291
Views
1
CrossRef citations to date
0
Altmetric
Articles

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

&
Pages 141-165 | Received 03 Aug 2021, Accepted 28 Feb 2022, Published online: 17 Apr 2022

References

  • Bajada, C., and R. Trayler. 2016. “Introduction to Threshold Concepts in Business Education.” Education + Training 58 (5): 458–462. doi:10.1108/ET-04-2016-0067.
  • Bandura, A. 2010. “Self-Efficacy.” In The Corsini Encyclopedia of Psychology, edited by I. B. Weiner and W. E. Craighead. New York: John Wiley and Sons.
  • Boyd, R. D., and J. G. Myers. 1988, October–December. “Transformative Education.” International Journal of Lifelong Education 7 (4): 261–284.
  • Chaiklin, S. 2003. “The Zone of Proximal Development in Vygotsky’s Analysis of Learning and Instruction.” In Vygotsky’s Educational Theory in Cultural Context, edited by Alex Kozulin, Boris Grindis, Vladimir S. Ageyev, and Suzanne Miller, 39–64. Cambridge: Cambridge University Press.
  • Charmaz, K. 2006. Constructing Grounded Theory. Thousand Oaks, CA: Sage Publications.
  • Charmaz, K. 2014. Constructing Grounded Theory. 2nd ed. Los Angeles, CA: Sage.
  • Cope, C., and L. Staehr. 2008. “Improving Student Learning About a Threshold Concept in the IS Discipline.” Informing Science 11: 350–364.
  • Cousin, G. 2009. Researching Learning in Higher Education: An Introduction to Contemporary Methods and Approaches. New York: Routledge.
  • Creswell, J. W., and V. L. Plano Clark. 2017. Designing and Conducting Mixed Methods Research. 3rd ed. Thousand Oaks, CA: SAGE Publications.
  • Daniels, H. 2001. Vygotsky and Pedagogy. London: Routledge/Falmer.
  • Dene Roth, R. 2019. The Future of Work: How Do We Prepare Our Students? https://www.gettingsmart.com/2019/04/the-future-of-work-how-do-we-prepare-our-students/.
  • Gross, R. 2012. Psychology: The Science of Mind and Behaviour 6E. London, UK: Hachette.
  • Harvey, J., and J. Powell. 2020. “Factors Influencing the Implementation of Self-Management Solutions in Healthcare: An Interview Study with NHS Managers.” British Journal of Healthcare Management 26 (3): 61–70.
  • Kanthan, R., and S. Mills. 2006. “Using Metaphors, Analogies and Similes as Aids in Teaching Pathology to Medical Students.” The Journal of the International Association of Medical Science Educators 16 (1): 19–26.
  • Kegan, R. 1982. The Evolving Self: Problem and Process in Human Development. Cambridge, MA: Harvard University Press.
  • Land, R., and J. H. Meyer. 2010. “Threshold Concepts and Troublesome Knowledge (5): Dynamics of Assessment.” In Threshold Concepts and Transformational Learning, edited by J. H. F. Meyer, R. Land, and C. Baillie, 61–79. Rotterdam: Sense.
  • Land, R., H. Neve, and L. Martindale. 2018. “Threshold Concepts, Action Poetry and the Health Professions: An Interview with Ray Land.” International Journal of Practice-Based Learning in Health and Social Care 6 (1): 45–52.
  • Land, R., J. Rattray, and P. Vivian. 2014. “Learning in the Liminal Space: A Semiotic Approach to Threshold Concepts.” Higher Education 67: 199–217.
  • Lave, J., and E. Wenger. 1991. Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press.
  • Meyer, J. 2016. “Threshold Concepts and Pedagogic Representation.” Education + Training 58: 463–475.
  • Meyer, J., and R. Land. 2003. Threshold Concepts and Troublesome Knowledge: Linkages to Ways of Thinking and Practising Within the Disciplines. Edinburgh: University of Edinburgh.
  • Meyer, J. H. F., and R. Land. 2006. Threshold Concepts and Troublesome Knowledge: Issues of Liminality. Overcoming Barriers to Student Understanding. London, UK: Routledge.
  • Mezirow, J. 1978. “Perspective Transformation.” Adult Education 28 (2): 100–109.
  • Mezirow, J. 1981. “A Critical Theory of Adult Learning and Education.” Adult Education Quarterly 32: 3–24.
  • Mezirow, J. 1990. Fostering Critical Reflection in Adulthood. San Francisco, CA: Jossey-Bass.
  • Mezirow, J. 2000. Learning as Transformation: Critical Perspectives on a Theory in Progress. The Jossey-Bass Higher and Adult Education Series. San Francisco, CA: Jossey-Bass Publishers.
  • Perkins, D. 2006. “Constructivism and Troublesome Knowledge.” In Overcoming Barriers to Student Understanding, 57–71. London, UK: Routledge.
  • Rattray, J. 2016. Affective Dimensions of Liminality. Threshold Concepts in Practice. Rotterdam: Sense Publishers.
  • Saldaña, J. 2021. The Coding Manual for Qualitative Researchers. Newcastle, UK: Sage.
  • Saunders, M., P. G. Lewis, and A. Thornill. 2016. Research Methods for Business Students. 7th ed. Essex: Pearson.
  • Soloman, G. 1993. “No Distribution Without Individuals’ Cognition: A Dynamic Interactional View.” In Distributed Cognitions: Psychological and Educational Considerations, edited by G. Soloman, 11–138. Cambridge: Cambridge University Press.
  • Strauss, A., and J. Corbin. 1998. Basics of Qualitative Research Techniques. Thousand Oaks, CA: Sage publications.
  • Timmermans, J. A., and J. H. Meyer. 2019. “A Framework for Working with University Teachers to Create and Embed ‘Integrated Threshold Concept Knowledge’ (ITCK) in Their Practice.” International Journal for Academic Development 24 (4): 354–368.
  • Vygotsky, L. S. 1978. Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.
  • Vygotsky, L. S. 1981. “Pensamiento y palabra.” Infancia y Aprendizaje 4 (sup 1): 15–35.
  • Vygotsky, L. S. 1994. “Extracts from Thought and Language and Mind in Society.” In Language, Literacy and Learning in Educational Practice, 45–58. Clevedon: Multilingual Matters.
  • Vygotsky, L. S. 2012. Thought and Language. Massachusetts, USA: MIT Press.
  • Wenger, E. 1998. Communities of Practice: Learning, Meaning and Identity. Cambridge: Cambridge University Press.
  • Wertsch, J. 1991. Voices of the Mind: A Sociocultural Approach to Mediated Action. Cambridge, MA: Harvard University Press.
  • Wu, R., Y. Tu, R. Wu, Q. Le, and B. Reynolds. 2012. “An Action Research Case Study on Students’ Diversity in the Classroom: Focus on Students’ Diverse Learning Progress.” International Journal of Innovative Interdisciplinary Research 1 (2): 142–150.
  • Yin, R. 2014. Case Study Research: Design and Methods. 5th ed. Thousand Oaks, CA: Sage Publications.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.