Socio-Digital Disadvantage Within Management Education: A Study of MBA Students’ Experiences of Digital Technologies

IF 2.5 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Management Education Pub Date : 2023-10-28 DOI:10.1177/10525629231208186

Ahmad Timsal, Uzair Shah, Vivien Hodgson

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引用次数: 0

Abstract

Assumptions regarding digital technologies in business schools have become part of the hidden curriculum. It is generally assumed that students have the same levels of access and prior exposure to digital technologies as well as information and digital literacies (IDL) skills. Little attention has been given to the issues of social-digital inequalities and the impact of this hidden curriculum on students from disadvantaged backgrounds. In this study, using a phenomenographic approach, we examine how students from rural, socio-economically disadvantaged backgrounds in Pakistan, experienced digital technologies in the context of a full-time, in-person MBA program. The findings reveal the students initially had an alienating experience of digital technologies which for most transitions to either an engaged or instrumental experience. While the students exercised agency in transitioning from an alienation experience this was as a result of their own effort, time and labor. We conclude that without additional support offered to students from socio-economically disadvantaged backgrounds, the hidden curriculum associated with digital technologies potentially perpetuates, or maintains socio-digital inequalities within management education.

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管理教育中的社会数字劣势:MBA学生对数字技术体验的研究

商学院关于数字技术的假设已成为隐性课程的一部分。通常假设学生对数字技术以及信息和数字素养(IDL)技能的访问和先前接触程度相同。很少有人关注社会数字不平等问题以及这种隐藏课程对弱势背景学生的影响。在本研究中，我们使用现象学方法，研究了来自巴基斯坦农村、社会经济弱势背景的学生如何在全日制、面对面的MBA课程中体验数字技术。研究结果显示，学生们最初对数字技术有一种疏远的体验，这种体验对大多数人来说要么是参与体验，要么是工具性体验。虽然学生们在从异化体验中过渡的过程中发挥了能动性，但这是他们自己努力、时间和劳动的结果。我们得出的结论是，如果不为来自社会经济弱势背景的学生提供额外的支持，与数字技术相关的隐性课程可能会使管理教育中的社会数字不平等长期存在或维持下去。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Management Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.10

自引率

14.30%

发文量

期刊介绍： The Journal of Management Education (JME) encourages contributions that respond to important issues in management education. The overriding question that guides the journal’s double-blind peer review process is: Will this contribution have a significant impact on thinking and/or practice in management education? Contributions may be either conceptual or empirical in nature, and are welcomed from any topic area and any country so long as their primary focus is on learning and/or teaching issues in management or organization studies. Although our core areas of interest are organizational behavior and management, we are also interested in teaching and learning developments in related domains such as human resource management & labor relations, social issues in management, critical management studies, diversity, ethics, organizational development, production and operations, sustainability, etc. We are open to all approaches to scholarly inquiry that form the basis for high quality knowledge creation and dissemination within management teaching and learning.