The use of threshold concepts to support student learning through assessment – a case for renewing public trust in business education and qualifications

Bajada, C; Singh, S; Jarvis, W; Trayler, R

The use of threshold concepts to support student learning through assessment – a case for renewing public trust in business education and qualifications

Bajada, C

Singh, S

Jarvis, W

Trayler, R

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Publisher:: Informa UK Limited
Publication Type:: Journal Article
Citation:: Higher Education Research & Development, 2020, pp. 1-16
Issue Date:: 2020

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Field	Value	Language
dc.contributor.author	Bajada, C https://orcid.org/0000-0003-0590-1492
dc.contributor.author	Singh, S https://orcid.org/0000-0002-6996-0371
dc.contributor.author	Jarvis, W https://orcid.org/0000-0003-3684-796X
dc.contributor.author	Trayler, R
dc.date.accessioned	2020-10-21T22:05:15Z
dc.date.available	2020-10-21T22:05:15Z
dc.date.issued	2020
dc.identifier.citation	Higher Education Research & Development, 2020, pp. 1-16
dc.identifier.issn	0729-4360
dc.identifier.issn	1469-8366
dc.identifier.uri	http://hdl.handle.net/10453/143452
dc.description.abstract	© 2020, © 2020 HERDSA. We focus on the pedagogical merit of introducing and assessing Thresholds Concepts (TCs) in the curriculum with a view to (inter alia) regain public confidence and trust in the legitimacy of business education and qualifications–especially since the 2007–2010 global recession. While the education literature foregrounds the role of higher education in preparing graduates for responsible practice, we claim there has been insufficient attention to the potential that TCs hold for renewed focus on knowledge and capabilities of graduates through the vehicle of assessment. The implications are profound. In this paper, we examine a case of how the application, and assessments in particular, of TCs in a first year quantitative business subject has impacted positively on student performance in that subject as well as in subsequent subjects of which those courses depend.
dc.language	en
dc.publisher	Informa UK Limited
dc.relation.ispartof	Higher Education Research & Development
dc.relation.isbasedon	10.1080/07294360.2020.1775558
dc.rights	info:eu-repo/semantics/closedAccess
dc.subject	13 Education
dc.title	The use of threshold concepts to support student learning through assessment – a case for renewing public trust in business education and qualifications
dc.type	Journal Article
utslib.for	13 Education
pubs.organisational-group	/University of Technology Sydney/DVC (Corporate Services)
pubs.organisational-group	/University of Technology Sydney
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
pubs.organisational-group	/University of Technology Sydney/Faculty of Business/Marketing Discipline
utslib.copyright.status	closed_access	*
pubs.consider-herdc	false
dc.date.updated	2020-10-21T22:04:52Z
pubs.publication-status	Accepted

Abstract:

© 2020, © 2020 HERDSA. We focus on the pedagogical merit of introducing and assessing Thresholds Concepts (TCs) in the curriculum with a view to (inter alia) regain public confidence and trust in the legitimacy of business education and qualifications–especially since the 2007–2010 global recession. While the education literature foregrounds the role of higher education in preparing graduates for responsible practice, we claim there has been insufficient attention to the potential that TCs hold for renewed focus on knowledge and capabilities of graduates through the vehicle of assessment. The implications are profound. In this paper, we examine a case of how the application, and assessments in particular, of TCs in a first year quantitative business subject has impacted positively on student performance in that subject as well as in subsequent subjects of which those courses depend.

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http://hdl.handle.net/10453/143452