Applying threshold concepts to finance education

Hoadley, S; Wood, LN; Tickle, L; Kyng, T

Applying threshold concepts to finance education

Hoadley, S

Wood, LN

Tickle, L Kyng, T

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Publication Type:: Journal Article
Citation:: Education and Training, 2016, 58 (5), pp. 476 - 491
Issue Date:: 2016-06-13

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Field	Value	Language
dc.contributor.author	Hoadley, S https://orcid.org/0000-0002-5278-9555	en_US
dc.contributor.author	Wood, LN https://orcid.org/0000-0002-0921-6997	en_US
dc.contributor.author	Tickle, L	en_US
dc.contributor.author	Kyng, T	en_US
dc.date.available	2020-05-25T19:02:41Z
dc.date.issued	2016-06-13	en_US
dc.identifier.citation	Education and Training, 2016, 58 (5), pp. 476 - 491	en_US
dc.identifier.issn	0040-0912	en_US
dc.identifier.uri	http://hdl.handle.net/10453/100621
dc.description.abstract	© 2016, © Emerald Group Publishing Limited. Purpose – The purpose of this paper is to investigate and identify threshold concepts that are the essential conceptual content of finance programmes. Design/methodology/approach – Conducted in three stages with finance academics and students, the study uses threshold concepts as both a theoretical framework and a research methodology. Findings – The study identifies ten threshold concepts in finance that are clearly endorsed by finance academics. However, the extent to which students are explicitly aware of the threshold concepts in finance is limited. Research limitations/implications – As well as informing further research into the design and delivery of finance programmes, the findings of the study inform the use of threshold concepts as a theoretical framework and a research methodology. The study does not explore the bounded, discursive, reconstitutive and liminal aspects of threshold concepts. Implications include the lack of recognition of more modern concepts in finance, and the need for input from industry and related disciplines. Practical implications – The threshold concepts in finance provide the starting point for finance educators in the design and delivery of finance programmes. In particular, the threshold concepts in finance need to be made more explicit to students. Social implications – Using the threshold concepts in finance as well as the other findings of this study to inform to finance curriculum design and delivery is likely to achieve better quality educational outcomes for finance students as well as better prepare them for professional finance roles. Originality/value – The finance curriculum is under researched and for the first time this study identifies the threshold concepts in finance to inform the design of finance programmes.	en_US
dc.relation.ispartof	Education and Training	en_US
dc.relation.isbasedon	10.1108/ET-02-2016-0035	en_US
dc.subject.classification	Business & Management	en_US
dc.title	Applying threshold concepts to finance education	en_US
dc.type	Journal Article
utslib.citation.volume	5	en_US
utslib.citation.volume	58	en_US
utslib.for	130203 Economics, Business and Management Curriculum and Pedagogy	en_US
utslib.for	13 Education	en_US
utslib.for	17 Psychology and Cognitive Sciences	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/DVC (Teaching and Learning)
pubs.organisational-group	/University of Technology Sydney/Faculty of Science
utslib.copyright.status	open_access
pubs.issue	5	en_US
pubs.publication-status	Published	en_US
pubs.volume	58	en_US

Abstract:

© 2016, © Emerald Group Publishing Limited. Purpose – The purpose of this paper is to investigate and identify threshold concepts that are the essential conceptual content of finance programmes. Design/methodology/approach – Conducted in three stages with finance academics and students, the study uses threshold concepts as both a theoretical framework and a research methodology. Findings – The study identifies ten threshold concepts in finance that are clearly endorsed by finance academics. However, the extent to which students are explicitly aware of the threshold concepts in finance is limited. Research limitations/implications – As well as informing further research into the design and delivery of finance programmes, the findings of the study inform the use of threshold concepts as a theoretical framework and a research methodology. The study does not explore the bounded, discursive, reconstitutive and liminal aspects of threshold concepts. Implications include the lack of recognition of more modern concepts in finance, and the need for input from industry and related disciplines. Practical implications – The threshold concepts in finance provide the starting point for finance educators in the design and delivery of finance programmes. In particular, the threshold concepts in finance need to be made more explicit to students. Social implications – Using the threshold concepts in finance as well as the other findings of this study to inform to finance curriculum design and delivery is likely to achieve better quality educational outcomes for finance students as well as better prepare them for professional finance roles. Originality/value – The finance curriculum is under researched and for the first time this study identifies the threshold concepts in finance to inform the design of finance programmes.

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http://hdl.handle.net/10453/100621