Threshold concepts in finance: conceptualizing the curriculum

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

Threshold concepts in finance: conceptualizing the curriculum

Hoadley, S

Tickle, L Wood, LN Kyng, T

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Publication Type:: Journal Article
Citation:: International Journal of Mathematical Education in Science and Technology, 2015, 46 (6), pp. 824 - 840
Issue Date:: 2015-01-01

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Field	Value	Language
dc.contributor.author	Hoadley, S https://orcid.org/0000-0002-5278-9555	en_US
dc.contributor.author	Tickle, L	en_US
dc.contributor.author	Wood, LN	en_US
dc.contributor.author	Kyng, T	en_US
dc.date.issued	2015-01-01	en_US
dc.identifier.citation	International Journal of Mathematical Education in Science and Technology, 2015, 46 (6), pp. 824 - 840	en_US
dc.identifier.issn	0020-739X	en_US
dc.identifier.uri	http://hdl.handle.net/10453/119035
dc.description.abstract	© 2015 Taylor & Francis. Graduates with well-developed capabilities in finance are invaluable to our society and in increasing demand. Universities face the challenge of designing finance programmes to develop these capabilities and the essential knowledge that underpins them. Our research responds to this challenge by identifying threshold concepts that are central to the mastery of finance and by exploring their potential for informing curriculum design and pedagogical practices to improve student outcomes. In this paper, we report the results of an online survey of finance academics at multiple institutions in Australia, Canada, New Zealand, South Africa and the United Kingdom. The outcomes of our research are recommendations for threshold concepts in finance endorsed by quantitative evidence, as well as a model of the finance curriculum incorporating finance, modelling and statistics threshold concepts. In addition, we draw conclusions about the application of threshold concept theory supported by both quantitative and qualitative evidence. Our methodology and findings have general relevance to the application of threshold concept theory as a means to investigate and inform curriculum design and delivery in higher education.	en_US
dc.relation.ispartof	International Journal of Mathematical Education in Science and Technology	en_US
dc.relation.isbasedon	10.1080/0020739X.2015.1011244	en_US
dc.subject.classification	Education	en_US
dc.title	Threshold concepts in finance: conceptualizing the curriculum	en_US
dc.type	Journal Article
utslib.citation.volume	6	en_US
utslib.citation.volume	46	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
utslib.for	0199 Other Mathematical 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)
utslib.copyright.status	closed_access
pubs.issue	6	en_US
pubs.publication-status	Published	en_US
pubs.volume	46	en_US

Abstract:

© 2015 Taylor & Francis. Graduates with well-developed capabilities in finance are invaluable to our society and in increasing demand. Universities face the challenge of designing finance programmes to develop these capabilities and the essential knowledge that underpins them. Our research responds to this challenge by identifying threshold concepts that are central to the mastery of finance and by exploring their potential for informing curriculum design and pedagogical practices to improve student outcomes. In this paper, we report the results of an online survey of finance academics at multiple institutions in Australia, Canada, New Zealand, South Africa and the United Kingdom. The outcomes of our research are recommendations for threshold concepts in finance endorsed by quantitative evidence, as well as a model of the finance curriculum incorporating finance, modelling and statistics threshold concepts. In addition, we draw conclusions about the application of threshold concept theory supported by both quantitative and qualitative evidence. Our methodology and findings have general relevance to the application of threshold concept theory as a means to investigate and inform curriculum design and delivery in higher education.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/119035