Look at Our Journey: Prompting the Marginalism of Superior Utility with a Higher Subjective Value to Motivate Management Student Meta-Learning Processes
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引用次数: 1
Abstract
Improving perceptions of graduate utility is fundamental to Higher Education’s employability and skills agenda. However, utility enhancement is a ubiquitous consequence of all learning. Therefore, motivating students to engage in deep learning to improve their utility is problematic. Using the student voice, in this article, I explain how prompts endorsing marginalism as a benefit of attaining superior utility with higher subjective value informed and motivated meta-learning approaches. Drawing on data from an ethnography and interpretive phenomenology situated in the unique learning environment of the COVID-19 pandemic, findings reveal students were motivated to seek utility attainment opportunities that marginally enhanced self-perceptions, transferability of learning, and employability. This article is among the first to explain why the attainment of knowledge and can-do competencies associated with marginalism, superior utility, and higher subjective value, motivates learners’ present and future time perspectives.
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.