Abstract
We study the effect of course timing and sequencing on performance of students taking intermediate corporate finance at a certain university. Controlling for student attributes, grades in intermediate and post principles overall were better if students had completed 1) investments and 2) financial markets and institutions, while the delay between completion of principles and intermediate was associated with reduced performance. The former effect appears to dominate. The relations tend to be stronger for students who entered the university as transfer students and for other specific populations. The population-specific results support a role for advising tailored to specific student characteristics and circumstances.
Recommended Citation
(2024)
"Effects of Intermediate Finance Course Timing on Performance,"
Journal of Economics and Finance Education: Vol. 23:
Iss.
2, Article 11.
Available at:
https://scholarship.rollins.edu/jefe/vol23/iss2/11
