ERIC Number: EJ1076873
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 19
Threshold Concepts in Finance: Student Perspectives
Hoadley, Susan; Kyng, Tim; Tickle, Leonie; Wood, Leigh N.
International Journal of Mathematical Education in Science and Technology, v46 n7 p1004-1020 2015
Finance threshold concepts are the essential conceptual knowledge that underpin well-developed financial capabilities and are central to the mastery of finance. In this paper we investigate threshold concepts in finance from the point of view of students, by establishing the extent to which students are aware of threshold concepts identified by finance academics. In addition, we investigate the potential of a framework of different types of knowledge to differentiate the delivery of the finance curriculum and the role of modelling in finance. Our purpose is to identify ways to improve curriculum design and delivery, leading to better student outcomes. Whilst we find that there is significant overlap between what students identify as important in finance and the threshold concepts identified by academics, much of this overlap is expressed by indirect reference to the concepts. Further, whilst different types of knowledge are apparent in the student data, there is evidence that students do not necessarily distinguish conceptual from other types of knowledge. As well as investigating the finance curriculum, the research demonstrates the use of threshold concepts to compare and contrast student and academic perceptions of a discipline and, as such, is of interest to researchers in education and other disciplines.
Descriptors: Student Attitudes, Finance Occupations, Teaching Methods, Concept Formation, Business Administration Education, College Faculty, Guidelines, Curriculum Design, Outcomes of Education, Teacher Attitudes, Undergraduate Students, Foreign Countries, Questionnaires, Causal Models
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Australia