Threshold concepts in business school curriculum – a pedagogy for public trust

Bajada, Christopher; Jarvis, Walter; Trayler, Rowan; Bui, Anh Tuan

doi:10.1108/et-04-2016-0064

Cited by 7 publications

(8 citation statements)

References 52 publications

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“…Although it is important to include the thresholds in the curriculum, these should also be properly addressed in teaching and assessment (Bajada et al, 2016), in line with the principles of constructive alignment presented by Biggs (2003). The constructivist teaching activities pointed out in this research will be helpful for teachers when developing their teaching to support overcoming the thresholds.…”

Section: The Choice Of Educational Methodsmentioning

confidence: 99%

“…This teacher concluded that of course full score could be given provided that the prioritization is well performed. This connects to Bajada et al (2016) stating that if the intended learning aspects (in this example critical evaluation and contextual adaptation) are not assessed, the students might misunderstand what is essential to learn. However, it is crucial that the students know and trust the teacher's intentions; otherwise, they might still think that they should include everything.…”

Section: Alignment Between Teaching and Assessmentmentioning

confidence: 99%

“…As stressed by Burch et al (2015) and Bajada et al (2016), threshold concepts should be embedded in course syllabi and curricula to emphasize the importance of these concepts. The identification of thresholds in this research contributes to teachers' understanding of what aspects to include as learning outcomes in the curricula, as well as to determine what aspects to give extra attention in the teaching and assessment.…”

Section: Including the Learning Thresholds In The Curriculummentioning

confidence: 99%

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Total Cost Analysis in Logistics : Practical Execution, Learning, and Teaching in Higher Education

Oskarsson

2019

Linköping Studies in Science and Technology. Dissertations

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Cost is considered a crucial factor in much decision-making in private and public organisations. Therefore, the ability to calculate total estimated costs for different alternatives is important. However, such total cost analysis is a challenging task. Providing students with the knowledge and skills needed for total cost analysis is therefore relevant in several disciplines within higher education. Within logistics management, total cost analysis is for decades by several scholars regarded as a 'cornerstone', a fundamental part of the discipline. However, except for describing the basic steps and presumptions, the literature does not give much support concerning how to conduct such analyses, or which the difficulties associated with total cost analysis are. This blank space in literature is not limited to the logistics discipline, it stretches throughout many disciplines. Neither does literature cover how to teach to support students' learning of total cost analysis. Hence, to address the lack of research, the purpose of this thesis was formulated as follows: To contribute to the understanding of conducting, learning, and teaching total cost analysis. Three research questions were shaped to address each part of the purpose: conducting, learning and teaching. RQ1 What challenges are connected to the process of conducting total cost analysis? RQ2 What thresholds are there for learning how to conduct total cost analysis? RQ3 How can total cost learning be supported by suitable educational methods? The research questions are connected to each other in the sense that the challenges of conducting total cost analysis (RQ1) indicate within which areas total cost learning is difficult, and thereby where thresholds are to be investigated (RQ2). Further, knowledge about the learning thresholds is needed to discuss suitable educational activities (RQ3). The research was conducted by a combination of literature reviews and multiple case studies at four Higher Education Institutions, where both teachers and students were approached. The findings for RQ1 were developed in an abductive procedure walking back and forth between literature and cases. A twelve-step process for total cost analysis was defined, and specific challenges associated for each of these steps. Regarding learning thresholds (RQ2), perceived difficulties with learning total cost analysis were identified in the case studies. These difficulties were then analysed against threshold characteristics available in literature. This resulted in the identification of four total cost learning thresholds. Literature on constructivist-based teaching was used to suggest teaching methods to support learning (RQ3). These types of activities proved to match the ones most appreciated by teachers and students in the studied cases.

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Section: The Choice Of Educational Methodsmentioning

confidence: 99%

Section: Alignment Between Teaching and Assessmentmentioning

confidence: 99%

Section: Including the Learning Thresholds In The Curriculummentioning

confidence: 99%

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Total Cost Analysis in Logistics : Practical Execution, Learning, and Teaching in Higher Education

Oskarsson

2019

Linköping Studies in Science and Technology. Dissertations

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“…In economics, the concept of opportunity cost has been identified as a concept that is difficult to learn (O'Donnell, 2015). In business, certain aspects of business finance have been identified as threshold concepts (Bajada, Jarvis, Trayler, & Bui, 2016). Photosynthesis and enthalpy have been researched in this context of threshold concepts in biology (Kinchin, 2010) and chemistry (Chandler-Grevatt, 2015), respectively.…”

Section: Introductionmentioning

confidence: 99%

Threshold concepts: designing a format for the flipped classroom as an active learning technique for crossing the threshold

Olaniyi¹

2020

RPTEL

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There is so-called troublesome knowledge in every subject. There is various subjectspecific research available on what these particular concepts are, as well as some examples of how to help students cross those thresholds. There is, however, a gap in the area of implementation, a more practical format for addressing student learning when there are threshold concepts. As active learning encourages deep learning, this is key to any pedagogical method used. There is a need for a mix of teaching approaches to address the diverse learning styles that exist in any class. This paper seeks to provide a viable format that can be applied to any subject. This format is based on a flipped lesson in physics (in a higher education context) and the results from three cohorts across two academic years. The paper highlights the need for meta-learning when dealing with threshold concepts, as well as the use of interactive videos as a practical tool that contributes to self-efficacy.

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“…Management educators have reported the positive impact of threshold concepts on learning outcomes (Bolinger & Brown, 2015; Burch, Burch, Bradley, & Heller, 2015; Crispin et al, 2016; Donovan, 2017; Hawkins & Edwards, 2013; Hibbert & Cunliffe, 2015; Nahavandi, 2016; Nichols & Wright, 2015; Wright & Hibbert, 2015; Wright & Gilmore, 2012; Vidal, Smith, & Spetic, 2015; Yip & Raelin, 2012). Furthermore, the focus on the development of threshold capabilities is emerging (Bajada, Jarvis, Trayler, & Bui, 2016; Crispin et al, 2016). Threshold capabilities refer to learning beyond content and focus on developing skills for future practice (Baillie, Bowden, & Meyer, 2013).…”

mentioning

confidence: 99%

A Threshold Concept and Capability Approach to the Cross-Cultural Contextualization of Western Management Education

Lamb

Hsu

Lemański

2019

Journal of Management Education

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This article presents contextualization as a pedagogic response to the issues of cross-cultural relevance associated with Western management education in non-Western contexts, and with regard to the needs and expectations of non-Western students. Building on a synthesis of threshold concepts and threshold capabilities, this article demonstrates in principle how contextualization is a threshold concept that can help educators and students address the issue of relevance. Translation intelligence is introduced as a distinct threshold capability, which can enable the development of the knowledge handling skills necessary for students’ future management practice. This article posits that contextualization and translation intelligence are valuable to business schools and management educators because they address issues of cross-cultural relevance and by facilitating learning beyond content they equip students with skills which can be employed in their future management practice.

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Threshold concepts in business school curriculum – a pedagogy for public trust

Cited by 7 publications

References 52 publications

Total Cost Analysis in Logistics : Practical Execution, Learning, and Teaching in Higher Education

Total Cost Analysis in Logistics : Practical Execution, Learning, and Teaching in Higher Education

Threshold concepts: designing a format for the flipped classroom as an active learning technique for crossing the threshold

A Threshold Concept and Capability Approach to the Cross-Cultural Contextualization of Western Management Education

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