Q: What did universities learn from the financial crash? A: Nothing
‘Finance academics are still spinning the theories of the importance of greed, profit and wealth maximisation,’ says Atul Shah.
Photograph: Alamy
The global financial crash of 2008 led to bailouts that are still
being borne by ordinary people all over the world through higher taxes,
higher property prices and lower savings rates.
Adam McKay’s new film
The Big Short
reveals how a few people made huge amounts of money from the disaster,
as millions of others went bankrupt through no fault of their own. But
amid the uproar, few have asked what role
finance education and research
played in the crash, and what influence they could have in the future.
These questions are particularly pertinent now, as the possibility of
another global financial crisis looms.
The answers are damning. Most
finance academics have continued as before,
spinning theories (which really are ideologies) of the importance of
greed, profit, wealth maximisation and free markets for efficiency and
risk-hedging. There is virtually no teaching about history, culture or
ethics. Accounting and finance are researched and taught as if they are acultural, apolitical and ahistorical technical disciplines.
The reasons for this go back to the neo-liberal origins of the
discipline, and the ways its research is controlled by a conservative
elite suite of journals, whose ideology is based on extreme capitalism
and wealth creation.
The research excellence framework (REF) has put even more pressure on
finance academics to be conservative and toe the line of these
journals, thus making students’ experiences even more alienating. We
have already seen
rebellions in economics teaching,
and we may soon see similar moves in accounting and finance, as young
people learn about corporate tax avoidance, financial exploitation and
the corruption of politics and banking culture. At present, most of this
learning is taking place on social media and through groups like
Occupy, rather than in university classrooms or lecture theatres.
The complexity of the subject has been used to disguise the
underlying ethics and values of experts and the academy, and to
influence the practice and industry of finance. In his book Debt: The
First 5,000 Years, Professor David Graeber of the London School of
Economics explores the human history of finance and finds that it is a
cultural construct, grounded in social relationships and exchange.
It is only in the past 35 years that finance lost this grounding and
become a tsunami which, although shaped by humans through the creation
of markets and institutions, is now out of control, and is controlling
ordinary people instead. Graeber argues that
states have lost the power
or the will to shelter their people from high finance and its slavery.
They have lost the
language and means to resist, as the technical complexity is too much for them.
My research
has covered similar areas, such as the reasons for the risk management
and audit failure of HBOS, and the role of politics and conflicts of
interest. I have worked with whistleblower Paul Moore to expose the
truth about what went wrong at HBOS. I have forensically examined the
ethics and culture of the
“big four” accounting firms.
As a Jain, a chartered accountant and an academic, I cannot ignore
such truths. I have been hugely influenced by the work of Professor
Prem Sikka
of the University of Essex, who has never been afraid of speaking truth
to power. In the past three years, I have transformed my teaching by
infusing every class with ethics, and encouraging students to talk about
their personal experiences with finance and how it affects their
families on a daily basis. I have made my teaching personal and
holistic.
My students have responded enthusiastically. Many are undertaking
dissertations on ethical finance, or investigating financial
exploitation and banking culture. When I showed the Academy
Award-winning film
Inside Job
in class, one MBA student was so impressed that he set up a series of
visits to local church and community groups to give them the facts
behind the financial crash, and show them
how the public were duped,
exploited and forced to bail out the industry without their consent.
I am teaching three courses in finance this semester, and I have once
again updated my teaching to include recent events. Instead of feeling
disempowered by finance, my students will learn to question its values,
culture and theoretical frauds. They will not fear the technical
sophistication which disguises the corruption of modern accounting and
finance.
Dr Shar tweets at @atulkshah.