Applying threshold concepts to finance education

Research output: Contribution to journalArticleResearchpeer-review

Abstract

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.

LanguageEnglish
Pages476-491
Number of pages16
JournalEducation and Training
Volume58
Issue number5
DOIs
Publication statusPublished - 13 Jun 2016

Fingerprint

finance
education
Finance
Education finance
methodology
student
curriculum

Cite this

@article{2df99d4577b34022a2dad1daaf10d6dd,
title = "Applying threshold concepts to finance education",
abstract = "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.",
author = "Susan Hoadley and Wood, {Leigh N.} and Leonie Tickle and Tim Kyng",
year = "2016",
month = "6",
day = "13",
doi = "10.1108/ET-02-2016-0035",
language = "English",
volume = "58",
pages = "476--491",
journal = "Education and Training",
issn = "0040-0912",
publisher = "Emerald Group Publishing",
number = "5",

}

Applying threshold concepts to finance education. / Hoadley, Susan; Wood, Leigh N.; Tickle, Leonie; Kyng, Tim.

In: Education and Training, Vol. 58, No. 5, 13.06.2016, p. 476-491.

Research output: Contribution to journalArticleResearchpeer-review

TY - JOUR

T1 - Applying threshold concepts to finance education

AU - Hoadley, Susan

AU - Wood, Leigh N.

AU - Tickle, Leonie

AU - Kyng, Tim

PY - 2016/6/13

Y1 - 2016/6/13

N2 - 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.

AB - 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.

UR - http://www.scopus.com/inward/record.url?scp=84981508352&partnerID=8YFLogxK

U2 - 10.1108/ET-02-2016-0035

DO - 10.1108/ET-02-2016-0035

M3 - Article

VL - 58

SP - 476

EP - 491

JO - Education and Training

T2 - Education and Training

JF - Education and Training

SN - 0040-0912

IS - 5

ER -