FINC 2000 - Personal Finance
FINC 3900 - Seminar Portfolio Management
FINC 4002 - Student-Managed Fund I
FINC 4012 - Student Managed Fund II
FINC 664 – Financial Institutions
FINC 666 – Security Analysis and Portfolio Management
FINC 667 – Student Managed Fund I
FINC 668 – Student Managed Fund II
Dr. Ken Qiu is the assistant professor of finance at the School of Management. Ken teaches a variety of finance courses including investment and portfolio management, personal finance, and financial markets, in addition to directing the student-managed Louis Wilson Fund. He also serves as the principal contact for the CFA affiliate program at Millsaps College and as the faculty advisor for the Millsaps College team in the CFA Society of Mississippi’s annual Ethics Challenge.
Ken believes that relating theory and knowledge to practical use is essential to a student’s learning process. “I often try to link business news with different topics in the class and encourage students to apply what they have learned in class to practice. I believe that the creation of participative student experiences greatly improves learning effectiveness.”
Dr. Qiu is an active scholar, actively participating in numerous regional and national conferences as a paper reviewer, presenter, discussant, and session chair. His research interests include corporate finance, financial accounting, asset pricing, behavior finance, valuation of mutual funds and hedge fund manager performance. Dr. Qiu also holds a CPA (Certified Public Accountant) license in the state of Mississippi and a CFA (Chartered Financial Analyst) designation.
“I enjoy lecturing in front of a classroom. I grew up in a teaching family and have seen that a good professor should not only be good at teaching, but also be a good person, mentor, and role model for students. I try to see things from the student’s perspective and am always ready to offer additional help as needed."
Morgan, M., Poole, V.B., Qiu, H., and Owen, C.A. (2018). Introduce Non-GAAP Metrics to Business Students. Business Education Innovation Journal, 10(2), pp. 116-127.