Rosina Mladenovic

The Potential of Threshold Concepts: An Emerging Framework for Educational Research and Practice.

This paper explores the notion of a “threshold concept” and discusses its possible implications for higher education research and practice. Using the case of introductory accounting as an illustration, it is argued that the idea of a threshold concept provides an emerging theoretical framework for a ‘re-view’ of educational research and practice. It is argued that this ‘re-view’ both demands and supports several forms of dialogue about educational research and practice: within the disciplines (between lecturers and between lecturers and students) and between lecturers and educational developers. Finally, it is suggested that, rather than representing a research field in its own right, the threshold concepts framework may act as a catalyst, drawing together a variety of fields of research in a productive educative framework.

Approaches to learning in accounting education

The impact of an area of educational research may be judged by the extent to which its terminology comes into common usage within the teaching community. By this measure the approaches to learning research would appear to have ‘come of age’. The terms ‘surface’ and ‘deep’ approach to learning are now commonly used and the approaches to learning framework forms the basis of several key texts that seek to support the development of teaching within the higher education community (Biggs, 2003; Prosser and Trigwell, 1999; Ramsden, 2003). Research within this framework has added to theory, developed research tools and provided empirical evidence to support changes in teaching. However, there still remain many unresolved issues and there exist tantalising indications that there may be numerous productive lines of research yet to be developed (Gibbs, 2003; Richardson, 2000). In particular, a review of the literature indicates that there is a clear need for further research to be conducted within specific disciplinary settings. There has been speculation amongst researchers that the view of learning outcome and approach to learning may differ between disciplines (Birkett and Mladenovic, 2002; Eley, 1992; Meyer et al., 1990; Meyer and Watson, 1991; Ramsden, 1984). In particular, Meyer and Eley (1999, p.198) argue that:

Students’ perceptions of the usefulness of marking guides, grade descriptors and annotated exemplars

Grade descriptors, marking guides and exemplars are generally accepted to have a positive impact in assisting students’ understanding of assessment task requirements and standards, but little is known about how students use such resources. This paper provides insight into the perceptions of first-year students of the usefulness of grade descriptors, marking criteria and annotated exemplars. Of the 119 students who provided their reflections on the resources, 87% found the resources to be useful. Students’ responses about the usefulness of the resources revealed two main standpoints: those (1) seeking precise guidance and (2) happy with ‘an idea’ of standards. A thematic analysis identified 10 subthemes which were related to these standpoints. There was a strong relationship between students seeking precise guidance and requests for even more exemplars, while those happy with only an ‘idea’ of standards felt the resources largely gave them what they needed and assisted their learning. We discuss some implications of these findings.

Supporting the reflective practice of tutors: what do tutors reflect on?

Effective self-reflection is a key component of excellent teaching. We describe the types of self-reflection identified in tutors’ reflective statements following a peer observation of teaching exercise. We used an adapted version of the categories developed by Grushka, McLeod and Reynolds in 2005 to code text from 20 written statements as technical (26% of comments), practical (36% of comments) and critical (33% of comments). Tutors also wrote about the affective aspects of the exercise and the majority of such comments were positive. Most tutors reflected in a holistic way about their teaching, noting the importance of getting the technical aspects right while also being concerned about pedagogical matters and issues beyond the classroom. The exercise was an effective way to prompt tutors to reflect on their teaching and helped tutors articulate and formalise their learning from the peer observation activity. Suggestions for further exploration of the reflective practice of tutors are provided.

How tutors understand and engage with reflective practices

Interviews with six tutors revealed the ways in which they thought about reflection, and what forms of reflective practice were part of their teaching. The tutors saw a variety of benefits of reflection, including improving their teaching. There was a focus on reflecting before and after teaching, but few examples of reflection while teaching. Reflection was triggered by negative events and by positive feedback. Reflection on teaching was mainly an individual process; however some tutors engaged in proximal, informal discussions about their teaching. Implications for practice, such as how to support reflection-in-action, are considered.

Obituary—Professor W.P. (Bill) Birkett (1940–2004)

Professor Bill Birkett died on 18th August 2004, bringing to an untimely end a distinguished career notable for significant contributions extending beyond the academy to the accounting profession and accounting practice, both within Australia and internationally. He began his academic career in 1962 at the University of New South Wales (UNSW) as an Associate Lecturer in Accountancy. In 1964 he became a lecturer at the University of Sydney (USYD), progressing to senior lecturer there in an era when Ray Chambers was establishing USYD as a major research institution. In 1974 he moved to Kuring-gai College of Advanced Education, to do his own institutionbuilding as the foundation Head of the School of Financial and Administrative Studies before returning to UNSW as Professor of Accounting in 1982. In a frenetic and productive 20 year period there he built up the School of Accounting as Head of School before becoming Associate Dean—Development in the Faculty of Commerce and Economics. In 2003 he took on what turned out to be his last position, Executive Dean, Faculty of Law, Business and the Creative Arts at James Cook University in Townsville. Bill was an innovative institution-builder who engaged in broadening and deepening research profiles and improving the quality of tertiary education while, at the same time, building links to the world of accounting practice through his leadership roles in Australian Centre for Management Accounting Development (ACMAD), CPA Australia and the International Federation of Accountants (IFAC), among others. He also served on numerous committees of CPA Australia (and its predecessors) including the Professional Accounting Education: an international journal Vol. 14, No. 1, 113–117, March 2005