Knowledge in accounting: using semantic density to explore complexity in threshold concepts and terminology

Students often struggle to grasp accounting concepts and terminology and connect the meaning of these concepts to their practical application. These challenges arise when accounting students engage with complex ideas and terms that demand the integration of knowledge from both accounting and other disciplines. This qualitative study investigates the complexity students face when interacting with threshold concepts in the specialised area of financial instruments. Using Legitimation Code Theory (LCT), the threshold concepts were analysed through the lens of semantic density, which highlights the complexity of meaning. A translation device was employed to demonstrate how semantic density intensifies as concepts become interconnected. The findings offer insights into the embedded complexity within these threshold concepts and how the development of systemic conceptual links is crucial for building knowledge. The paper concludes by providing examples of pedagogical approaches that educators can implement to help students form conceptual connections, thus enhancing their understanding of specialised accounting knowledge and improving the overall teaching and learning experience in accounting.