Embedding fintech-specific content in higher education

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Abstract

Fintech is one of the most talked about topics in the finance industry in this era. Still, the change or increase in the market share of fintech companies is relatively small compared to that of other conventional financial services. To help the fintech industry, universities with academicians can play a vital role by introducing fintech-specific content. The most essential element in teaching fintech-specific content is teaching finance and technology (Hendershott et al., 2021). Regarding this, during the last few years, many top universities have taught fintech-specific courses in undergraduate, graduate, and executive programs. This content seeks to prepare specialists from the field who can strengthen the fintech industry better. For now, no specific curriculum or teaching format is taught by fintech as this is a fast-changing industry, and the curriculum needs to be adapted accordingly (Thomas & Milner, 2023). The authors are interested in understanding the critical elements regarding the content that must be introduced in these programs. This paper aims to build a structure for the universities to follow if they want to teach courses in fintech-specific content. To achieve this goal, the authors will collect information and conduct the content analysis on the profile of fintech-specific offered by the top 20 universities in the world and on the literature focusing on fintech-specific content. In addition, there will be a discussion on the pedagogical approaches suggested for higher education institutions building interdisciplinary programs like fintech-specific content programs.

Keywords: Integration, Disciplinary Grounding, Interdisciplinary Communication, Critical Awareness, Teamwork, Fintech Studies

Authors’ individual contribution: Conceptualization — Z.S. and C.A.R.; Methodology — Z.S.; Formal Analysis — Z.S.; Data Curation — Z.S.; Writing — Original Draft — Z.S.; Writing — Review & Editing — C.A.R.; Visualization — Z.S.; Supervision — C.A.R.

Declaration of conflicting interests: The Authors declare that there is no conflict of interest.

JEL Classification: A22, A23, G41, G23

Received: 16.05.2023
Accepted: 27.11.2023
Published online: 30.11.2023

How to cite this paper: Siddiqui, Z., & Rivera, C. A. (2023). Embedding fintech-specific content in higher education. Risk Governance and Control: Financial Markets & Institutions, 13(4), 18–29. https://doi.org/10.22495/rgcv13i4p2