Look at Our Journey: Prompting the Marginalism of Superior Utility with a Higher Subjective Value to Motivate Management Student Meta-Learning Processes

Autor/in	Cook, Paul
Titel	Look at Our Journey: Prompting the Marginalism of Superior Utility with a Higher Subjective Value to Motivate Management Student Meta-Learning Processes
Quelle	In: Journal of Management Education, 46 (2022) 6, S.1024-1051 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cook, Paul)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1052-5629
DOI	10.1177/10525629221106873
Schlagwörter	Learning Processes; Management Development; Time Perspective; Disadvantaged; College Graduates; Employment Potential; Student Attitudes; COVID-19; Pandemics; Student Motivation; Self Concept; Transfer of Training; Futures (of Society); Undergraduate Students; Phenomenology; Team Sports; Critical Theory; Learning Strategies; Experiential Learning; Performance Based Assessment; Educational Change; Distance Education; Computer Assisted Testing; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Learning process; Lernprozess; Zeitbezug; Hochschulabsolvent; Hochschulabsolventin; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Schülerverhalten; Schulische Motivation; Selbstkonzept; Training; Transfer; Ausbildung; Future; Society; Zukunft; Phenomenological psychology; Phänomenologie; Psychologie; Mannschaftssport; Kritische Theorie; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Experiental learning; Erfahrungsorientiertes Lernen; Leistungsermittlung; Bildungsreform; Distance study; Distance learning; Fernunterricht; Ausland; Großbritannien
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01