Edward Podolski

I firmly believe that finance graduates must possess the ability to understand the nuanced dynamics of a complex and rapidly evolving financial landscape. To achieve this, it is crucial for students to gain a deep and robust comprehension of the trade-offs inherent in the challenges faced by firms and organizations. They must also value the conceptual frameworks that guide them through these challenges. Central to my teaching philosophy is the idea that the true value of a finance degree lies not merely in acquiring specific knowledge and skills, but in the ability to approach complex problems rigorously, utilizing these frameworks to make sense of a chaotic and unclear environment. Thus, the most critical skill for students is adaptability—their education should prepare them to 'learn how to learn.' My experiences have underscored that learning is a lifelong journey.

In this context, I see my role as not merely providing a set of instructions for solving problems, but rather as facilitating the development of a theoretical framework that students can use to filter and interpret new information on economic and financial issues.

Operationally, my teaching methodology is highly intuitive. I prioritize contextualizing theoretical frameworks by elucidating the specific problems they address. This approach not only engages students but also helps them understand the rationale behind abstract concepts. Similarly, when introducing theoretical models, I focus on conveying the underlying intuition and the significance of each assumption. For instance, in explaining options pricing theory, I discuss the intuitive underpinnings of the Black-Scholes model, encouraging students to consider the impact of modifying certain assumptions. This method deepens their appreciation for the model, showing that its core conclusions remain robust despite the relaxation of some unrealistic assumptions. My aim is to foster an intuitive understanding of materials, believing that the thought processes developed in my courses will extend beyond the classroom.

Moreover, while it's vital for students to construct a theoretical framework for analyzing real-world problems, I also encourage them to maintain a healthy skepticism towards these theories. By integrating discussions on empirical research that tests the validity of theoretical models, I help students recognize the limitations of both specific models and the broader body of knowledge. My ultimate goal is for students to not only grasp the fundamental issues they may encounter but to approach these challenges systematically and logically, with a clear understanding of the strengths and weaknesses of existing theories.

This philosophy underpins my commitment to developing finance professionals who are not only technically proficient but also versatile thinkers capable of navigating the complexities of the financial world with insight and adaptability.