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

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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
Number of pages28
JournalJournal of Management Education
Early online date21 Jun 2022
DOIs
Publication statusE-pub ahead of print - 21 Jun 2022

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