Technologized situated partnering practice: Leveraging interobjective representations of technology in use and its transformative effects in business education

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 leveraged by tutors, if the latter appreciate the dynamic of 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.