Conceptions Of Learning: An Exploratory Study In The Context Of Marketing Students

Abstract

This study investigates marketing three phenomena. First authors examine student’s approaches to studying and learning, then they explore their conceptions of learning, and they finally delve into teacher’s perceptions of student’s learning. Authors recast the conceptions of learning literature in which they classify simplifiers, accountants, utilitarians, curious, philosophers, and finally intellectuals. Results indicate that the categorization of student’s conceptions and approaches to learning appears to be internally consistent. Authors additionally propose a conceptual model according to the results of their qualitative research indicating the relationship between students’ conceptions of learning and their approaches to studying.