Knowledge in Accounting: Using a threshold concept lens to identify knowledge of financial instruments in an Accounting course, as experienced by students at a South African university

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dc.contributor.advisorLubbe, Ilse
dc.contributor.authorBardien, Mariam
dc.date.accessioned2020-09-09T16:22:05Z
dc.date.available2020-09-09T16:22:05Z
dc.date.issued2020
dc.date.updated2020-09-09T16:13:44Z
dc.description.abstractThis qualitative research aims to identify the threshold concepts in financial instruments using Meyer and Land's Threshold Concept Framework (2005) and applies the dimension of Semantics and Legitimation Code Theory (Maton, 2014) to analyse whether semantic gravity and semantic density are stronger or weaker in the threshold concepts. The analysis points to five threshold concepts in the financial instruments module. It further aims to explore whether African, Coloured and Indian students' exposure to these threshold concepts results in troublesome knowledge and/or transformation in understanding and thinking in a second-year Accounting course at a South African university. Triangulation is used to confirm the authenticity and consistency of the data emerging from the identification of the threshold concepts. Using Semantics, this research illustrates that the five threshold concepts possess weaker semantic gravity due to the abstract nature of the threshold concepts and stronger semantic density is present due to the complex and dense terminology inherent in financial instruments. Evidence from a general survey, interviews and summative assessments conducted with students registered for an Accounting course shows that exposure to the threshold concepts resulted in troublesome knowledge and/or transformed understanding. Identifying the threshold concepts could make specialised Accounting knowledge more explicit to students and exploring the knowledge experienced as troublesome and the transformed understanding experienced provides room for debate around pedagogy and curriculum reform.
dc.identifier.apacitationBardien, M. (2020). <i>Knowledge in Accounting: Using a threshold concept lens to identify knowledge of financial instruments in an Accounting course, as experienced by students at a South African university</i>. (). ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/32200en_ZA
dc.identifier.chicagocitationBardien, Mariam. <i>"Knowledge in Accounting: Using a threshold concept lens to identify knowledge of financial instruments in an Accounting course, as experienced by students at a South African university."</i> ., ,Faculty of Humanities ,School of Education, 2020. http://hdl.handle.net/11427/32200en_ZA
dc.identifier.citationBardien, M. 2020. Knowledge in Accounting: Using a threshold concept lens to identify knowledge of financial instruments in an Accounting course, as experienced by students at a South African university. . ,Faculty of Humanities ,School of Education. http://hdl.handle.net/11427/32200en_ZA
dc.identifier.ris TY - Master Thesis AU - Bardien, Mariam AB - This qualitative research aims to identify the threshold concepts in financial instruments using Meyer and Land's Threshold Concept Framework (2005) and applies the dimension of Semantics and Legitimation Code Theory (Maton, 2014) to analyse whether semantic gravity and semantic density are stronger or weaker in the threshold concepts. The analysis points to five threshold concepts in the financial instruments module. It further aims to explore whether African, Coloured and Indian students' exposure to these threshold concepts results in troublesome knowledge and/or transformation in understanding and thinking in a second-year Accounting course at a South African university. Triangulation is used to confirm the authenticity and consistency of the data emerging from the identification of the threshold concepts. Using Semantics, this research illustrates that the five threshold concepts possess weaker semantic gravity due to the abstract nature of the threshold concepts and stronger semantic density is present due to the complex and dense terminology inherent in financial instruments. Evidence from a general survey, interviews and summative assessments conducted with students registered for an Accounting course shows that exposure to the threshold concepts resulted in troublesome knowledge and/or transformed understanding. Identifying the threshold concepts could make specialised Accounting knowledge more explicit to students and exploring the knowledge experienced as troublesome and the transformed understanding experienced provides room for debate around pedagogy and curriculum reform. DA - 2020_ DB - OpenUCT DP - University of Cape Town KW - Accounting KW - financial instruments KW - knowledge practices KW - Legitimation Code Theory KW - Semantics KW - threshold concept KW - Threshold Concept Framework LK - https://open.uct.ac.za PY - 2020 T1 - Knowledge in Accounting: Using a threshold concept lens to identify knowledge of financial instruments in an Accounting course, as experienced by students at a South African university TI - Knowledge in Accounting: Using a threshold concept lens to identify knowledge of financial instruments in an Accounting course, as experienced by students at a South African university UR - http://hdl.handle.net/11427/32200 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/32200
dc.identifier.vancouvercitationBardien M. Knowledge in Accounting: Using a threshold concept lens to identify knowledge of financial instruments in an Accounting course, as experienced by students at a South African university. []. ,Faculty of Humanities ,School of Education, 2020 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/32200en_ZA
dc.language.rfc3066eng
dc.publisher.departmentSchool of Education
dc.publisher.facultyFaculty of Humanities
dc.subjectAccounting
dc.subjectfinancial instruments
dc.subjectknowledge practices
dc.subjectLegitimation Code Theory
dc.subjectSemantics
dc.subjectthreshold concept
dc.subjectThreshold Concept Framework
dc.titleKnowledge in Accounting: Using a threshold concept lens to identify knowledge of financial instruments in an Accounting course, as experienced by students at a South African university
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationlevelMPhil
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