Interdisciplinary Teaching Reform of Financial Engineering Majors Based on the Analytic Hierarchy Process in the Post-Pandemic Era
Abstract
:1. Introduction
2. Literature Review
2.1. Teaching Reform
2.2. Reform of the Teaching Mode of Engineering Courses
2.3. Discipline System of Financial Engineering
2.4. Curriculum Evaluation Methods
2.4.1. Research on Evaluation Dimension
2.4.2. Research on the Evaluation Index System
2.4.3. Introduction to the Analytic Hierarchy Process
3. Methodology
- (1)
- Establishing a Hierarchical Structure Model of the Analytic Hierarchy Process
- (2)
- Construct Judgment Matrix
A1 | … | Ai | … | An | |
---|---|---|---|---|---|
A1 | a11 | … | a1i | … | a1n |
… | … | … | … | ||
Aj | aj1 | … | aji | … | ajn |
… | … | … | … | ||
Am | am1 | … | ami | … | amn |
- (3)
- Hierarchical Single Ranking
- (4)
- Conduct a one-time test on the judgment matrix of target layer A:
- (5)
- Overall hierarchy sorting
4. Content of Teaching Reform
5. Evaluation of the Teaching Reform Effect of the Financial Engineering Major
5.1. Selection of Evaluation Index of Teaching Reform Effect
5.2. Determination of the Weight of the Evaluation Index of the Teaching Reform Effect
5.2.1. Acquisition of Survey Data
5.2.2. Processing of Survey Data
5.3. Analysis of Evaluation Results of Teaching Reform Effect
6. Discussion and Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
Appendix A
First-Level Indicator | Second-Level Indicators | Indicator Meaning |
---|---|---|
Curriculum system | Professional basic curriculum | The courses mainly include English, Political Economy, Western Economics, Accounting, Money and Banking, Finance, Management, International Finance, International Trade, Commercial Banking Operation and Management, etc. |
Research-based curriculum | Corporate finance, applied finance, financial research methods, financial analysis, and research-based courses are mainly for students to choose topics for research, and to study around the topics | |
Mathematics and physics course | Including calculus, probability theory, linear algebra, and financial mathematics | |
Major courses in finance | Including financial analysis, applied statistics, investment banking, financial derivatives, financial engineering, financial risk management, options and futures, and other courses | |
Computer course | Contains statistics, econometrics, C language, and JAVA programming | |
Curriculum provision | Data mining course | Helps students master the basic concepts, algorithms, principles, and related technologies of data mining, so as to proficiently use data mining technology and tools to solve practical application problems, and lay a foundation for research topics |
Data analysis methods class | Descriptive analysis and data distribution are used to express data characteristics. Using regression analysis and other methods for big data modeling and solving; according to the data model, it is realized by a programming language, and test results are analyzed and interpreted | |
Machine learning course | This course focuses on introducing the core algorithms and theories of machine learning, enabling students to master the classical theories of machine learning through theoretical learning, understand the latest developments, and learn to design machine learning algorithms for specific problems of their own disciplines | |
Blockchain technology class | Dissecting what Bitcoin and blockchain are. What are the values of bitcoin and blockchain, what are their development trends, what are the attitudes of various countries, and what career development opportunities do they bring to ordinary people? | |
Artificial intelligence class | Master the comprehensive skills of artificial intelligence algorithm engineers, and easily enter the field of AI; complete projects independently and build models to solve various data-related problems | |
Teaching methods | Experimental method | Under the guidance of teachers, students start with understanding the experimental background and learning relevant theoretical knowledge, and complete the process of literature review and experimental design by themselves, so as to cultivate their innovative thinking ability and exploration spirit |
Flipped classroom teaching method | Students watch the teacher’s video explanation before class or after class, and learn independently. In class, the teacher and students interact with each other, including answering questions, exploring cooperatively, and completing their studies, so as to achieve better educational effects | |
Discussion method | Under the careful preparation and guidance of teachers, in order to achieve certain teaching objectives, through design and organization in advance, inspire students to express their own opinions on specific issues, so as to cultivate their independent thinking ability and innovative spirit | |
Visiting teaching method | According to the requirements of teaching tasks, students are organized to go to factories, villages, exhibition halls, nature, and other social sites to acquire knowledge through the observation and research of real things and phenomena | |
Field teaching method | The teaching method takes the field as the center, the field practice as the object, and the student activity as the main body | |
Practical teaching | Practice hardware facilities | Modern computer room, multi-function speech classroom, high configuration of practical training laboratory, projector, display, and so on |
Proportion of double-qualified teachers | Teachers are required to have both the quality of theoretical teaching and the quality of practical teaching | |
Industry seminars | Invite industry experts and industry elites to popularize industry-forward knowledge and experience for students on a regular basis to help students understand industry-forward development | |
Job skills training | To enable students to acquire the knowledge, skills, attitudes, and experience necessary to perform professional work at a high level, and to improve their match with industry requirements | |
University–industry cooperation | To promote the combination of teaching and research and the transformation of research achievements into productive forces, so as to achieve the goals of personnel training, research development, and management benefits | |
Examination and evaluation system | Time of assessment | The evaluation of students is not only concentrated in the mid-term or at finals, but throughout the whole process of learning, so as to stimulate students’ interest and enthusiasm in learning |
Content of examination | The content of assessment is not limited to the form of final exams or course papers, but also includes class presentation, group discussion, class speech, after-class practice, and so on | |
Evaluation mode | Diversified assessment methods, combining online and offline, combining traditional assessment methods with innovative assessment methods | |
Participation in the assessment process | In the assessment process, students’ sense of participation is emphasized, and students’ enthusiasm is improved, realizing a process transformation from passive assessment to active participation | |
Degree of teacher–student communication in the assessment process | Assessment is not only for students to unilaterally complete the tasks assigned by teachers, but also for teachers to participate and interact in the assessment. In the process of assessment, students should take the initiative to communicate and discuss with teachers |
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ai,j | Definition | Explanation |
---|---|---|
1 | Ai and Aj are equally important | The preference of the two comparison schemes is of equal importance |
2 | Between equally important and slightly important | Must be used in the middle |
3 | Ai and Aj are slightly more important | Slightly like Ai scheme |
4 | Between slightly important and relatively important | Use when making a compromise |
5 | Ai and Aj are important | Strong preference for Ai solutions |
6 | Between relatively important and very important | Use when making a compromise |
7 | Ai and Aj are very important | Strong preference for Aj solutions |
8 | Between very important and absolutely important | Use when making a compromise |
9 | Ai and Aj are absolutely important | Definitely prefer Ai solutions |
Dimension | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 |
---|---|---|---|---|---|---|---|---|---|
RI | 0.00 | 0.00 | 0.52 | 0.89 | 1.12 | 1.26 | 1.36 | 1.41 | 1.46 |
Degree of Importance | Definition |
---|---|
1 | The i factor is equally important compared to the j factor |
3 | The i factor is slightly more important than the j factor |
5 | The i factor is significantly more important than the j factor |
7 | The i factor is strongly important compared to the j factor |
9 | The i factor is extremely important compared to the j factor |
2, 4, 6, 8 | The level of importance falls somewhere in between |
A | B1 | B2 | B3 | B4 | Weight |
---|---|---|---|---|---|
B1 | 1 | 4 | 3 | 6 | 0.5417 |
B2 | 1/4 | 1 | 1/2 | 4 | 0.1548 |
B3 | 1/3 | 2 | 1 | 5 | 0.2467 |
B4 | 1/6 | 1/4 | 1/5 | 1 | 0.0568 |
λmax | CI | RI | CR | ||
4.1398 | 0.0463 | 0.8900 | 0.0520 |
B1 | C1 | C2 | C3 | Weight |
---|---|---|---|---|
C1 | 1 | 3 | 6 | 0.6442 |
C2 | 1/3 | 1 | 4 | 0.2706 |
C3 | 1/6 | 1/4 | 1 | 0.0852 |
λmax | CI | RI | CR | |
3.0536 | 0.0268 | 0.5800 | 0.0516 |
B2 | C4 | C5 | C6 | Weight |
---|---|---|---|---|
C4 | 1 | 2 | 5 | 0.5695 |
C5 | 1/2 | 1 | 4 | 0.3331 |
C6 | 1/5 | 1/4 | 1 | 0.0974 |
λmax | CI | RI | CR | |
3.0246 | 0.0123 | 0.5800 | 0.0236 |
B3 | C7 | C8 | C9 | Weight |
---|---|---|---|---|
C7 | 1 | 3 | 2 | 0.5278 |
C8 | 1/3 | 1 | 1/3 | 0.1396 |
C9 | 1/2 | 3 | 1 | 0.3325 |
λmax | CI | RI | CR | |
3.0536 | 0.0268 | 0.5800 | 0.0516 |
B4 | C10 | C11 | C12 | Weight |
---|---|---|---|---|
C10 | 1 | 1/3 | 4 | 0.2706 |
C11 | 3 | 1 | 6 | 0.6442 |
C12 | 1/4 | 1/6 | 1 | 0.0852 |
λmax | CI | RI | CR | |
3.0536 | 0.0268 | 0.5800 | 0.0516 |
Target Level | First-Level Index | Second-Level Index | Comprehensive Weight Coefficient | Rank |
---|---|---|---|---|
Evaluation system of Financial Engineering teaching reformA1 | Discipline strength B1 | Discipline evaluation level C1 | 33.90% | 1 |
Dissertation quality C2 | 15.66% | 2 | ||
Faculty construction quality C3 | 4.72% | 7 | ||
Postgraduate/doctoral examination rate B2 | Rate of postgraduate entrance examination C4 | 8.71% | 4 | |
Rate of PhD entrance examination C5 | 5.26% | 6 | ||
Rate of being admitted to double first-class universities C6 | 1.41% | 11 | ||
Student employment rate B3 | Employment rate C7 | 13.12% | 3 | |
Evaluation of employers C8 | 3.34% | 9 | ||
Wage income and development prospects C9 | 8.30% | 5 | ||
Awards of the competition B4 | Number of competition participants C10 | 1.44% | 10 | |
Rate of competition awards C11 | 3.68% | 8 | ||
Net transfer ratio of majors C12 | 0.46% | 12 |
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Xiong, L.; Dong, X.; Fang, J. Interdisciplinary Teaching Reform of Financial Engineering Majors Based on the Analytic Hierarchy Process in the Post-Pandemic Era. Sustainability 2023, 15, 8652. https://doi.org/10.3390/su15118652
Xiong L, Dong X, Fang J. Interdisciplinary Teaching Reform of Financial Engineering Majors Based on the Analytic Hierarchy Process in the Post-Pandemic Era. Sustainability. 2023; 15(11):8652. https://doi.org/10.3390/su15118652
Chicago/Turabian StyleXiong, Lihui, Ximiao Dong, and Jiaqi Fang. 2023. "Interdisciplinary Teaching Reform of Financial Engineering Majors Based on the Analytic Hierarchy Process in the Post-Pandemic Era" Sustainability 15, no. 11: 8652. https://doi.org/10.3390/su15118652
APA StyleXiong, L., Dong, X., & Fang, J. (2023). Interdisciplinary Teaching Reform of Financial Engineering Majors Based on the Analytic Hierarchy Process in the Post-Pandemic Era. Sustainability, 15(11), 8652. https://doi.org/10.3390/su15118652