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

Bajada, C; Jarvis, W; Trayler, R; Bui, AT

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

Bajada, C

Jarvis, W

Trayler, R Bui, AT

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Publication Type:: Journal Article
Citation:: Education and Training, 2016, 58 (5), pp. 540 - 563
Issue Date:: 2016-06-13

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Field	Value	Language
dc.contributor.author	Bajada, C https://orcid.org/0000-0003-0590-1492	en_US
dc.contributor.author	Jarvis, W https://orcid.org/0000-0003-3684-796X	en_US
dc.contributor.author	Trayler, R	en_US
dc.contributor.author	Bui, AT	en_US
dc.date.issued	2016-06-13	en_US
dc.identifier.citation	Education and Training, 2016, 58 (5), pp. 540 - 563	en_US
dc.identifier.issn	0040-0912	en_US
dc.identifier.uri	http://hdl.handle.net/10453/121712
dc.description.abstract	© 2016, © Emerald Group Publishing Limited. Purpose – The purpose of this paper is to explore some of the implications for curriculum design by operationalizing threshold concepts and capabilities (TCC) in subject delivery. The motivation for undertaking this exploration is directly related to addressing public concerns for the business school curriculum. Design/methodology/approach – A post facto analysis of a compulsory subject in finance that is part of an Australian business degree and the impact on a subsequent finance subject. Findings – Customary approaches to granting part-marks in assessing students, (fractionalising) understanding of content can mean students pass subjects without grasping foundational concepts (threshold concepts) and are therefore not fully prepared for subsequent subjects. Research limitations/implications – Students passing subjects through fractionalization are poorly equipped to undertake deeper explorations in related subjects. If replicated across whole degree programs students may graduate not possessing the attributes claimed for them through their qualification. The implications for undermining public trust and confidence in qualifications are profound and disturbing. Practical implications – The literature has exposed risks associated with operationalizing threshold through assessments. This highlights a risk to public trust in qualifications. Originality/value – Operationalizing threshold concepts is an underexplored field in curriculum theory. The importance of operationalizing customary approaches to assessments through fractionalising marks goes to the legitimacy and integrity of qualifications granted by higher education. Operationalizing assessments for TCC presents profound, inescapable and essential challenges to the legitimacy of award granting institutions.	en_US
dc.relation.ispartof	Education and Training	en_US
dc.relation.isbasedon	10.1108/ET-04-2016-0064	en_US
dc.subject.classification	Business & Management	en_US
dc.title	Threshold concepts in business school curriculum – a pedagogy for public trust	en_US
dc.type	Journal Article
utslib.citation.volume	5	en_US
utslib.citation.volume	58	en_US
utslib.for	1399 Other Education	en_US
utslib.for	13 Education	en_US
utslib.for	15 Commerce, Management, Tourism and Services	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 Business
pubs.organisational-group	/University of Technology Sydney/Faculty of Business/Economics Discipline
pubs.organisational-group	/University of Technology Sydney/Faculty of Business/Management Discipline
utslib.copyright.status	closed_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 explore some of the implications for curriculum design by operationalizing threshold concepts and capabilities (TCC) in subject delivery. The motivation for undertaking this exploration is directly related to addressing public concerns for the business school curriculum. Design/methodology/approach – A post facto analysis of a compulsory subject in finance that is part of an Australian business degree and the impact on a subsequent finance subject. Findings – Customary approaches to granting part-marks in assessing students, (fractionalising) understanding of content can mean students pass subjects without grasping foundational concepts (threshold concepts) and are therefore not fully prepared for subsequent subjects. Research limitations/implications – Students passing subjects through fractionalization are poorly equipped to undertake deeper explorations in related subjects. If replicated across whole degree programs students may graduate not possessing the attributes claimed for them through their qualification. The implications for undermining public trust and confidence in qualifications are profound and disturbing. Practical implications – The literature has exposed risks associated with operationalizing threshold through assessments. This highlights a risk to public trust in qualifications. Originality/value – Operationalizing threshold concepts is an underexplored field in curriculum theory. The importance of operationalizing customary approaches to assessments through fractionalising marks goes to the legitimacy and integrity of qualifications granted by higher education. Operationalizing assessments for TCC presents profound, inescapable and essential challenges to the legitimacy of award granting institutions.

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

http://hdl.handle.net/10453/121712