Experiences of academic staff in using threshold concepts within a reformed curriculum

Rodger, Sylvia, Turpin, Merrill and O’Brien, Mia (2015) Experiences of academic staff in using threshold concepts within a reformed curriculum. Studies in Higher Education, 40 4: 545-560. doi:10.1080/03075079.2013.830832

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Author Rodger, Sylvia
Turpin, Merrill
O’Brien, Mia
Title Experiences of academic staff in using threshold concepts within a reformed curriculum
Journal name Studies in Higher Education   Check publisher's open access policy
ISSN 0307-5079
Publication date 2015-01-01
Year available 2013
Sub-type Article (original research)
DOI 10.1080/03075079.2013.830832
Open Access Status Not Open Access
Volume 40
Issue 4
Start page 545
End page 560
Total pages 17
Place of publication Abingdon, Oxon, United Kingdom
Publisher Routledge
Language eng
Subject 3304 Education
Abstract Threshold concepts were used to underpin a major curriculum reform endeavour in occupational therapy. After rigorous interrogation of troublesome knowledge and ensuring that the emergent concepts conformed to the five characteristics of previously proposed threshold concepts, we identified five threshold concepts. Two years into the rollout of the new curricula, academics participated in two focus groups. Questions focused on staff members' perspectives regarding their use of threshold concepts, and how students engaged with the threshold concepts in assessment activities. The focus groups were transcribed verbatim and analysed using standard qualitative analysis techniques. Peer and member checking ensured the accuracy of interpretations. Three key themes emerged: (1) staff engaged in threshold crossings; (2) threshold concepts conferred many benefits; and (3) students' professional identity evolved. Study limitations and implications for embedding of the threshold concepts in curricula generally and particular courses more specifically will be discussed.
Keyword Assessment
Curriculum redesign
Occupational therapy
Threshold concepts
Whole of programme
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ
Additional Notes Published online: 25 September 2013.

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2014 Collection
School of Health and Rehabilitation Sciences Publications
School of Education Publications
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Citation counts: TR Web of Science Citation Count  Cited 4 times in Thomson Reuters Web of Science Article | Citations
Scopus Citation Count Cited 4 times in Scopus Article | Citations
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Created: Sat, 09 Nov 2013, 02:03:19 EST by Professor Sylvia Rodger on behalf of School of Health & Rehabilitation Sciences