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Evaluation of Learning Outcomes from Participation in a Student-Managed Commodity Investment Fund

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  • Ramsey, A. Ford
  • Isengildina-Massa, Olga

Abstract

Students in agricultural and applied economics are expected to develop skills and knowledge allowing them to perform tasks in agribusinesses and related industries. Skills range from technical abilities in the discipline to soft skills, such as communication ability or leadership performance, which may be more broadly applicable. We present results of a survey of undergraduates and graduate students participating in a student-managed commodity investment fund. The fund provides an experiential learning opportunity for undergraduate students and allows them to learn about commodity markets (futures, options, and other derivatives) while simultaneously improving technical, communication, and leadership skills. Students consider soft skills to be an important factor determining their participation and improve both soft and hard skills through participation.

Suggested Citation

  • Ramsey, A. Ford & Isengildina-Massa, Olga, 2021. "Evaluation of Learning Outcomes from Participation in a Student-Managed Commodity Investment Fund," Applied Economics Teaching Resources (AETR), Agricultural and Applied Economics Association, vol. 2(6), January.
    • Handle: RePEc:ags:aaeatr:308492
    DOI: 10.22004/ag.econ.308492
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    References listed on IDEAS

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    1. Stephen R. Koontz & Derrell S. Peel & James N. Trapp & Clement E. Ward, 1995. "Augmenting Agricultural Economics and Agribusiness Education with Experiential Learning," Review of Agricultural Economics, Agricultural and Applied Economics Association, vol. 17(3), pages 267-274.
    2. Trapp, James N., 1989. "A Commodity Market Simulation Game For Teaching Market Risk Management," Southern Journal of Agricultural Economics, Southern Agricultural Economics Association, vol. 21(01), pages 1-9, July.
    3. Trapp, James N., 1989. "A Commodity Market Simulation Game for Teaching Market Risk Management," Journal of Agricultural and Applied Economics, Cambridge University Press, vol. 21(1), pages 139-147, July.
    4. Georgeanne M. Artz & Kevin L. Kimle & Peter F. Orazem, 2014. "Does the Jack of All Trades Hold the Winning Hand? Comparing the Role of Specialized versus General Skills in the Returns to an Agricultural Degree," American Journal of Agricultural Economics, Agricultural and Applied Economics Association, vol. 96(1), pages 193-212.
    5. Robert C. Dolan & Jerry L. Stevens, 2006. "Business Conditions and Economic Analysis: An Experiential Learning Program for Economics Students," The Journal of Economic Education, Taylor & Francis Journals, vol. 37(4), pages 395-405, October.
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    7. Zhuoming Joe Peng & William P. Dukes & Ronald Bremer, 2009. "Evidence On Student-Managed Funds: A Survey Of U.S. Universities," Business Education and Accreditation, The Institute for Business and Finance Research, vol. 1(1), pages 55-64.
    8. Lawrence, Edward C, 1990. "Learning Portfolio Management by Experience: University Student Investment Funds," The Financial Review, Eastern Finance Association, vol. 25(1), pages 165-173, February.
    9. Massa, Olga Isengildina & Ramsey, A. Ford, 2020. "Student-Managed Commodity Fund—A New Frontier in Experiential Learning," Journal of Agricultural and Applied Economics, Cambridge University Press, vol. 52(1), pages 64-77, February.
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