed at achieving this goal is carried out. A project using lean manufacturing tools was also developed. During the study, a phased algorithm was created that combined all the components for implementing a truly customer-oriented approach in the organization.

This research examined 50 financial education programs within the state of Florida. The purpose of the research was to survey financial education program providers to see how they are evolving to meet the sociological, psychological and behavioral factors that affect individual’s financial decision making. In constructing the survey I referenced articles, journals and publications regarding how certain factors can affect an individual and their ability to apply financial education to their daily life. This review of previous research showed that tailored education, to determine a participant’s means, ability and goals, is the best way to help participants achieve financial independence. In this literature review no specific details were found on how programs are evolving or how existing program offerings are filling the need for tailored financial education. This topic is important because financial decisions that people make will not only affect current generations but also future generations. I contacted 50 agencies with a 27 question survey regarding their basic organizational structure, funding, program details, success determinants, primary program goals and focus, and marketing strategies. 36% of those contacted, or 18 organizations, responded. All responses were compiled and compared to determine relationships among program structures, offerings, and goals. The primary findings were that most organizations opened after 2000, have budgets under $100,000 funded primarily by two main sources, and their main goals are to provide basic knowledge and education to help participants improve financial decisions. In addition, most programs conduct a pre-post survey or get participant feedback to evaluate programs and use the number of participants at meetings as their main success factor. The majority of programs do not collect financial information, however they provide one-on-one counseling to focus on tailoring education to 501+ participants per year. Recommendations for future research are to increase the number of respondents, look deeper into funding requirements, the program lifecycle, marketing strategies employed and their effectiveness, and what specific financial education topics programs are addressing. This will add to existing research by providing a broader view of the financial education landscape and help programs to evolve to meet the need for tailored education.

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The purpose of this study is to examine the investment behaviour of women during the current recession and how demographic factors impact psychological biases related to investment behaviour. This research aims to examine the impact of age, marital status, education, income, cultural background and financial literacy on various biases such as overconfidence, confirmation bias, herding behaviour, representativeness bias, anchoring bias, risk- and loss aversion.  A questionnaire was conducted to collect data, resulting in a dataset of 558 observations. Using a deductive approach, based on theories of thirty-six hypotheses was tested using ordered logistic regression analysis. The primary findings revealed multiple connections between the demographic profiles of female investors and their investment behaviours, concerning psychological biases. Furthermore, this paper contributes to the ongoing debate about the relationship between investment behaviour and economic recession and provides stakeholders with valuable insights to tailor their communications and strategies to engage female investors. By analysing existing behavioural finance theories and empirical data, the study aims to improve understanding of women's investment preferences and attitudes across different demographic groups. Finally, the study aims to increase women's interest in managing their wealth and improving their financial decisions.

Denna studie ämnar att undersöka vad som skiljer sig mellan unga kvinnors och mäns finansiella tankesätt i form av mottagligheten för kognitiva snedvridningar, samt huruvida dessa snedvridningar är relaterade till sparbeteende. Som följd av en mansdominerad finansmarknad tillsammans med andra faktorer har kvinnors och mäns ägande genom åren, och fram tills idag skiljt sig åt. Att kvinnor sparar mindre än män, vilket visar sig redan vid ung ålder, ger avtryck i deras framtida ekonomi. Det förstärker även fördomar om kvinnors finansiella beteenden vilket kan bli en bromskloss för kvinnors avancemang på finansmarknaden. “Girl math” är ett fenomen som trendar på sociala medier och handlar om kvinnors finansiella kognitiva snedvridningar och förstärker befintliga fördomar. Frågan som vi ställer oss är hur väl dessa girl math-påståenden om kvinnors finansiella beteende stämmer överens med verkligheten, är girl math sanning eller konsekvens? De kognitiva snedvridningar som undersöks i studien är mental accounting, sunk cost fallacy och opportunity cost neglect. För att studera detta utformade vi en onlinestudie riktad till individer inom åldersspannet 18-30 år. Deltagarna fick svara på frågor kopplade till tre kognitiva snedvridningarna som är framträdande inom girl math samt deras sparbeteende. Tillvägagångssättet för analysen var genom en OLS-regression med flera förklaringsvariabler mot de beroende variablerna. Resultaten indikerar att unga kvinnor är mer mottagliga för mental accounting jämfört med unga män, något som går i linje med tidigare forskning. Däremot kan variabeln kön inte förklara mottagligheten för sunk cost fallacy eller opportunity cost neglect. Det finns inte heller något signifikant samband mellan mottagligheten för våra tre kognitiva snedvridningar och könsskillnader i sparande. Våra resultat mynnar ut i att fenomenet girl math delvis är sanning som troligen uppstått som konsekvens av samhällets finansiella normer och stereotyper. / This study aims to investigate the differences between young women's and men's financial mindsets in terms of susceptibility to behavioral biases, and whether these biases are related to savings behavior. As a result of a male-dominated financial market, along with other factors, women's and men's ownership has diverged over the years, and until today. The fact that women save less than men, which is already evident at a young age, has an impact on their future finances. It also reinforces prejudices about women's financial behavior, which can become a barrier to women's advancement in the financial market. “Girl math” is a phenomenon trending on social media that addresses women's financial behavioral biases and reinforces existing prejudices. The question we ask is how well do these girl math claims about women's financial behavior match reality, is girl math truth or consequence? The behavioral biases examined in the study are mental accounting, sunk cost fallacy and opportunity cost neglect. To study this, we designed an online study aimed at individuals in the age range 18-30 years. Participants were asked to answer questions related to three behavioral biases prominent in girl math and questions about their savings behavior. The approach to the analysis is through an OLS regression with several explanatory variables against the dependent variables. The results indicate that young women are more susceptible to mental accounting compared to young men, which is in line with previous research. However, the variable gender cannot explain the susceptibility to sunk cost fallacy or opportunity cost neglect . There is also no significant relationship between susceptibility to the three behavioral biases and gender differences in savings. Our results conclude that the phenomenon of girl math is partly true and has probably arisen as a consequence of societal financial norms and stereotypes.

Made available in DSpace on 2015-12-03T18:33:16Z (GMT). No. of bitstreams: 1 Marcos_Vinicius_Godoi_Milan.pdf: 518316 bytes, checksum: 61b59ff897148b678a62ffb9f197f66d (MD5) Previous issue date: 2015-08-27 / The absence of financial education throughout the K-12 experience results in most undergraduate students lacking the financial literacy needed to make better financial decisions. Studies by the OECD and Serasa Consumidor, together with other studies cited throughout this work, show there is still a long way to go to implement a strong policy for Financial Education. This study assesses the levels of financial literacy of the undergraduate students at FECAP using a questionnaire similar to the one developed by the OECD. The survey has been carried out with 564 students who attend the evening courses and are either in the first or in the last semester of undergraduate degree programs. I investigate the relations between sociodemographic variables and courses and the level of Financial Literacy. The results indicate that FECAP s students have a high level of Financial Literacy up to 2.39 points in a scale whose maximum is 3 points. That represents a performance of 79%. This result is 19 percentage points above that of a study conducted by Serasa Consumidor and IBOPE (2014), which found that individuals with higher education had a performance of 60% . Students in the senior year of college have more Financial Knowledge than the freshmen. Students of Accounting, who comprise most of the sample with 166 individuals, presented the best results regarding Financial Knowledge.This study indicates that sociodemographic factors, such as gender, age and religion are related to Financial Literacy / A aus??ncia de t??picos relacionados a Alfabetiza????o Financeira na educa????o b??sica faz com que boa parte dos jovens cheguem ao ensino superior sem a bagagem de Alfabetiza????o Financeira necess??ria para lidar com as finan??as cotidianas. Estudos da OECD, Serasa Consumidor, al??m de da literatura citada ao longo deste estudo, apontam ainda um longo caminho a ser percorrido no que se refere ?? implanta????o de uma forte pol??tica de ensino em Alfabetiza????o Financeira. O presente trabalho mensura a Alfabetiza????o Financeira e seus fatores indicadores (Conhecimento e Comportamento Financeiros e Atitude) de alunos dos cursos da FECAP, em pesquisa aplicada a 564 etudantes do per??odo noturno, do primeiro e ??ltimo anos de gradua????o, com base no question??rio desenvolvido pela OECD. Tamb??m s??o investigadas as rela????es entre vari??veis sociodemogr??ficas e os cursos com os n??veis de Alfabetiza????o Financeira. Os resultados apontam que os alunos da FECAP possuem um elevado n??vel de Alfabetiza????o Financeira, chegando a 2,39 pontos em uma escala com pontua????o m??xima de 3,00 pontos, o que representa um aproveitamento de 79%. Este resultado est?? 19 pontos percentuais acima de uma pesquisa realizada pela Serasa Consumidor e IBOPE (2014), em que foi verificado um aproveitamento de 60% em indiv??duos com curso superior. A an??lise realizada mostra que os alunos dos ??ltimos anos t??m maior n??vel de Alfabetiza????o Financeira que os dos primeiros anos. O estudo mostra ainda que fatores sociodemogr??ficos, como g??nero, faixa et??ria e religi??o est??o relacionados ao n??vel de Alfabetiza????o Financeira

This study aimed to identify how the beneficiaries of the “Minha Casa Minha Vida” Program (PMCMV), belonging to the Central-western Mesoregion of Rio Grande do Sul, manage their financial resources, including the payment of PMCMV funding, and how PMCMV, Attitude to Indebtedness, Financial Literacy, Financial Well-Being and Financial Management influence their Satisfaction with Life. For this, were applied 561 questionnaires, analyzed using descriptive statistics, confirmatory factor analysis, mean difference tests and regression analysis. The main results reveal that most of them have good financial habits, however, they have difficulty in saving money, have debts and have already had the name linked to the negative register. Majority of beneficiaries consider reasonable the value of the home financing payment. Among the beneficiaries of Range 1, most have already had or have arrears of the household, unlike those in Range 2 and Range 3. The main reason for default is that the installment money has been used for unexpected expenses (illness, unemployment). Individuals were satisfied with PMCMV, believing that life in general, the relationship with the neighborhood and financial life improved. Time spent with locomotion, the access to public health institutions and collective transportation, social work accomplishment and problems related to violence in the neighborhood are aspects that prevent greater satisfaction. Many have medium-to-high Financial Knowledge, develop good Financial Attitudes in relation to the concern with the financial future and savings, and good behavior regarding control and planning of expenses. They feel an intermediate level of Financial Well-Being and have a positive perception of Satisfaction with Life. The validity of all proposed behavioral constructs was confirmed; however, the scales of Satisfaction with PMCMV, Attitude to Indebtedness and Financial Attitude were quite reduced. It was found that individuals with monthly incomes between R$ 3.275,01 and R$ 5.000,00 have a higher Attitude to Indebtedness. The beneficiaries belonging to Ranges 2 and 3, men, married, with higher levels of schooling, civil servants and with income above R $ 5,000.00 have higher Financial Literacy and Financial Well-being. In relation to Satisfaction with Life, the beneficiaries of Ranges 2 and 3, men, who do not have dependents, over 48, widowed, retired, regular self-employed and public employees, with income above R$ 5.000,00 are the most satisfied. It was identified that the variables: Financial Well-Being, Financial Attitude and possessing a credit carnet exert a positive influence on Satisfaction with Life. However, the Financial Knowledge, having debts and being defaulted in PMCMV have a negative impact. Emphasis is placed on the need for greater investments in transportation and health around housing, and to offer to the beneficiaries an opportunity to learn about the importance of financial control, timely payment and savings, as well as a greater awareness that, once the beneficiaries gained the opportunity to own a house, with low installments, they need to pay the installments on time. More research is proposed on the individuals with potential to be beneficiaries and that have effective payment conditions. / O objetivo do estudo foi identificar como os beneficiários do Programa Minha Casa Minha Vida pertencentes à Mesorregião Centro-ocidental Rio-Grandense gerem seus recursos financeiros, incluindo o pagamento do financiamento do PMCMV e como o PMCMV, a Atitude ao Endividamento, a Alfabetização Financeira, o Bem-estar Financeiro e o Gerenciamento Financeiro influenciam sua Satisfação com a Vida. Para tanto foram aplicados 561 questionários, analisados através de estatística descritiva, análise fatorial confirmatória, testes de diferença de média e análise de regressão. Os principais resultados revelam que grande parte deles possui bons hábitos financeiros, contudo apresentam dificuldade para poupar, possuem dívidas e já tiveram o nome ligado ao cadastro negativo. A maioria considera o valor da prestação do financiamento da casa razoável. Entre os beneficiários da Faixa 1, a maioria já teve ou tem prestações da casa atrasadas, diferentemente daqueles das Faixas 2 e 3. O principal motivo da inadimplência é o dinheiro da parcela ter sido utilizado em despesas inesperadas (doença, desemprego). Os indivíduos demonstraram-se satisfeitos com o PMCMV, acreditam que a vida no geral, a relação com a vizinhança e a vida financeira melhoraram. O tempo gasto com locomoção, o acesso às instituições de saúde pública e transporte coletivo, realização de trabalho social e problemas de violência no bairro são aspectos que impedem uma maior satisfação. Muitos possuem de médio a alto Conhecimento Financeiro, desenvolvem boas Atitudes Financeiras em relação à preocupação com o futuro financeiro e poupança, e bom comportamento em relação ao controle e planejamento de gastos. Sentem um nível intermediário de Bem-estar Financeiro e apresentam uma percepção positiva quanto a Satisfação com a Vida. Confirmou-se a validade de todos os construtos comportamentais propostos, contudo, as escalas de Satisfação com o PMCMV, Atitude ao Endividamento e Atitude Financeira foram bastante reduzidas. Constatou-se que os indivíduos com rendimentos mensais entre R$3.275,01 e R$5.000,00 possuem maior Atitude ao Endividamento. Os beneficiários pertencentes às Faixas 2 e 3, homens, casados, com maiores níveis de escolaridade, funcionários públicos, com renda acima de R$ 5.000,00 possuem maior Alfabetização Financeira e Bem-estar Financeiro. Em relação à Satisfação com a Vida, os beneficiários das Faixas 2 e 3, do gênero masculino, que não possuem dependentes, com mais de 48 anos, viúvos, aposentados, autônomos regulares e funcionários públicos, com renda superior a R$ 5.000,00 são os mais satisfeitos. Identificou-se que as variáveis: Bem-estar Financeiro, Atitude Financeira e possuir carnê de crediário exercem influência positiva na Satisfação com a Vida. Todavia, o Conhecimento Financeiro, possuir dívidas e ser inadimplente no PMCMV, impactam negativamente. Destaca-se a necessidade de maiores investimentos em transporte e saúde no entorno das moradias, e oferta aos beneficiários de oportunidade de aprenderem sobre a importância do controle financeiro, do pagamento das contas em dia e de pouparem, além de uma maior conscientização de que como ganharam a oportunidade de possuírem a casa, com prestações baixas, precisam pagar as parcelas em dia. Propõe-se uma maior investigação sobre os indivíduos com potencial para serem beneficiários e que tenham condições efetivas de pagamento.

CAPES / Este trabalho apresenta uma proposta de sequência didática para o ensino de Educação Financeira, com conteúdos do Ensino Fundamental e do Ensino Médio. A abordagem está alinhada à Estratégia Nacional de Educação Financeira, às tecnologias educacionais e sociais desenvolvidas pela Associação de Educação Financeira do Brasil e às recentes discussões e definições da Base Nacional Comum Curricular, que reconhece definitivamente a Educação Financeira como tema relevante e que deve ser ensinado nas escolas brasileiras. Parte desta sequência didática foi aplicada em um minicurso ministrado pelo autor para estudantes do 3º ano do Ensino Médio, experiência cujos resultados também são relatados. / This work presents a proposal for a didactic sequence for the teaching of Financial Education, with contents of Elementary and Secondary Education. The approach is aligned with the National Financial Education Strategy, the educational and social technologies developed by the Brazilian Financial Education Association and the recent discussions and definitions of the National Curricular Common Base, which definitively recognizes Financial Education as a relevant subject and that must be taught in Brazilian schools. Part of this didactic sequence was applied in a mini-course taught by the author to students of the 3rd year of High School, an experiment whose results are also reported.

CAPES / Este trabalho apresenta uma proposta de sequência didática para o ensino de Educação Financeira, com conteúdos do Ensino Fundamental e do Ensino Médio. A abordagem está alinhada à Estratégia Nacional de Educação Financeira, às tecnologias educacionais e sociais desenvolvidas pela Associação de Educação Financeira do Brasil e às recentes discussões e definições da Base Nacional Comum Curricular, que reconhece definitivamente a Educação Financeira como tema relevante e que deve ser ensinado nas escolas brasileiras. Parte desta sequência didática foi aplicada em um minicurso ministrado pelo autor para estudantes do 3º ano do Ensino Médio, experiência cujos resultados também são relatados. / This work presents a proposal for a didactic sequence for the teaching of Financial Education, with contents of Elementary and Secondary Education. The approach is aligned with the National Financial Education Strategy, the educational and social technologies developed by the Brazilian Financial Education Association and the recent discussions and definitions of the National Curricular Common Base, which definitively recognizes Financial Education as a relevant subject and that must be taught in Brazilian schools. Part of this didactic sequence was applied in a mini-course taught by the author to students of the 3rd year of High School, an experiment whose results are also reported.

MCom (Economics) / Department of Economics / This study assesses the level of financial literacy and its impact on financial decision making exercised by the tertiary students in South Africa, using the University of Venda (Univen) as a case study. The study does this in three steps. First, it provides the financial literacy levels of students at Univen assessed through an evaluation score that the sampled students responded to. Second, it analyses the relationship between the demographic and socio-economic characteristics of students and their financial literacy levels. Third, it assesses the possible effects of financial literacy on financial decision making among students using correlation and regression analysis. The study uses primary data gathered by the author from the University of Venda registered students in the form of questionnaires. A stratified random sampling method was used to identify the students to form the sample of the study, which is 373. Percent slightly above 50 per cent of these students were found to be financially literate and there were more female students who were financially literate compared to male counterparts. Using the odds ratios, the study compared the financial literacy levels of all schools to the school of Management Sciences, respectively. Only students in Environmental Sciences and Law have higher literacy levels, which are statistically significant, compared to the students in the school of Management Sciences. The results also show that the age and the parent’s educational background have a statistically significant relationship with the student being financial literate. Furthermore the results indicate that there is a statistically significant relationship on good financial decision making (that is, budgeting, savings and investments) and being financial literate, compared to being financial illiterate. This result is not true when borrowing is used as a measure of financial decision making. / NRF