{"id":405928,"date":"2026-04-17T11:10:56","date_gmt":"2026-04-17T15:10:56","guid":{"rendered":"https:\/\/www.yorku.ca\/yfile\/?p=405928"},"modified":"2026-04-17T12:18:33","modified_gmt":"2026-04-17T16:18:33","slug":"york-project-helps-finance-students-build-job-ready-skills","status":"publish","type":"post","link":"https:\/\/www.yorku.ca\/yfile\/2026\/04\/17\/york-project-helps-finance-students-build-job-ready-skills\/","title":{"rendered":"York professor helps finance students build job-ready skills"},"content":{"rendered":"\n

快播视频 undergraduate finance students are taking part in a professor\u2011guided initiative that turns classroom theory into real\u2011world market research \u2013 and gives employers tangible proof of their skills.<\/h3>\n\n\n\n
<\/div>\n\n\n\n

Throughout his more than 15 years as an investment analyst and strategist, Adjunct Professor Nadeem Kassam<\/strong>, at the Faculty of Liberal Arts & Professional Studies<\/a>, says he interviewed hundreds of new graduates eager to start their careers in capital markets.<\/p>\n\n\n

\n
\"Nadeem
Nadeem Kassam<\/figcaption><\/figure>\n<\/div>\n\n\n

Over time, he noticed a recurring pattern: students often arrived with strong theoretical knowledge, but struggled to present that knowledge in ways that clearly demonstrated their abilities to potential employers.<\/p>\n\n\n\n

\u201cThey would have all this knowledge, but it wouldn\u2019t be packaged yet in a way that showcased their abilities and skills to a potential employer,\u201d says Kassam.<\/p>\n\n\n\n

Earlier this year, Kassam \u2013 who teaches advanced portfolio management at York \u2013 partnered with York\u2019s Finance Student Association to give a group of undergraduate students the chance to produce an industry grade report modelled on the kind of research produced by investment firms, as part of a new Global Macro Strategy initiative<\/a>.<\/p>\n\n\n\n

Under Kassam\u2019s supervision, the project challenged students to analyze real world market data and synthesize and present their findings clearly and concisely under guidelines similar to those used in the industry. The goal, Kassam says, was to give students hands-on exposure applying classroom theory in ways that mirror real capital-markets work while helping them build tangible evidence of their competencies.<\/p>\n\n\n\n

Those interested in participating were required to apply as they would for a job. Kassam reviewed applications from an employer\u2019s perspective and provided individualized feedback \u2013 whether students were selected or not \u2013 to help them better understand how they might strengthen future applications. By the end of the process, he selected 14 students.<\/p>\n\n\n

\n
\"Abishek
Abishek Daryanani<\/figcaption><\/figure>\n<\/div>\n\n\n

Among them was Abishek Daryanani<\/strong>, a fourth-year Bachelor of Commerce student specializing in finance. \u201cI wanted to step outside of standard textbook coursework and gain practical, hands-on experience in macroeconomic analysis,\u201d says Daryanani.<\/p>\n\n\n\n

The same motivation drew Sidonia Sin Ying W<\/strong>u<\/strong>, also a fourth-year Bachelor of Commerce student. \u201cAs someone pursuing a career in finance, I believe it\u2019s not enough to simply know how to analyze data \u2013 you also need to know how to present that information clearly and explain the reasoning behind your interpretation to others,\u201d Wu says. \u201cThe project\u2019s combination of technical work and commentary writing was what really attracted me to this opportunity.\u201d<\/p>\n\n\n\n

Students began by learning to work with industry-standard tools such as the Bloomberg Terminal and Capital IQ, using real-world market data. With the S&P Capital IQ plug-in, they built live Excel dashboards that automatically updated as markets changed \u2013 a foundation they would rely on throughout the project.<\/p>\n\n\n\n

From there, the focus shifted from working with data to turning analysis into insight that could be clearly communicated to others. Kassam asked students to apply the theories they had learned in class to the information in front of them, using those frameworks to understand what was happening in global markets, and why.<\/p>\n\n\n\n

In practical terms, that meant answering questions investors ask every day: Why were stock markets moving the way they were? Why were bonds or commodities behaving differently? Which assets were acting as safe havens during periods of uncertainty, and how could those trends be explained using economic and financial theory?<\/p>\n\n\n\n

\u201cThat foundational understanding of financial markets, reinforced with real-world application, was the main core,\u201d Kassam says.<\/p>\n\n\n

\n
\"Sidonia
Sidonia Sin Ying Wu<\/figcaption><\/figure>\n<\/div>\n\n\n

Students were then tasked with consolidating their assessment into a single report. Kassam imposed professional style constraints, requiring teams to work within fixed templates, page limits and formatting rules \u2013 boundaries designed to force prioritization and clarity.<\/p>\n\n\n\n

\u201cThat process was much harder than I initially expected,\u201d says Wu. \u201cIt wasn\u2019t just about gathering data \u2013 it was about deciding what actually mattered and making it easy for readers to interpret.\u201d<\/p>\n\n\n\n

That process was exactly what Kassam had hoped students would experience. \u201cThat\u2019s essentially the job that I\u2019ve had to do for many years,\u201d he says. \u201cYou\u2019re given a lot of information. You have to take it away, figure it out, and then come back with a clear and concise report \u2013 often with just one slide and five bullet points.\u201d<\/p>\n\n\n\n

Collaboration was also central to the project. While students worked in small groups covering different areas of the markets, they were collectively responsible for contributing to a single, unified report \u2013 one Kassam expected to read as though it had been produced by a single analyst.<\/p>\n\n\n\n

To achieve that cohesion, he took a hands-on role throughout the process, holding regular meetings where students presented findings, discussed market developments and received feedback to ensure consistency in analysis, tone and presentation.<\/p>\n\n\n\n

The work culminated in the group\u2019s inaugural report, released publicly in February. A second edition followed in March, with additional reports planned as part of the eight-month program. Students in future cohorts, he adds, will continue the series.<\/p>\n\n\n\n

For students, seeing the work move from interpretation to a finished, public-facing report was a significant payoff. \u201cIt felt like all of our effort had turned into something tangible and professional that others could actually read and benefit from,\u201d says Wu.<\/p>\n\n\n\n

Daryanani agrees. \u201cSeeing the final product come together and knowing that it mirrors the analytical rigor and formatting you would expect from a real strategy team is incredibly rewarding,\u201d he says. \u201cIt\u2019s something you just can\u2019t get from a lecture hall.\u201d<\/p>\n\n\n\n

The project is also proving beneficial in other ways. Kassam says some students have used the reports in job applications as concrete examples of their skills.<\/p>\n\n\n\n

\u201cIf you put this type of product in front of an interviewer, it shows the polish of a very clean, professional quality piece of work,\u201d Kassam says. \u201cIt speaks volumes. It says, \u2018I have experience. I work well in a team. I\u2019m detail\u2011oriented \u2013 and here\u2019s the proof.\u2019\u201d<\/p>\n\n\n\n

Having hired hundreds of graduates over his career, Kassam says that kind of clarity helps remove uncertainty for employers evaluating early\u2011career candidates. \u201cIt\u2019s about removing the guesswork for a potential employer,\u201d he says.<\/p>\n","protected":false},"excerpt":{"rendered":"

快播视频 students are using hands\u2011on, real\u2011world finance experience through a professor\u2011led initiative to strengthen job\u2011ready skills and employability.<\/p>\n","protected":false},"author":2293,"featured_media":405963,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"_kad_blocks_custom_css":"","_kad_blocks_head_custom_js":"","_kad_blocks_body_custom_js":"","_kad_blocks_footer_custom_js":"","footnotes":""},"categories":[11,13],"tags":[5,6,10,17,48,37,15,12,14,4],"yfileauthor":[204],"qualifier":[198],"yfile-author":[248],"tags-to-show":[180,147,150,158,146,169],"workflow":[],"class_list":["post-405928","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-latest-news","category-teaching-learning","tag-experiential-education","tag-faculty","tag-laps","tag-sdg-4","tag-sdg-8","tag-sdg-9","tag-sdg","tag-students","tag-teaching-and-learning","tag-yfile","yfileauthor-yfilestaff","qualifier-by","yfile-author-alex-huls","tags-to-show-experiential-education","tags-to-show-faculty","tags-to-show-laps","tags-to-show-sdg","tags-to-show-students","tags-to-show-teaching-and-learning"],"acf":{"internal_publish_date":"20260420","original_image":""},"yoast_head":"\nYork 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