John S. Howe and Thibaut Morillon, "Do Mergers and Acquisitions Affect Information Asymmetry in the Banking Sector?" Managerial Finance, forthcoming.
John S. Howe
John Howe is Professor of Finance and the Missouri Bankers Chair at the University of Missouri. He has been at MU more than 25 years, serving as and Chair of the Finance Department until 2019, and with prior appointments at Louisiana State University and the University of Kansas.
He earned his undergraduate degree (B.A.) from Colorado College and his graduate degrees (M.S., Ph.D.) from Purdue University. He is a Chartered Financial Analyst (CFA), and has served on the boards of directors of several for-profit companies along with having extensive non-profit board experience.
John’s research interests including banking, corporate governance, household finance, and behavioral economics. He has published extensively in the major journals in finance and accounting, and has more than 70 publications in peer-reviewed journals. He has been a visiting scholar at the University of Cambridge (U.K.) and Queensland University of Technology (Australia), and has taught courses for the banking group UBS (Switzerland).
John has won numerous teaching awards, including the William T. Kemper Fellow for Excellence in Teaching. He has taught at all levels including the executive MBA.
EducationBA, Colorado College, 1976; MS, Purdue University, 1978; PhD, Purdue University, 1981
Flugum, Ryan and John S. Howe, “Hedge Fund Activism and Analyst Uncertainty,” International Review of Economics and Finance 66, March 2020, pp. 206-227.
Karen A. Schnatterly, Brent Clark, John S. Howe, and Michael L. DeVaughn. “Regulatory and Governance Impacts on Bank Risk-Taking,” Risk Management 21 (2), 2019, pp. 99-122.
Howe, J. and O’Brien, S. (2017), "CEO Compensation Practices around Spinoffs", Global Corporate Governance (Advances in Financial Economics, Vol. 19), Emerald Publishing Limited, pp. 167-208.
Finke, Michael S., John S. Howe, and Sandra J. Huston, “Old Age and the Decline in Financial Literacy,” Management Science, 63(1), 2017, pp. 213-230.