Bridging the gaps in information systems: a threshold concepts and troublesome knowledge perspective

ABSTRACT

Students entering third-level higher education undergo a transformational learning journey. Learning in this context is defined as the need to understand key concepts (threshold) to engage with the academic content of the course. This learning journey is moulded by their experiences not only within the context of the third-level institution but is also moulded by their experiences in work placement. Threshold concepts and the inherent troublesome knowledge associated with them represent significant barriers to transformational learning. This research uses a case study approach in the Galway-Mayo Institute of Technology to explore final year business information systems (BIS) undergraduate students’ understanding of information systems (IS). This research objective was developed following a comprehensive review of the literature which determined that there was a research gap in understanding how BIS students encountered and overcame threshold concepts and troublesome knowledge when learning about IS. The research objective was investigated using several research questions which were explored using a mixed-method approach combining lecturer interviews, a student questionnaire and a student focus group. The study adopts a social constructivist research approach encompassing four theories of learning which act as theoretical lenses: threshold concepts, troublesome knowledge, socio-cultural development and communities of practice. The findings reveal that the students find the theory, and terminology associated with technical aspects, used within the discipline relating to learning about IS challenging. Specific threshold concepts and troublesome knowledge associated with these concepts are identified under several headings. Additionally, it emerged that the students use specific coping mechanisms to assist them in their transformational journey to understand IS which include peer learning, independent learning, practical application, lecturer support, experience and language, work placement mentor support and work-place-based learning. Finally, the results suggest that IS, as social systems, constitute a threshold concept whereby the students struggle with the following troublesome knowledge considerations in their communities of practice: communication, ethics and social system versus technical system differentiation. The study concludes by offering recommendations on how third-level education institutes can enhance awareness of threshold concepts and troublesome to limit their impact on students’ transformational learning experiences.

KEYWORDS:

• Learning
• transformational learning
• threshold concepts
• troublesome knowledge
• information systems

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Trevor Clohessy

Trevor Clohessy is a lecturer and researcher at the Atlantic Technological University since September 2018. Trevor completed his PhD from the National University of Ireland Galway and his MA in Teaching and Learning at the Atlantic Technological University. His research interests include education transformation, digital education, blockchain, sustainability, and cloud computing. Trevor in his role as digital champion acts as a mentor for staff who want to embed new digital technologies within their courses as learning tools.

Marie English

Marie English is a chartered psychologist with PSI and BPS and is registered with HCPC. She has extensive experience in working with adults in psycho-educational settings as well as in academia. Marie has supervised students to master’s level, undergraduate and post-graduate dissertations and projects. She lectures in psychology, ethics, organisational behaviour, corporate governance, theories of teaching and learning and research methods. She is module leader for the MA in Teaching and learning. Marie has a particular interest in how students learn, how to support learners with additional needs, the structure of learning experiences and psycho-linguistics. She has additional professional training in assessment: ADOS, Dyslexia, Tests of Achievement and Tests of Ability. Marie’s qualifications are: DCPych, PhD, M.Phil, MEd, HDip (psychology), A&B Certificate in Occupational testing (BPS) and BEd (hons).