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

Paul Cook*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

2 Citations (Scopus)
46 Downloads (Pure)

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.
Original languageEnglish
Pages (from-to)1024-1051
Number of pages28
JournalJournal of Management Education
Volume46
Issue number6
Early online date21 Jun 2022
DOIs
Publication statusPublished - 1 Dec 2022

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