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2024/2025 KAN-CCMVV4061U Cases in Corporate Finance
| English Title | |
| Cases in Corporate Finance |
Course information |
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| Language | English |
| Course ECTS | 7.5 ECTS |
| Type | Elective |
| Level | Full Degree Master |
| Duration | One Semester |
| Start time of the course | Autumn |
| Timetable | Course schedule will be posted at calendar.cbs.dk |
| Study board |
Study Board for cand.merc. and GMA (CM)
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| Teaching methods | |
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| Last updated on 12-02-2024 | |
Relevant links |
| Learning objectives | ||||||||||||||||||||||||
The aim of the course is that students - after
having been active students in the course Cases in Corporate
Finance - are able to
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| Course prerequisites | ||||||||||||||||||||||||
| It is expected that the students have passed a Master of Science level course in Corporate Finance at CBS or at another business school / university. | ||||||||||||||||||||||||
| Prerequisites for registering for the exam (activities during the teaching period) | ||||||||||||||||||||||||
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Number of compulsory
activities which must be approved (see section 13 of the Programme
Regulations): 1
Compulsory home
assignments
Students will be divided into groups by the teacher. Each student needs - as part of a group - to hand-in a copy of the group presentation to the teacher before the group presentation starts in class. The teacher will evaluate the hand-in on a pass / fail basis. The student needs to have a pass for registering for the exam. If a student for some reason does not pass this compulsory assignment in the first round, the student will be offered a second chance (but not necessarily as part of a group) to hand-in a presentation of a case chosen by the teacher. Again, the teacher will evaluate the hand-in on a pass / fail basis. The student needs to have a pass for registering for the exam. |
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| Examination | ||||||||||||||||||||||||
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| Course content, structure and pedagogical approach | ||||||||||||||||||||||||
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The course Cases in Corporate Finance focuses on solving real-life complex Corporate Finance problems.
Real-life cases are analyzed to identify the relevant information for managerial decision making. Based on the relevant information, students apply theories, models, tools, and empirical evidence from Corporate Finance to develop suggestions and potential solutions for actual decision making in Corporate Finance.
The cases focus on various core areas within the field of corporate finance, e.g. cash flow estimation, cost of capital, capital budgeting, payout policy, capital structure, valuation, M&A.
When the course starts, students are divided into nine groups, and each group will be allocated one case from the syllabus which it is responsible for presenting in class.
The teacher uploads a number of questions for each case in the syllabus which the in-class discussions need to answer.
Students are encouraged and expected to work in groups while trying to provide solutions for the case questions.
The teaching will be organized in ten sessions of three hours each adding up to 30 class hours.
In the first session the teacher is resonsible for presenting one case and acting as a facilitator to create class discussions that aims at providing the relevant information, theory, models, tools, and empirical evidence to develop suggestions and potential solutions to the questions for the cases, the teacher has uploaded on Canvas.
In the following nine sessions, the nine groups will perform a similar job, i.e. present a case and facilitate class discussions to provide the relevant information, theory, models, tools, and empirical evidence to develop suggestions and potential solutions to the questions for the cases, the teacher has uploaded on Canvas.
The students in the non-presenting groups are expected to be willing and able to participate as active students in the in-class discussions.
Cases in Corporate Finance relates to the Nordic Nine in several perspectives, e.g. N1 (deep business knowledge), N2 (analytical with data and curious about ambiguity), N5 (ethical dilemmas), N7 (produce prosperity), and N8 (relearning and teaching others to do the same).
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| Description of the teaching methods | ||||||||||||||||||||||||
| The course is taught with an emphasis on case
discussions in class.
Students are expected to spend a substantial amount of time preparing for the case discussions in class by reading and answering the relevant questions for each case uploaded on Canvas. Students are expected to participate actively in class discussions. Students are expected to present a case in class as part of a group. |
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| Feedback during the teaching period | ||||||||||||||||||||||||
| It is important that the presenting group is
willing and able to present the case and act as a facilitator in
the in-class discussions.
To help the presenting group to perfom a four step procedure will be provided (continuous feedback). First, each group will be offered an online meeting with the teacher, where the group will present the first version of the ideas of how to present the case in class and make sure there will be a thourough in-class discussion of various ways of providing solutions to the case questions. The teacher will give feedback on the first version of the presentation. Second, the group will be offered a second online meeting with the teacher where the group and the teacher can discuss the group's suggested changes in the presentation based on the feedback from the teacher during the first meeting. Third, the group will present the case in class and facilitate in-class discussions. During the presentation and in-class discussions the group members of the presenting group will get feedback from students in the other groups regarding identifying relevant information and which theory, models, and tools to use to provide solutions for the case questions. Fourth, after the presentation in class and the in-class discussion, the presenting group will be offered a (short) meeting with the teacher where the teacher will give feedback on his perception of the presentation and in-class discussions. Students are encouraged and expected to work in groups throughout the course, i.e. both when presenting their case and when being active students in class when other students present their case. This will provide excellent opportunities for non-presenting students to get continuous feedback on their solutions to the cases from other students during the in-class discussions. |
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| Student workload | ||||||||||||||||||||||||
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| Expected literature | ||||||||||||||||||||||||
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10 cases (primarily from Harvard Business School) and some additional material (e.g. selected articles or chapters from textbooks).
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