Abstract
ABSTRACT This research examines how dynamic course goal-setting can affect students’ enterprise systems learning and career choice, through a university alliance program. It also explores the learners’ cognitive and affective responses in this industry-academia collaboration. Applying the grounded theory method, we interpret the action-interaction among instructors, learners, and the enterprise software vendor while proposing a model of participative and practical goal-setting. Lastly, we discuss contributions to goal-setting theory and enterprise systems education and practical implications for similar course design and development.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have