El impacto de la transformación tecnológica e institucional del mercado financiero mundial en la educación
DOI:
https://doi.org/10.20952/revtee.v14i33.16559Palabras clave:
Globalización financiera, FinTech, Ecosistemas de inversión, Inversiones profesionales, Educación financieraResumen
El artículo está dedicado a formar nuevas direcciones educativas condicionadas por la transformación tecnológica e institucional del mercado financiero global en el siglo XXI. La economía digital moderna plantea nuevos requisitos para las competencias y la ética profesional de los especialistas que trabajan en el ámbito de la inversión. Los autores han identificado los factores clave que determinan las tareas de modernización de la formación de analistas financieros, banqueros y abogados especialistas en derecho de inversiones. El problema tiene que ver con la digitalización y globalización de los flujos de inversión, la formación de ecosistemas de inversión y la ampliación de la participación de las grandes empresas financieras en proyectos educativos. Los autores concluyen que las transformaciones tecnológicas y socioeconómicas globales estimulan a todo el mundo financiero, incluida Rusia, a revisar sus modelos comerciales y las esferas de la educación financiera y jurídica especializada, para modernizarse activamente de acuerdo con los requisitos del mercado.
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Willis, L. E. (2011). The financial education fallacy. American Economic Review, 101(3), 429-434. http://dx.doi.org/10.1257/aer.101.3.429
Zagrebaeva, E. V. (2020). Artificial intelligence in corporate law as a virtual assistant when approving extraordinary transactions (a look into the future). Law and Digital Economy, 3(9), 44-49.
Bernheim, B. D., Garrett, D. M., & Maki, D. M. (2001). Education and saving: the long-term effect of high school financial curriculum mandates. Journal of Public Economics, 80(3), 435-465.
Castro, P., Rodrigues, J. P., & Teixeira, J. G. (2020). Understanding FinTech ecosystem evolution through service innovation and socio-technical system perspective. In: Nóvoa, H., Drăgoicea, M., Kühl, N. (Eds.). Exploring service science. IESS 2020. Lecture notes in business information processing, vol. 377. Cham: Springer, pp. 187-201. https://doi.org/10.1007/978-3-030-38724-2_14
CFA Institute. (2016). From trust to loyalty: a global survey of what investors want. Available: https://www.cfainstitute.org/-/media/documents/survey/from-trust-to-loyalty.ashx
CFA Institute & Edelman. (2013). Investor trust study. Available: https://www.cfainstitute.org/-/media/documents/survey/cfa-institute-edelman-investor-trust-study-2013.ashx
Christelis, D., Jappelli, T., & Padula, M. (2010). Cognitive abilities and portfolio choice. European Economy Review, 54(1), 18-38. http://dx.doi.org/10.1016/j.euroecorev.2009.04.001
Dew, J. P., Dean, L., Duncan, S. F., & Britt-Lutter, S. (2020). A Review of effectiveness evidence in the financial helping fields. Family Relations, 69(3), 614-627. https://doi.org/10.1111/fare.12445
Dudin, M. N., Shakhov, O. F. Ivashchenko, N. P., & Shakhova, M. S. (2020). Development of entrepreneurial competencies in the economy (evidence from digital entrepreneurship). Revista Inclusiones, 7(SI), 54-68.
European Economic and Social Committee. (2017). Financial education for all. Financial education strategies and best practices within the European Union. 2nd ed., 72 p. Available: https://www.eesc.europa.eu/en/our-work/publications-other-work/publications/financial-education-all-second-edition
European Group on Ethics in Science and New Technologies (Ed.). (2018). Proceedings of the Open Round Table on the Future of Work, February 5, 2018. Luxembourg: Publications Office of the European Union, 50 p.
Financial Times. (n.d.). European Business School Rankings 2019. Available: http://rankings.ft.com/businessschoolrankings/european-business-school-rankings-2019 (accessed December 2, 2020).
Finparty. (March 30, 2016). The USA and Russia: comparison of the best financial universities of the two countries. Available: https://finparty.ru/mba/50288/ (accessed December 2, 2020).
Graham, J., Harvey, C., & Huang, H. (2009). Investor competence, trading frequency, and home bias. Management Science, 55(7), 1094-1106. https://doi.org/10.1287/mnsc.1090.1009
Hastings, J. S., Madrian, B. C., & Skimmyhorn, W. L. (September 2012). Financial literacy, financial education and economic outcomes. NBER Working Paper, no 18412. Available: https://www.nber.org/system/files/working_papers/w18412/w18412.pdf
ICO Kriptovalyuty. (November 19, 2017). ICO overview of the CrowdWiz platform – Investments with collective decision-making. Available: https://ico-kriptovalyuty.ru/crowdwiz/ (accessed December 1, 2020).
Ivashkin, A. V. (September 1, 2015). The USA, as a stronghold of world financial literacy. Center for Military and Political Studies of MGIMO (U) of the Russian Foreign Ministry. Available: http://eurasian-defence.ru/?q=node/34324
Kimball, M. S., & Shumway, T. (2010). Investor sophistication and the home bias, diversification, and employer stock puzzles. SSRN Electronic Journal, January, 29, 1-28. http://dx.doi.org/10.2139/ssrn.1572866
Kleiner, G., Rybachuk, M., & Karpinskaya V. (2020). Ecosystem development in the financial sector of Russia. Manager, 11(4), 2-15. https://doi.org/10.29141/2218-5003-2020-11-4-1
The Law Society. (May 21, 2020). Using LawTech in your practice. Available: https://www.lawsociety.org.uk/topics/client-care/using-lawtech-in-your-practice
Lee, I., & Shin, Y. J. (2018). FinTech: Ecosystem, business models, investment decisions, and challenges. Business Horizons, 61(1), 35-46. http://dx.doi.org/10.1016/j.bushor.2017.09.003
Mamchits, R. (2020). The largest foreign financial ecosystem: results and plans for 2020. The National Banking Journal, 3(189), 21-25.
Mamonov, S. (2020). The role of information technology in FinTech innovation: insights from the New York City ecosystem. In: Hattingh, M., Matthee, M., Smuts, H., Pappas, I., Dwivedi, Y. K. (Eds). Responsible design, implementation and use of information and communication technology. I3E 2020. Lecture notes in computer
science, vol. 12066. Cham: Springer, pp. 313-324. https://doi.org/10.1007/978-3-030-44999-5_26
Mandell, L. (2009). The Financial literacy of young American adults. Results of the 2008 national jumpstart coalition survey of high school seniors and college students. Washington: Jumpstart Coalition.
Moore, J. (1993). Predators and prey: a new ecology of competition. Harvard Business Review, 71(3), 75-86.
Moore, J. (1996). The Death of competition: leadership and strategy in the age of business ecosystems. New York: Harper Business.
Novick, B., Edkins, M., & Clark, T. (July 24, 2018). The investment stewardship ecosystem. Harvard Law School Forum on Corporate Governance. Available: https://corpgov.law.harvard.edu/2018/07/24/the-investment-stewardship-ecosystem/
Plekhanov Russian University of Economics. (December 1, 2020). In the present – about the future: the development of the profession of a financier was discussed at PRUE. Available: https://www.rea.ru/ru/news/Pages/professia-finansist.aspx (accessed December 2, 2020).
Ruchkina, G., & Vengerovsky E. (2015). Investment activities within the legal framework of the World Trade Organization. Russian Law Journal, 3(4), 124-149. http://dx.doi.org/10.17589/2309-8678-2015-3-4-124-149
Sberbank’s Corporate University. (n.d.). Available: https://sberbank-university.ru/?_ga=2.242124354.1764803960.1603227982-954542920.1603227982 (accessed December 1, 2020).
Sergeychik, S. I., Sergeychik, M. S., & Maksimova, A. A. (2015). World experience in implementing projects in the field of financial education and improving the financial literacy of the population. Bulletin of Tomsk State University, 5(158), 35-41.
Starodubtseva, V. (November 2, 2018). If robots replace financiers, what will we expect in ten years? Business Platform Portal. Available: https://business-platform.ru/blog/esli-robotyi-zamenyat-finansistov,-chto-nas-zhdet-cherez-10-let/ (accessed November 30, 2020).
Stavropol State Agrarian University. (April 24, 2018). Leadership is the necessary competence of the future financier. Available: http://www.stgau.ru/english/obschinf/news_detail.php?ID=159984
Stolyarova, A. A., & Shakhnazaryan, G. E. (2010). Analysis of the world practice of developing financial education and improving the financial literacy of the population. Finance and Credit, 34, 72-78.
TASS. (May 24, 2018). The digital future in finance: the struggle of ecosystems. Key conclusions. Available: tass.ru"pmef-2018/articles/5230441 (accessed December 1, 2020).
Vinichenko, M. V., Rybakova, M. V., Nikiporets-Takigawa, G. Yu., Сhulanova, O. L., & Lyapunova, N. V. (2020). The Influence of artificial intelligence on the human potential development: the views of orthodox clergy and parishioners. Cuestiones Políticas, 37(65), 400-418. http://dx.doi.org/10.46398/cuestpol.3865.27
Voskresenskaya, N. O. (2019). Financial and economic education in the digital future: the issue of popular professions and strategies for training financiers. In: Seregina, T. N., Orekhovskaya, N. A., Omarova, L. B. (Eds.). Proceedings of the scientific and methodological International Conference "Foresight of education: Academic freedoms against accreditation restrictions", April 20-27, 2019, Moscow, Russia. Moscow: Otechestvo, pp. 9-20.
Willis, L. E. (2011). The financial education fallacy. American Economic Review, 101(3), 429-434. http://dx.doi.org/10.1257/aer.101.3.429
Zagrebaeva, E. V. (2020). Artificial intelligence in corporate law as a virtual assistant when approving extraordinary transactions (a look into the future). Law and Digital Economy, 3(9), 44-49.
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2021-10-11
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Sukiasyan, A. A., Ershov, V. F., Poletaev, V. E., Menshikov, M. S., & Yusupov, R. G. (2021). El impacto de la transformación tecnológica e institucional del mercado financiero mundial en la educación. Revista Tempos E Espaços Em Educação, 14(33), e16559. https://doi.org/10.20952/revtee.v14i33.16559
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