دورية أكاديمية
Socio-Digital Disadvantage within Management Education: A Study of MBA Students' Experiences of Digital Technologies
| العنوان: | Socio-Digital Disadvantage within Management Education: A Study of MBA Students' Experiences of Digital Technologies |
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| اللغة: | English |
| المؤلفون: | Ahmad Timsal (ORCID |
| المصدر: | Journal of Management Education. 2024 48(1):52-79. |
| الإتاحة: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 28 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Administrator Education, Business Administration Education, Masters Programs, Graduate Students, Student Experience, Educational Technology, Hidden Curriculum, Economically Disadvantaged, Foreign Countries, Alienation, Rural Areas, Information Literacy, Digital Literacy, Indigenous Populations |
| مصطلحات جغرافية: | Pakistan |
| DOI: | 10.1177/10525629231208186 |
| تدمد: | 1052-5629 1552-6658 |
| مستخلص: | Assumptions regarding digital technologies in business schools have become part of the "hidden curriculum." It is generally assumed that students have the same levels of access and prior exposure to digital technologies as well as information and digital literacies (IDL) skills. Little attention has been given to the issues of social-digital inequalities and the impact of this hidden curriculum on students from disadvantaged backgrounds. In this study, using a phenomenographic approach, we examine how students from rural, socio-economically disadvantaged backgrounds in Pakistan, experienced digital technologies in the context of a full-time, in-person MBA program. The findings reveal the students initially had an "alienating" experience of digital technologies which for most transitions to either an "engaged" or "instrumental" experience. While the students exercised agency in transitioning from an alienation experience this was as a result of their own effort, time and labor. We conclude that without additional support offered to students from socio-economically disadvantaged backgrounds, the hidden curriculum associated with digital technologies potentially perpetuates, or maintains socio-digital inequalities within management education. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الأكسشن: | EJ1407545 |
| قاعدة البيانات: | ERIC |
Full Text Finder | تدمد: | 1052-5629 1552-6658 |
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| DOI: | 10.1177/10525629231208186 |