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dc.contributor.authorIrving, Gemma
dc.contributor.authorWright, April
dc.contributor.authorHibbert, Paul
dc.date.accessioned2019-02-18T16:30:05Z
dc.date.available2019-02-18T16:30:05Z
dc.date.issued2019-03-26
dc.identifier257743719
dc.identifiera33e2b61-7077-421b-b280-8971f4302f71
dc.identifier85063569033
dc.identifier000471889100006
dc.identifier.citationIrving , G , Wright , A & Hibbert , P 2019 , ' Threshold concept learning : emotions and liminal space transitions ' , Management Learning , vol. OnlineFirst . https://doi.org/10.1177/1350507619836062en
dc.identifier.issn1350-5076
dc.identifier.otherORCID: /0000-0002-2691-2556/work/64239355
dc.identifier.urihttps://hdl.handle.net/10023/17089
dc.descriptionFunding that contributed to this research was provided by a 2014 PELT award from the Australian and New Zealand Academy of Management.en
dc.description.abstractThis article explores how learners transition through the liminal space when they engage with and master threshold concepts. We investigate this question through a qualitative study of undergraduate students as they grapple with the threshold concept of Evidence-based Management as a disciplinary way of thinking and practising. Our findings elaborate threshold concept learning as a cumulative process of learner engagement with the troublesome, integrative-and-bounded, irreversible, and transformative elements of a threshold concept. Through this elaboration, we show how transitions through liminal spaces in threshold concept learning play out as an interrelated cognitive and affective process. We identify key transition points and mechanisms related to doubt, high-activation negative emotions, regret, and emotional resolution that trigger entry into, progression through or getting stuck within, and exit from a liminal space when a learner engages with and masters a threshold concept. Our research therefore contributes processual insight into liminality in threshold concept learning by opening up the transitions and emotions that play out for learners in the liminal space. We also contribute to wider debates about student engagement with disciplinary ways of thinking and practising in management.
dc.format.extent503854
dc.language.isoeng
dc.relation.ispartofManagement Learningen
dc.subjectEmotionsen
dc.subjectLiminalityen
dc.subjectManagement educationen
dc.subjectThreshold conceptsen
dc.subjectHD28 Management. Industrial Managementen
dc.subjectLB2300 Higher Educationen
dc.subjectNDASen
dc.subject.lccHD28en
dc.subject.lccLB2300en
dc.titleThreshold concept learning : emotions and liminal space transitionsen
dc.typeJournal articleen
dc.contributor.institutionUniversity of St Andrews. Centre for Research into Equality, Diversity & Inclusionen
dc.contributor.institutionUniversity of St Andrews. Office of the Principalen
dc.contributor.institutionUniversity of St Andrews. School of Managementen
dc.identifier.doi10.1177/1350507619836062
dc.description.statusPeer revieweden


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