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Stephen Ferris

Title: Chair

Department: Finance, Insurance, Real Estate and Law

College: College of Business

Curriculum Vitae

Curriculum Vitae Link

Education

  • PhD, University of Pittsburgh, 1984
    Major: Business Administration
  • MBA, University of Pittsburgh, 1979
    Major: Business Administration

Current Scheduled Teaching

FINA 3770.001FinanceSpring 2025 Syllabus
Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Previous Scheduled Teaching

No previous courses scheduled.

Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Published Intellectual Contributions

    Journal Article

  • Ferris, S.P. (2021). Bragging Rights: Does Corporate Bragging Imply Value Creation?. Journal of Corporate Finance. 67
  • Ferris, S.P. (2021). Do CFOs Matter? Evidence from the M&A Process. Journal of Corporate Finance. 67
  • Ferris, S.P. (2021). The Effect of Investor Attention on Fraud Discovery and Value Loss in Securities Class Action Litigation.
  • Ferris, S.P. (2021). Corporate Profitability and the Global Persistence of Corruption. Journal of Corporate Finance. 66
  • Ferris, S.P. (2020). Better Directors or Distracted Directors? An International Analysis of Busy Boards. 44
  • Ferris, S.P. (2020). The Price of Boardroom Social Capital: The Effects of Corporate Demand for External Connectivity. Journal of Banking and Finance. 111
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Overall
Summative Rating		 Challenge and
Engagement Index		 Response Rate

out of 5
out of 7		 %
of
students responded
  • Overall Summative Rating (median):
    This rating represents the combined responses of students to the four global summative items and is presented to provide an overall index of the class’s quality. Overall summative statements include the following (response options include a Likert scale ranging from 5 = Excellent, 3 = Good, and 1= Very poor):
    • The course as a whole was
    • The course content was
    • The instructor’s contribution to the course was
    • The instructor’s effectiveness in teaching the subject matter was
  • Challenge and Engagement Index:
    This rating combines student responses to several SPOT items relating to how academically challenging students found the course to be and how engaged they were. Challenge and Engagement Index items include the following (response options include a Likert scale ranging from 7 = Much higher, 4 = Average, and 1 = Much lower):
    • Do you expect your grade in this course to be
    • The intellectual challenge presented was
    • The amount of effort you put into this course was
    • The amount of effort to succeed in this course was
    • Your involvement in course (doing assignments, attending classes, etc.) was
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