MONASH BUSINESS SCHOOL Lecture 1 UNIT ADMINISTRATION & INTRODUCTION BFF2401 Commercial banking and finance PART I UNIT ADMINISTRATION 2 MONASH BUSINESS SCHOOL UNIT ADMINISTRATION ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ Contacting staff Course objectives Resources Course delivery Unit assessment Other matters Unit big picture Tips for success in BFF2401 3 MONASH BUSINESS SCHOOL CONTACTING STAFF ▪ Your tutor: – Tutorial schedule and staff contact details (emails and consultation schedule) will be posted on Moodle. ▪ Chief examiner/Lecturer: – Dr Tram Vu – Email: tram.vu@monash.edu 4 MONASH BUSINESS SCHOOL COURSE OBJECTIVES Develop an understanding of: ▪ the Australian banking system as well as the banking system across the world. ▪ banks’ operations and items on their balance sheet (including loan pricing, liability management, capital management) and off-balance sheet activities. ▪ different aspects of banks’ risk management such as credit risk, interest rate risk, liquidity risk. ▪ banking regulations in Australia and worldwide. 5 MONASH BUSINESS SCHOOL RESOURCES ▪ Textbook: – Saunders, A., Cornett, M. M., & Erhemjamts, O. (2021). Financial Institutions Management: A Risk Management Approach (10th ed.). McGraw-Hill. – E-book also available (see link on Moodle) ▪ Moodle: – Materials used in class together with other information of importance to students will be published online. – Materials on Moodle include: pre-lecture readings, information of mid-semester test, assignments, lecture slides, tutorial questions and solutions (brief guide only), weekly lecture summary, and other useful references. – Discussion board has been created to facilitate general student enquiries and peer discussion. 6 MONASH BUSINESS SCHOOL COURSE DELIVERY - Lectures ▪ Lectures: – One 2-hour lecture per week from week 1 to week 12 (except week 6) ▪ The lecture is recorded via Echo360 (link on Moodle). ▪ Students can view lecture recordings in their own suitable time (lectures should be viewed before students attempt tutorial questions of a related topic). – Purpose: to introduce key concepts and theories, supported by practical examples and applications – Requirement: lecture notes, prescribed readings before and after lectures, note-taking and attempting activities introduced in lectures (e.g. calculations, H5P quizzes) 7 MONASH BUSINESS SCHOOL COURSE STRUCTURE - Tutorials ▪ Tutorials: – One 1-hour tutorial per week from week 1 to week 12 (oncampus as per Allocate+) – Purpose: to help students further understand the lecture by going through the tutorial solutions – Requirement: prepare problems before tutorials and review after tutorials, participate in tutorials (by actively answering questions, sharing insights, discussing with other students about relevant materials) – Please ensure that you know your tutor name and their contact details 8 MONASH BUSINESS SCHOOL UNIT ASSESSMENT (100% Within semester) Assessment Task Online posts (Weekly) Online quizzes Mid-semester test (MST) Individual assignment Value 10% Due Date Weeks 2 to 12 30% Weeks 3, 10 and 12 30% Tuesday 29 August 2PM (Week 6) 30% Group or Individual Individual Individual Individual Tuesday 19 September (Week 9) Individual 9 Learning Outcomes Condition for Use of Generative Artificial Intelligence (AI) 1-6 Generative AI tools cannot be used in this assessment task. 1-6 Generative AI tools cannot be used in this assessment task. 1-6 Generative AI tools cannot be used in this assessment task. 1-6 Generative AI tools are restricted for certain functions in this assessment task. MONASH BUSINESS SCHOOL REFERENCING ▪ https://www.monash.edu/rlo/research-writingassignments/referencing-and-academic-integrity/citing-andreferencing 10 MONASH BUSINESS SCHOOL COMMUNICATION AND FEEDBACK ▪ ▪ ▪ ▪ Feedback during tutorials Staff consultations E-mail contacts Moodle discussion board 11 MONASH BUSINESS SCHOOL UNIT BIG PICTURE Capital adequacy requirements BANK REGULATION BANK PERFORMANCE BANK RISKS Interest rate risk Credit risk Liquidity risk BANK OPERATIONS On-balance sheet Asset Liability (e.g. Loans) Equity 12 Off-balance sheet MONASH BUSINESS SCHOOL TIPS FOR SUCCESS IN BFF2401 – Before listening to the weekly lecture, have a quick look at the pre-lecture readings and textbook chapters to gain a general idea of the topic. – While listening to the lecture, take notes and attempt the activities introduced by the lecturer, refer to textbook where needed, and finally go through the lecture summary to ensure you cover all key points. – Then attempt the tutorial questions of that topic, and bring your answers to tutorials for discussion. If required, you can further review your answers using the tutorial solutions. 13 MONASH BUSINESS SCHOOL TIPS FOR SUCCESS IN BFF2401 (cont’d) ▪ Post a reply to the weekly forum discussion topic before the due date. ▪ Study both theory as well as practical problems. ▪ Consult with your tutor or lecturer promptly once you are having difficulties. ▪ Think about and prepare a revision plan well ahead of mid-semester test time. ▪ Make an early start on the individual and group assignments. ▪ Utilise the discussion forum. 14 MONASH BUSINESS SCHOOL PART II TOPIC 1 INTRODUCTION TO COMMERCIAL BANKING AND FINANCE 15 MONASH BUSINESS SCHOOL LEARNING MAP - WEEK 1 16 MONASH BUSINESS SCHOOL LECTURE 1 - OUTLINE I. Overview of the Australian financial system and banking system II. Specialness of financial institutions III. Changing dynamics of specialness IV. Bank motivation V. Issues in global and Australian banking since 2007 17 MONASH BUSINESS SCHOOL LEARNING OBJECTIVES ▪ Identify the main institutions in the Australian financial system including the banking sector (LO1) ▪ Discuss the functions of banks – what banks do for their customers (LO2,3) ▪ Explain bank motivation - their long-term objective of maximizing shareholder value and the risk-return tradeoff for banks (LO4) ▪ Outline the recent issues which have impacted on the global and Australian banking environment (LO5) 18 MONASH BUSINESS SCHOOL REFERENCES ▪ Saunders, A., Cornett, M. M., & Erhemjamts, O. (2021). Financial Institutions Management: A Risk Management Approach (10th ed.). McGraw-Hill. – Chapters 1 and 2 ▪ Australian Prudential Regulatory Authority (APRA) www.apra.gov.au ▪ Reserve Bank of Australia (RBA) www.rba.gov.au ▪ ANZ 2022 Annual Report 19 MONASH BUSINESS SCHOOL LECTURE OUTLINE I. II. III. IV. V. Overview of the Australian financial system and banking system Specialness of financial institutions Changing dynamics of specialness Bank motivation Issues in global and Australian banking since 2007 20 MONASH BUSINESS SCHOOL FINANCIAL SYSTEM ▪ The role of the financial system is to facilitate financial transactions through the creation, sale and transfer of financial assets. ▪ Its three components include: – Financial Institutions – Financial Markets – Financial Instruments 21 MONASH BUSINESS SCHOOL FINANCIAL SYSTEM - INSTITUTIONS ▪ Reserve Bank of Australia (RBA) ▪ Authorised Deposit-Taking Institutions (ADIs) Banks, Building Societies & Credit Unions ▪ Financial Corporations Act Institutions Money market corporations, Finance companies, General financiers, Pastoral finance companies ▪ Life offices and Superannuation companies ▪ Other managed funds Cash management trusts, Friendly societies, Unit trusts ▪ Other financial institutions General insurers, Securitisation vehicles 22 MONASH BUSINESS SCHOOL AUSTRALIAN FINANCIAL INSTITUTIONS Source: Lange et al. (2015) 23 MONASH BUSINESS SCHOOL AUSTRALIAN BANKING SECTOR ▪ In Australia a bank is defined by the Banking Act 1959. ▪ The words bank, banker or banking can only be used by a firm if it is approved by the Australian Prudential Regulation Authority (APRA). ▪ Australian banks must be authorised by APRA, authorised banks can use these words in their name or to describe or to advertise their business. ▪ Other firms which can use these words in some circumstances are credit unions, building societies and foreign banks. ▪ Generally referred to as Authorised Deposit-taking Institutions (ADIs) 24 MONASH BUSINESS SCHOOL AUSTRALIAN BANKING SECTOR ADI registers as of 21 Dec 2022 (see www.apra.gov.au): ▪ Australian-owned deposit-taking institutions (81) Major banks – Australia and New Zealand Banking Group Ltd (ANZ); Commonwealth Bank of Australia (CBA); National Australia Bank Ltd (NAB) and Westpac Banking Corporation (WBC). Other domestic banks – e.g. Bendigo and Adelaide Bank Ltd, Macquarie Bank Ltd, Bank of Queensland Ltd. Credit unions – e.g. First Choice Credit Unions Ltd, Railways Credit Union Ltd. ▪ Foreign subsidiary banks (6) e.g. HSBC Bank Australia Ltd, Bank of China (Australia) Ltd, Rabobank Australia Ltd. ▪ Branches of foreign banks (49) e.g. Royal Bank of Canada, State Bank of India, Mizuho Bank Ltd. 25 MONASH BUSINESS SCHOOL BANK ASSET SIZE ($ Million) Sep 2019 ADIs Banks Major banks Other domestic banks Foreign subsidiary banks Foreign branch banks All banks Credit unions and building societies Other ADIs All ADIs Sep 2020 Sep 2021 Sep 2022 3,716,354 3,832,970 3,949,945 4,377,763 505,532 561,743 693,129 849,034 165,683 180,863 188,402 185,511 558,733 619,346 592,901 724,596 4,946,302 5,194,922 5,424,376 6,136,905 50,826 48,108 50,450 53,173 5,238 6,763 8,520 9,301 5,002,367 5,249,793 5,483,346 6,199,378 Source: Adapted from APRA, Statistical Publications: Quarterly Authorised Deposittaking Institution Performance Statistics (published 6 Dec 2022) 26 MONASH BUSINESS SCHOOL BANK ASSET MARKET SHARE (Percentage) Sep 2019 Sep 2020 Sep 2021 Sep 2022 ADIs Banks Major banks 74.29% 73.01% 72.04% 70.62% Other domestic banks 10.11% 10.70% 12.64% 13.70% 3.31% 3.45% 3.44% 2.99% Foreign branch banks 11.17% 11.80% 10.81% 11.69% All banks 98.88% 98.95% 98.92% 98.99% Credit unions and building societies 1.02% 0.92% 0.92% 0.86% Other ADIs 0.10% 0.13% 0.16% 0.15% 100.00% 100.00% 100.00% 100.00% Foreign subsidiary banks All ADIs Source: Adapted from APRA, Statistical Publications: Quarterly Authorised Deposittaking Institution Performance Statistics (published 6 Dec 2022) 27 MONASH BUSINESS SCHOOL AUSTRALIA BANKING SECTOR ▪ As of Sep 2022, Commonwealth Bank of Australia was the largest bank in terms of total assets ($1,215,260 million) ▪ Ranks 2, 3 and 4 were taken by Westpac Banking Corporation, National Australia Bank, and ANZ Banking Group respectively. ▪ These 'Big 4‘ banks held 71% of the assets of all ADIs in Australia as of Sep 2022, which points towards a highly concentrated industry. 28 MONASH BUSINESS SCHOOL OPERATIONAL FOCUS OF BANKS ▪ Big 4 banks: – National focus – Offer complete corporate and retail banking services in Australia and New Zealand – Also operate in the South Pacific, Asia, USA and the UK ▪ Smaller (regional) banks: – Regional, mainly retail, focus with operations across state borders – Large proportion of assets invested in residential housing loans due to their building society origins 29 MONASH BUSINESS SCHOOL BANKS: PERFORMANCE OF BIG 4 ▪ Full-service provision by the ‘Big 4’ has led to enhanced margins. ▪ Enhanced margins led to: – Higher performance, as reflected in their return on shareholders’ funds – Greater cost efficiencies ▪ Unlike their international competitors, the ‘Big 4’ performed well even during GFC. 30 MONASH BUSINESS SCHOOL BANKS: PERFORMANCE OF BIG 4 atio of earnings after ta to shareholders e uity ustralia anada apan U U uro area umber of banks ustralia 4 , anada , euro area 4 , United ingdom 4 and United tates cludes minority interests reporting periods vary ources B lobal , apan arket ntelligence 31 MONASH BUSINESS SCHOOL BANKS: PERFORMANCE OF BIG 4 32 MONASH BUSINESS SCHOOL BANK REGULATORS – see week 3 33 MONASH BUSINESS SCHOOL LECTURE 1 - OUTLINE I. Overview of the Australian financial system and banking system II. Specialness of financial institutions III. Changing dynamics of specialness IV. Bank motivation V. Issues in global and Australian banking since 2007 34 MONASH BUSINESS SCHOOL FINANCIAL INSTITUTIONS’ SPECIALNESS ▪ Without financial institutions: – excess savings could only be held as cash, physical assets or invested in corporate securities. – the flow of funds is likely to be low. – little or no monitoring would occur. – risk of investments would increase. ▪ Real world: covenants partially alleviate these problems. 35 MONASH BUSINESS SCHOOL FINANCIAL INSTITUTIONS’ SPECIALNESS ▪ Households might find direct investments in corporate securities unattractive because of: 1. monitoring/information costs 2. liquidity costs 3. price risk. ▪ Financial institutions stand between households and the corporate sector. 36 MONASH BUSINESS SCHOOL FINANCIAL INSTITUTIONS’ SPECIALNESS ▪ Financial institutions fulfill two major functions: – Brokerage function: ▪ economies of scale – Intermediation (asset-transformation) function: ▪ primary securities ▪ secondary securities ▪ Financial institutions are better able to resolve the costs facing an individual making a direct investment. 37 MONASH BUSINESS SCHOOL INTERMEDIATION – ON-BALANCE SHEET $’s Surplus Units $’s Intermediary Contract/Security Deficit Units Contract/Security Deposits (Bank Liabilities) Loans (Bank Assets) 38 MONASH BUSINESS SCHOOL BANK BALANCE SHEET ASSETS Liquid assets Loans Other assets Total (A) LIABILITIES AND EQUITY Deposits Other liabilities Equity Total (L+E) 39 MONASH BUSINESS SCHOOL BANK BALANCE SHEET: ANZ 2022 (p. 110) 40 MONASH BUSINESS SCHOOL BANK BALANCE SHEET: ANZ 2022 (p. 110) 41 MONASH BUSINESS SCHOOL 1. MONITORING COSTS (INFORMATION COSTS) ▪ Agency costs: costs relating to the risk that firm owners and managers use savers' funds in a way that is not in the best interest of the savers ▪ Principal–Agent problem ▪ Agglomeration of funds resolves the following problems: – greater incentive for information collection and monitoring activities (free-rider problem and delegated monitor) – development of new secondary securities to more effectively monitor 42 MONASH BUSINESS SCHOOL 2. LIQUIDITY RISK and 3. PRICE RISK ▪ Financial institutions provide secondary claims to household savers: high liquidity. ▪ FIs are able to diversify some of their portfolio risks. Example: bank can offer highly liquid demand deposits while investing in risky loans as assets. ▪ As long as an FI is sufficiently large to gain from diversification and monitoring, its financial claims are likely to be viewed as liquid and attractive to small savers compared to direct investments. ▪ Less diversified institutions carry: – Higher default risk – More highly illiquid claims. 43 MONASH BUSINESS SCHOOL OTHER ASPECTS OF SPECIALNESS Reduced transaction costs ▪ Economies of scale in transaction costs: – purchase of assets in bulk – lower buy–sell spreads Maturity intermediation ▪ Maturity intermediation services ▪ Ability to manage the risk caused by the maturity mismatch between assets & liabilities 44 MONASH BUSINESS SCHOOL OTHER ASPECTS OF SPECIALNESS Transmission of monetary policy ▪ nstitutions’ liabilities play significant role in the transmission of monetary policy ▪ Money supply in Australia: – M1: currency + bank current deposits – M3: M1 + all other ADI deposits (including CDs) – Broad Money: M3 + non-deposit borrowings from all financial institutions less currency and bank deposits by registered FIs and cash management trusts. 45 MONASH BUSINESS SCHOOL OTHER ASPECTS OF SPECIALNESS Credit allocation ▪ Financial institutions are the major source of finance in particular sectors of an economy: – In a number of countries, including Australia: residential real estate Intergenerational wealth transfer or time intermediation ▪ Wealth transfer between youth and old age ▪ Facilitated through life insurance and superannuation funds 46 MONASH BUSINESS SCHOOL OTHER ASPECTS OF SPECIALNESS Payment services ▪ Services: – Cheque clearing – ATMs – Debit cards Denomination intermediation ▪ Giving individuals indirect access to large denomination markets (by buying shares in a managed fund) 47 MONASH BUSINESS SCHOOL LECTURE 1 - OUTLINE I. Overview of the Australian financial system and banking system II. Specialness of financial institutions III. Changing dynamics of specialness IV. Bank motivation V. Issues in global and Australian banking since 2007 48 MONASH BUSINESS SCHOOL CHANGING DYNAMICS OF SPECIALNESS ▪ Demands for special features of financial services change due to changing preferences, macroeconomic conditions and technology. ▪ Changing regulations can increase or decrease net regulatory burden faced in supplying financial services in any given area. ▪ Financial institutions are required to respond quickly to changes in order to survive. ▪ Activity barriers within an institution may add to the regulatory burden. 49 MONASH BUSINESS SCHOOL CHANGING DYNAMICS OF SPECIALNESS Table 1-2: Percentage shares of assets of financial institutions in the US, 1860-2018 Source: Saunders et al. (2021, page 16) 50 MONASH BUSINESS SCHOOL CHANGING DYNAMICS OF SPECIALNESS: FUTURE TRENDS ▪ Potential secular trend away from intermediation ▪ Changed borrower preferences in terms of risk and return ▪ Decline in the relative costs of direct securities investment ▪ In Australia, banks are moving across traditional product boundaries and lines. ▪ Banks are growing via mergers and acquisitions. ▪ Fast evolution of direct financial markets ▪ Growing sophistication of investors ▪ Falling costs of information acquisition 51 MONASH BUSINESS SCHOOL LECTURE 1 - OUTLINE I. Overview of the Australian financial system and banking system II. Specialness of financial institutions III. Changing dynamics of specialness IV. Bank motivation V. Issues in global and Australian banking since 2007 52 MONASH BUSINESS SCHOOL BANK MOTIVATION “To be one of the world’s great companies, helping our customers, communities and people to prosper and grow. Our strategy seeks to deliver on this vision by providing superior returns for our shareholders, building deep and enduring customer relationships, being a leader in the community and being a place where the best people want to work.” Westpac Annual Report 2013 “This year we maintained our disciplined approach to home loan growth, focusing on customers who want to buy and own their own home. We have deliberately foregone short-term revenue growth and higher margins, particularly in the investor and interest-only segments. This focus has driven better riskadjusted returns and is in the long-term interest of shareholders.” ANZ Annual Report 2018 “We remain focused on growing revenue responsibly and committed to our automation and simplification initiatives to help reshape our business, deliver easy personalised services to our customers and sustainably grow returns for our shareholders over the long-term.” ANZ Annual Report 2022 53 MONASH BUSINESS SCHOOL MEASURING SHAREHOLDER VALUE / WEALTH ▪ A firm’s shareholder value refers to the wealth accruing to shareholders from their ownership of shares in that firm’s dividends and capital gain. (a) Practical measures of SHW: – Share prices – Market capitalisation = number of shares issued x share price (b) Theoretical measure of shareholder wealth – Requires a mathematical model – resent value of e pected future Fs discounted at investors’ required rate of return 54 MONASH BUSINESS SCHOOL THEORETICAL MEASURE PV (share) = PV (expected future cash flows) 𝐶𝐹1 𝐶𝐹2 𝑃0 = + 1+𝑟 1+𝑟 𝐶𝐹𝑛 + ⋯+ 2 1+𝑟 𝑛 Assuming the shareholder expects: ▪ cash benefits of $18 per year per share ▪ to sell the share for $100 in 3 years’time ▪ a required rate of return of 15% per annum 𝑃0 =? ? ? 55 MONASH BUSINESS SCHOOL SHAREHOLDER VALUE ▪ Hence shareholder wealth/value is influenced by: – Current and expected CFs – Timing of the CFs – isk and risk appetite of investors this affects investors’ re uired rate of return) ▪ Management must actively take risks within parameters set by the board in order to maximise shareholder value, the risk-return trade-off. 56 MONASH BUSINESS SCHOOL RISK-RETURN TRADE-OFF ▪ ▪ ▪ ▪ Credit risk Liquidity risk Interest rate risk in the banking book Market risk – interest rate risk (trading book) – equity price risk – commodity price risk – foreign exchange risk ▪ Operational risk ▪ Insolvency risk 57 MONASH BUSINESS SCHOOL ASPECTS OF RISK ▪ Risk = uncertainty ▪ A risk situation has – an expected outcome – a range of possible actual outcomes ▪ Upside to risk – Actual outcome is better than expected ▪ Downside to risk – Actual outcome is worse than expected 58 MONASH BUSINESS SCHOOL RISK DEPICTION To measure risk = measure the volatility or range of possible values the variable The statistician’s view may take, measure this with the - standard deviation, or - variance Note: risk is not measured by expected loss Possible actual values Downside = returns less than expected Expected value 59 Upside = returns better than expected MONASH BUSINESS SCHOOL The share price is a market measure of shareholder value More expected returns = more shareholder value Shareholder value (if risk does not change) Expected return Low expected return High expected return 60 MONASH BUSINESS SCHOOL But the share market is risk averse so the share price falls when risk increases Shareholder value More risk = less shareholder value (if returns do not change) Volatility Low risk High risk 61 MONASH BUSINESS SCHOOL At the point where the two marginal effects are equal, the bank must stop taking on more risk. This is the optimum level of risk and expected return and so will maximise shareholder value. Shareholder value Optimum = risk-return mix at which shareholder value is maximised Low risk Low expected return 62 High risk High expected return MONASH BUSINESS SCHOOL LECTURE 1 - OUTLINE I. Overview of the Australian financial system and banking system II. Specialness of financial institutions III. Changing dynamics of specialness IV. Bank motivation V. Issues in global and Australian banking since 2007 63 MONASH BUSINESS SCHOOL GLOBAL FINANCIAL CRISIS (GFC) ▪ In August 2007, several US hedge funds with big investments in CDOs (Collateralised Debt Obligations) announced substantial losses following an increase in subprime borrower default rates. ▪ Financial markets started to wonder about – the true value of CDO securities, – which banks and financial institutions had invested in CDOs, guaranteed CDOs or lent to other institutions with large CDO investments, – which banks still held large amounts of sub-prime loans. ▪ Overall markets lost confidence in their ability to assess credit risk. ▪ Financial institutions in the US, UK and Europe were in trouble. ▪ Basel 2 commenced on January 1, 2008. 64 MONASH BUSINESS SCHOOL THE IMPACT OF THE GFC ▪ As interest rates/yields increased and funding availability decreased, banks were reluctant to lend to each other. ▪ The globalisation of financial markets spread rapidly from the US to other big financial centres. – – – – – Short-term finance was largely unavailable. Securitisation markets closed. Funding costs increased. Share markets became more volatile. Margin loan borrowers faced margin calls, often forcing further share sales and lower share prices. 65 MONASH BUSINESS SCHOOL THE IMPACT OF THE GFC Recent financial crisis leads to the focus on enterprise risk management (ERM). ▪ Prior to the crisis, the focus was on processes and systems. ▪ After the crisis, attention shifted to building a strong risk culture that is supported by government arrangements. 66 MONASH BUSINESS SCHOOL Post-GFC: 2008-2012 ▪ Governments and central banks responded by: – Reducing interest rates, – Lending money to financial institutions to increase liquidity, – Nationalising or taking equity positions in some banks (e.g. in UK - Northern Rock and all banks in Iceland), – Providing guaranteed deposits and bank funding, – Implementing “stimulus packages” ▪ Australia was fortunate in that its banks experienced little credit default problems and its overall economy remained positive. 67 MONASH BUSINESS SCHOOL MORE RECENT ISSUES - GLOBAL ▪ FinTech: – Financial technology, or FinTech, refers to the use of technology to deliver financial solutions in a manner that competes with traditional financial methods. – Services include cryptocurrencies (for example, bitcoin) and blockchain. ▪ Climate change risk: – Transition, physical, and litigation risks ▪ Rising inflation and interest rates, declining house prices, geo-political tensions ▪ See: https://www.rba.gov.au/publications/fsr/2022/oct/globalfinancial-environment.html 68 MONASH BUSINESS SCHOOL MORE RECENT ISSUES – AUSTRALIA ▪ Banks’ profitability has been supported by strong credit growth and low levels of non-performing loans ▪ Banks have large capital buffers that can be used to absorb losses, and stress tests suggest they should remain above minimum capital levels even in a prolonged recession ▪ Banks' liquidity positions have strengthened considerably ▪ Some smaller ADIs could record sizeable losses, but are well capitalised ▪ There remain some longer-term challenges to address as the economy recovers: climate change, IT (cyber) risks, risk culture and governance issues. 69 MONASH BUSINESS SCHOOL MORE RECENT ISSUES (cont’d) See: ▪ https://www.rba.gov.au/publications/fsr/2022/oct/australianfinancial-system.html ▪ https://www.apra.gov.au/news-and-publications/aprastrengthens-transparency-on-remuneration-and-bankdisclosures 70 MONASH BUSINESS SCHOOL LECTURE 1 - SUMMARY I. Overview of the Australian financial system and banking system II. Specialness of financial institutions III. Changing dynamics of specialness IV. Bank motivation V. Issues in global and Australian banking since 2007 71 MONASH BUSINESS SCHOOL Copyright © (2023). NOT FOR RESALE. All materials produced for this course of study are reproduced under Part VB of the Copyright Act 1968, or with permission of the copyright owner or under terms of database agreements. These materials are protected by copyright. Monash students are permitted to use these materials for personal study and research only. Use of these materials for any other purposes, including copying or resale, without express permission of the copyright owner, may infringe copyright. The copyright owner may take action against you for infringement. 72 MONASH BUSINESS SCHOOL