Interview with Dr. Wendy Jeffus

Assistant Professor of Finance and MSF Program Coordinator Talks about Teaching at Clark & Students Pursuing Finance

What attracted you to Clark University?

I was most attracted to Clark University’s strong history of research and the faculty that I met during my interviews. Before arriving, I had heard about the growing MSF program.  

Now that you have a year under your belt, what has surprised you about the university, its programs, or its students?

There is a special spirit at Clark University that began long before I arrived and continues to strengthen. I am impressed with professors like Maurry Tamarkin, who has been throwing a semi-annual student/faculty party at his home for over 10 years. He has watched programs at GSOM grow and has created an important legacy. Professor Richard Spurgin runs a profitable commodities consulting firm and has hired former students. In addition, he has helped to design the Dow Jones Hedge Fund indices, the AIA Commodity Index, and the LME Metals Index.

Beyond the strength of the faculty, there is strong administrative support for the students. For example, the career services department has worked hard to help students during the current market turmoil by supporting their efforts to discover the next step in their journey. This support has come through alumni connections, résumé and interview workshops, expanded access to career search engines, and local partnerships.

What's your teaching philosophy?

I believe students learn when they are excited, motivated, and challenged. I believe students retain theory when they understand how it applies to their lives. The best methods I have found to maximize the learning experience in my classroom and to challenge students to set high standards are through active participation, relevant current events, and cooperative learning. My experience at Merrill Lynch allows me to bring industry experience to the classroom. I make myself available to students through email, office hours, exam prep seminars, and my cell phone is listed on the syllabus. I have been told that my excitement for the material is contagious, and I work hard to keep the students engaged in the learning process.

How would you describe your style of teaching?

To achieve these goals in my international finance course and to broaden students’ understanding of the interconnectivity of economies, both large emerging markets and countries that are less represented in most textbooks are covered. Students are encouraged to keep up to date by reading the Financial Times, the Wall Street Journal, and the Economist. I encourage “optional participation” challenges where students bring articles or give presentations on relevant material. These optional assignments have introduced new material to the course, such as microfinance, and have provided students the opportunity to explore issues, such as currency options and micro-finance, in greater depth. Students work on a semester-long project where they are encouraged to select companies in new industries like medical tourism or emerging technologies. They also take mid-term and final exams that include questions patterned after the global economics portion of the CFA exam. In this course students learn to appreciate the dynamic global environment, broaden previous course work in finance, and understand the relevance of issues such as inflation, currency risk, and the debt crisis.

Why the interest in international finance?

International finance was a natural extension of my work experience and research. I appreciate the limitless possibilities that global finance encompasses. For example, international finance relates to international trade, foreign currency exposure, cross-border mergers and acquisitions, and political risks. Consequently, the research possibilities within this context are exciting. I also enjoy teaching students to see the opportunities that exist beyond the borders of their home country. My favorite class during the semester is the “optional presentation.” During this class period, students present topics that relate to the theories that we have discussed in class; these topics have included intellectual property rights (i.e. piracy of software) to risks of international trade (i.e. piracy of ships). Students have developed business plans, explored trade and currency issues, and evaluated the business implications of foreign policy.

What advice would you offer students considering careers in finance today?

Be willing to “pay your dues.” Finance is a competitive and diverse field. Career options include equity research, investment banking, hedge funds, private equity, corporate finance, and other financial analysis. Students hoping to start a career in finance should be prepared to compete at all levels. It requires quantitative and qualitative analytical skills, negotiation and leadership skills, as well as strong written and communication skills. Imagine yourself negotiating the price of a company your firm plans to acquire or managing a billion dollar fund. While your first job after graduate school will probably not be a “C-level” position (i.e. CEO, CFO, etc.), you will have the opportunity to go beyond the requirements of your first job by applying the “C-level” analysis that you’ve acquired during your education, which will help prepare you for your dream job.    

Finally, arrive on campus prepared to take advantage of all of the opportunities available to you, from the career services, alumni network, computer lab, writing center, and the broader Clark community. Leave campus willing to give back as a mentor and role model for future generations of “Clarkies.”