Threshold concepts and the integration of understanding in economics

Davies, Peter; Mangan, Jean

doi:10.1080/03075070701685148

Cited by 133 publications

(174 citation statements)

References 5 publications

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“…In any case, the students did seem to feel that they had answered the question as correctly as possible with the quantitative information given. This result supports the concern in the current educational literature that students' ability to solve problems does not necessarily demonstrate that they have a conceptual understanding [14], [15], [16].…”

Section: Discussionsupporting

confidence: 79%

How engineering students describe three-dimensional forces

Miller-Young

2010

PCEEA

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Section: Discussionsupporting

confidence: 79%

How engineering students describe three-dimensional forces

Miller-Young

2010

PCEEA

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“…The way participants responded (providing equations but generally not answering the questions) supports other studies' results regarding how expectation schemas can have a big impact in how students respond (Redish & Smith 2008), as well as concerns that, in the absence of deep learning, students resort to using surface routines and language (Davies, 2003) and that students' ability to solve problems does not necessarily demonstrate that they have a conceptual understanding (Davies & Mangan, 2007;Halloun & Hestenes, 1985;Montfort, 2007). Since the students in the current study were primarily tested in class on their calculations and were typically (but not always) given problems for which a numerical answer could be calculated, in hindsight it is not surprising that their expectations of what they were going to be asked to do may have influenced the way they answered the question.…”

Section: Theme 3: Writing Equations Rather Than Answerssupporting

confidence: 57%

The Copyright Modernization Act: A Guide for Post-Secondary Instructors

Soper

2013

cjsotl-rcacea

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In November 2012, the educational provisions of the Copyright Modernization Act were proclaimed in force, thereby introducing a number of significant changes to the Canadian Copyright Act. These changes include the expansion of fair dealing to include the purpose of education, the addition of new educational exceptions for the online transmission of lessons and the use of work freely available through the internet, and a number of amendments that make existing educational exceptions more technologically accommodating. This paper considers the significance of these changes for post-secondary instructors, first contextualizing the changes in relation to recent fair dealing jurisprudence, and then considering their significance for everyday instructional practice. Drawing on influential court decisions and the commentary of academics and lawyers, the paper not only describes how the changes to the Copyright Act have expanded the rights and exceptions available to instructors, but also identifies a number of unresolved questions about how the changes should be applied in practice. Despite these areas of uncertainty, the paper concludes that the changes bode well for post-secondary instructors, as they relax many long-standing restrictions around the use of copyrighted works for educational purposes. En novembre 2012, les dispositions éducatives de la Loi sur la modernisation du droit d’auteur ont été proclamées avec force. Elles apportaient un certain nombre de changements significatifs à la Loi du Canada sur le droit d’auteur. Ces changements comprennent l’élargissement de l’utilisation équitable pour y inclure le but de l’éducation, l’addition de nouvelles exceptions éducatives pour la transmission de leçons en ligne et l’utilisation de travaux disponibles à volonté sur internet, ainsi qu’un certain nombre de modifications aux exceptions éducatives existantes qui tiennent davantage compte de la technologie. Cet article examine la signification de ces changements pour les enseignants de niveau post-secondaire, tout d’abord en mettant en contexte les changements par rapport à la jurisprudence récente en matière d’élargissement de l’utilisation, ensuite en examinant leur signification pour la pratique de l’enseignement de tous les jours. L’article, qui met à profit les décisions de la cour et les commentaires d’universitaires et d’avocats, non seulement décrit la manière dont les changements apportés à la Loi du droit d’auteur ont élargi les droits et les exceptions à la disposition des enseignants, il identifie également un certain nombre de questions non résolues sur la manière dont les changements devraient être mis en pratique. Malgré ces zones d’incertitude, l’article en arrive à la conclusion que les changements sont de bon augure pour les enseignants de niveau post-secondaire car ils assouplissent de nombreuses restrictions qui existaient de longue date concernant l’utilisation de travaux protégés par le droit d’auteur pour les besoins éducatifs.

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“…This broader conceptualisation of transformation seems especially pertinent in this context and supports work which sees management education as an identity workspace (Petriglieri and Petriglieri, 2010;Warhurst, 2011). Indeed, the inherent links to identity work make negotiation of threshold concepts especially challenging for the DBA student and, for some, failure to pass through the threshold means programme exit-arguably a more serious consequence than a lack of deep learning identified in other learning contexts (Davies and Mangan, 2007).…”

Section: Discussionmentioning

confidence: 99%

Desperately seeking fixedness: Practitioners’ accounts of ‘becoming doctoral researchers’

Hay

Samra-Fredericks

2016

Management Learning

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We draw upon the concept of liminality to explore the experiences of practitioners enrolled on a UK Doctor of Business Administration (DBA) programme. We analyse twenty practitioners' reflective journals to detail how the DBA liminal space was negotiated. More specifically, we describe how practitioners deal with their struggles of identity incoherence or 'monsters of doubt' which are amplified in the DBA context owing to the complex nature of the separation phase of liminality. We identify three broad methods deployed in this endeavour: 'scaffolding'; 'putting the past to work' and 'bracketing'-which evidence practitioners 'desperately seeking fixedness'. We make three contributions -first, we provide empirical insights into the experiences of the increasingly significant, but still under researched, DBA student. Second, we develop our understandings of monsters of doubt through illustrating how these are negotiated for learning to progress. Finally, we contribute to wider discussions of 'becoming' to demonstrate the simultaneous and paradoxical importance of movement and fixedness in order to learn and become.

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Threshold concepts and the integration of understanding in economics

Cited by 133 publications

References 5 publications

How engineering students describe three-dimensional forces

How engineering students describe three-dimensional forces

The Copyright Modernization Act: A Guide for Post-Secondary Instructors

Desperately seeking fixedness: Practitioners’ accounts of ‘becoming doctoral researchers’

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