Technologized Situated Partnering Practice: Leveraging Interobjective Representations of Technology in Use and Its Transformative Effects in Business Education

Alexandre Schwob; Alex Avramenko; Angus Brodie; Nuno Arroteia

Alexandre Schwob

Excelia Business School, France

Alex Avramenko and Angus Brodie

Abertay University, UK

Nuno Arroteia

De Montfort University, UK

Volume 15: 2020, pp. 141-166; ABSTRACT

This paper proposes a novel form of partnering between business education tutors and students as autonomous learners, conceptualised as technologized situated partnering practice (TSPP). Relying on business students’ narratives, we explain how TSPP allows the maintenance of student engagement in an environment that is heavily saturated with technologies. We show that while being engaged with technology, business students consider tutors as learning partners which allows them to valorise lifelong learning by contextualizing, reinventing and problematising their daily activities in a situated partnering practice they co-construct with tutors. We also show that the dynamics of TSPP can be managed by tutors, if the latter appreciate students’ learning processes and leverage interobjective (i.e. shared and overarching) representations of technology in use. We discuss the implications for tutor-student partnering practice and for the tutors’ reliance on technology to foster teaching and learning practices that have transformative effects.

ORDER ARTICLE PERMISSIONS/REPRINTS/OFFPRINTS

To order inspection copies, and/or permissions to include this article in textbooks, edited volumes, course booklets, online/digital course packs, etc., and/or to order multiple individual hard copies for classroom use, please use the secure online payment, or the appropriate form available on the Order Forms page or alternatively, contact the Publishing Editor, Peter Neilson, pneilson@neilsonjournals.com directly.