The potential of threshold concepts: an emerging framework for educational research and practice

• Main Authors: Ursula Lucas, Rosina Mladenovic
• Format: Article
• Language: English
• Published: UCL Press 2007-10-01
• Series: London Review of Education
• Online Access: https://www.scienceopen.com/document?vid=0e804c19-78ea-4b64-986a-cf134cfcbf55

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.