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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.

Purpose – The purpose of this paper is to investigate and identify threshold concepts that are the essential conceptual content of finance programmes. Design/methodology/approach – Conducted in three stages with finance academics and students, the study uses threshold concepts as both a theoretical framework and a research methodology. Findings – The study identifies ten threshold concepts in finance that are clearly endorsed by finance academics. However, the extent to which students are explicitly aware of the threshold concepts in finance is limited. Research limitations/implications – As well as informing further research into the design and delivery of finance programmes, the findings of the study inform the use of threshold concepts as a theoretical framework and a research methodology. The study does not explore the bounded, discursive, reconstitutive and liminal aspects of threshold concepts. Implications include the lack of recognition of more modern concepts in finance, and the need for input from industry and related disciplines. Practical implications – The threshold concepts in finance provide the starting point for finance educators in the design and delivery of finance programmes. In particular, the threshold concepts in finance need to be made more explicit to students. Social implications – Using the threshold concepts in finance as well as the other findings of this study to inform to finance curriculum design and delivery is likely to achieve better quality educational outcomes for finance students as well as better prepare them for professional finance roles. Originality/value – The finance curriculum is under researched and for the first time this study identifies the threshold concepts in finance to inform the design of finance programmes. [ABSTRACT FROM AUTHOR]

Finance threshold concepts are the essential conceptual knowledge that underpin well-developed financial capabilities and are central to the mastery of finance. In this paper we investigate threshold concepts in finance from the point of view of students, by establishing the extent to which students are aware of threshold concepts identified by finance academics. In addition, we investigate the potential of a framework of different types of knowledge to differentiate the delivery of the finance curriculum and the role of modelling in finance. Our purpose is to identify ways to improve curriculum design and delivery, leading to better student outcomes. Whilst we find that there is significant overlap between what students identify as important in finance and the threshold concepts identified by academics, much of this overlap is expressed by indirect reference to the concepts. Further, whilst different types of knowledge are apparent in the student data, there is evidence that students do not necessarily distinguish conceptual from other types of knowledge. As well as investigating the finance curriculum, the research demonstrates the use of threshold concepts to compare and contrast student and academic perceptions of a discipline and, as such, is of interest to researchers in education and other disciplines. [ABSTRACT FROM PUBLISHER]

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. [ABSTRACT FROM PUBLISHER]