看看我们的旅程:以更高的主观价值推动优势效用边际主义,以激励管理学生的元学习过程

IF 2.5 Q1 EDUCATION & EDUCATIONAL RESEARCH
Paul Cook
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引用次数: 1

摘要

提高对毕业生效用的认识是高等教育就业能力和技能议程的基础。然而,效用增强是所有学习的普遍结果。因此,激励学生参与深度学习以提高他们的效用是有问题的。在这篇文章中,我用学生的声音解释了如何鼓励学生支持边际主义,并将其作为获得更高主观价值的元学习方法的优势。根据位于COVID-19大流行独特学习环境中的民族志和解释现象学的数据,研究结果显示,学生有动力寻求效用实现机会,这略微增强了自我认知、学习的可转移性和就业能力。这篇文章首先解释了为什么获得与边际主义、优越的效用和更高的主观价值相关的知识和能力,会激励学习者对现在和未来的时间观点。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Look at Our Journey: Prompting the Marginalism of Superior Utility with a Higher Subjective Value to Motivate Management Student Meta-Learning Processes
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.
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来源期刊
Journal of Management Education
Journal of Management Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.10
自引率
14.30%
发文量
23
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.
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