Unit rationale, description and aim
This unit is the foundation for understanding investments in general portfolio management. Students need to understand the concepts of the investment setting, market efficiency, investment objectives, portfolio strategies and risk pricing, valuation of equity, debt and property investments, managed funds, and alternative investments. Students need to compare and contrast a value-based view of investing vis-à-vis conventional investing approaches and techniques. Students will further develop portfolio management skills in constructing both socially responsible investment (SRI) and conventional (non-SRI) portfolios and in applying the stewardship of scarce resources. Students will be able to apply portfolio construction approaches to create real-life investment portfolios. The unit provides students with the necessary knowledge and skills needed to apply portfolio management techniques to construct a portfolio as an investment analyst.
Campus offering
No unit offerings are currently available for this unit.Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
Analyse the various investments available to inves...
Learning Outcome 01
Apply portfolio management techniques to assess th...
Learning Outcome 02
Analyse specific investment analysis techniques to...
Learning Outcome 03
Create an investment portfolio from real-life data...
Learning Outcome 04
Evaluate the various investments available to inve...
Learning Outcome 05
Content
Topics will include:
- the concept of portfolio management
- investment analysis
- investment goal setting
- portfolio management techniques
- Stewardship in management of scarce resources
- investment environment
- investment return and risk
- investment in shares, bonds, real estate, and managed funds
- socially responsible investment (SRI)/ethical investing
- investment Policy Statement
Assessment strategy and rationale
Assessments are used primarily to foster learning. ACU adopts a constructivist approach to learning, which seeks alignment between the fundamental purpose of each unit, the learning outcomes, teaching and learning strategy, assessment, and the learning environment. In order to pass this unit, students must demonstrate competence in all learning outcomes and achieve an overall score of at least 50%. Using constructive alignment, the assessment tasks are designed for students to demonstrate their achievement of each learning outcome.
The three assessments are structured to evaluate distinct yet interrelated aspects of investments. Assessment Task 1 centers on ethical reasoning, encouraging students to explore foundational principles and apply them in scenarios that mirror the complexities of professional life. Assessment 2 shifts focus toward collaborative efforts, emphasizing the importance of teamwork in achieving shared goals and navigating challenges. Assessment 3, meanwhile, delves into the art of investment portfolio construction and evaluation, assessing students' ability to synthesize information and make informed decisions within the realm of financial planning.
Students must comply with the university’s Student Academic Integrity and Misconduct Policy. This includes avoiding unauthorised or undisclosed use of artificial intelligence, such as using generative AI, paraphrasing tools, or translation software, unless explicitly authorised in the assessment requirements and properly acknowledged. Breaches of academic integrity will be addressed in accordance with university procedures.
Overview of assessments
Overview of Assessments
Assessment Task 1: Report This assessment task r...
Assessment Task 1: Report
This assessment task requires students to undertake a comparison between Socially Responsible Investments (SRI) and conventional (non-SRI) investments in terms of risk and return.
Submission Type: Individual
Assessment Method: Report
Artefact: Written report
30%
Assessment Task 2: Report This assessment task, ...
Assessment Task 2: Report
This assessment task, based on real-life data, requires students to work collaboratively to analyse how to optimise a portfolio, using mean-variance optimisation, and single-index and multi-factor modelling; and construct an investment portfolio from real-life data. This assessment also helps students apply stewardship in managing resources.
Submission Type: Group
Assessment Method: Report
Written Report: Written report
30%
Assessment Task 3: Report This assessment task ...
Assessment Task 3: Report
This assessment task comprises a set of tasks based on real-life cases to assess how students can construct and evaluate investment portfolios.
Submission Type: Individual
Assessment Method: Report
Artefact: Written paper
40%
Learning and teaching strategy and rationale
ACU’s teaching approach focuses on achieving learning outcomes by engaging students as active participants in constructing knowledge. Learning involves both independent inquiry and collaboration with others, allowing students to critically engage with material, apply higher-order thinking, and develop real-world problem-solving skills. The unit follows an experiential learning model, encouraging students to apply finance concepts in practical scenarios. Learning activities are scaffolded, building skills progressively to support student development and professional readiness.
Mode of Delivery: The unit is offered in Attendance and Online modes to accommodate diverse learning needs and increase accessibility.
Attendance Mode: It is delivered in a flipped classroom format with face-to-face lectures and workshops. Students complete preparatory work before attending, followed by revision and practice. Online resources supplement in-class learning through interactive content.
ACU Online: It is delivered fully online through asynchronous learning. Students explore conte asynchronous learning nt independently, contribute to online discussions, and apply learning to real-world situations. Ongoing feedback supports their progress and achievement of learning outcomes.
Representative texts and references
Bodie, Z, Kane, A and Marcus, A 2024, Investments, 13th edn, McGraw-Hill Education, New York, ISBN: 9781264412662.
Gunasingham, B, Lamba, A, Elston, F, Reilly, FK and Brown, KC 2020. Investment Analysis & Portfolio Management, 1st edn, Asia Pacific Edition Cengage Learning Australia, ISBN: 9780170416030.
Akhtaruzzaman, M, Boubaker, S, and Sensoy, A 2021, Financial contagion during COVID–19 crisis. Finance Research Letters, 38, 101604.
Carhart, M 1997, On persistence in mutual fund performance. The Journal of Finance, 52(1), 57-82.
Fama, EF and French, KR 2015, A five-factor asset pricing model. Journal of Financial Economics, 116(1), 1-22.
Jegadeesh, N and Titman, S 1993, Returns to buying winners and selling losers: Implications for stock market efficiency. The Journal of Finance, 48(1), 65-91.
Jensen, MC 1968, The performance of mutual funds in the period 1945-1964. The Journal of Finance, 23(2), 389-416.
Lintner, J 1965, The valuation of risk assets and the selection of risky investments in stock portfolios and capital budgets. The Review of Economics and Statistics, 47(1), 13-37.
Malkiel, BG 1995, Returns from investing in equity mutual funds 1971 to 1991. The Journal of Finance, 50(2), 549-572.
Mossin, J 1966, Equilibrium in a capital asset market. Econometrica, 34(4), 768-783.
Sharpe, WF 1964, Capital asset prices: A theory of market equilibrium under conditions of risk. The Journal of Finance, 19(3), 425-442.
Sharpe, WF 1966, Mutual fund performance. The Journal of Business, 39(1), 119-138.