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dc.contributor.authorZeivots, Sandris
dc.contributor.authorTyrrell, Jessica
dc.contributor.authorWardak, Dewa
dc.date.accessioned2025-04-04T03:36:50Z
dc.date.available2025-04-04T03:36:50Z
dc.date.issued2024en_AU
dc.identifier.urihttps://hdl.handle.net/2123/33785
dc.description.abstractWhile research exists on what constitutes meaningful learning, our study reveals the term meaningful is an ill-defined concept that is interpreted in multiple ways, often from a teacher-centric perspective. Less is known about what constitutes meaningfulness in the context of higher education, particularly in business education. This qualitative study seeks to identify postgraduate student perspectives on what is meaningful in higher education to inform the design of authentic and transformative learning experiences. Focus groups were conducted to gain insights into students’ most meaningful learning experiences across four postgraduate business subjects. We conducted a thematic analysis of the student data by inductively coding the transcripts and comments. Students derived the most value from learning experiences that incorporated real-world connections, social encounters, or productive challenges. We also found that students’ discussions of meaningfulness were relatively superficial, suggesting that postgraduate students may not be primed to consider meaningfulness in relation to their learning. We thus problematise the term meaningful and conclude by proposing ‘learning highs’ as a new tentative conceptual frame for future research identifying learning situations in which meaningful experiences occur.en_AU
dc.language.isoenen_AU
dc.publisherSpringeren_AU
dc.relation.ispartofThe Australian Educational Researcheren_AU
dc.rightsCreative Commons Attribution 4.0en_AU
dc.subjectBusinessen_AU
dc.subjectHigher educationen_AU
dc.subjectLearning highsen_AU
dc.subjectMeaningful learningen_AU
dc.subjectPostgraduate studentsen_AU
dc.titleExploring what makes learning meaningful for postgraduate business students in higher educationen_AU
dc.typeArticleen_AU
dc.identifier.doi10.1007/s13384-023-00672-2
dc.type.pubtypePublisher's versionen_AU
usyd.facultySeS faculties schools::The University of Sydney Business Schoolen_AU
usyd.citation.volume51en_AU
usyd.citation.issue5en_AU
usyd.citation.spage1927en_AU
usyd.citation.epage1944en_AU
workflow.metadata.onlyNoen_AU


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