Loyola Institute of Business Administration, India
Purpose: Learning and Development (L&D) is a crucial student outcome, and this study assesses the drivers of the student L&D. We deploy social identity and social exchange theories as critical underpinnings for the present study. Design/methodology/approach: We collected the data from 317 full-time management postgraduate students in India through a structured survey questionnaire and then tested serial mediation using PROCESS macro. Findings: We found Psychological Ownership (PO) to be a significant driver of student L&D. Further, the relationship between PO and L&D was serially mediated by two important variables, i.e., engagement and commitment. Practical implications: Institutions must work towards developing a sense of PO among their students by empowering them to shoulder the responsibilities of institutional and student activities and involving them in designing such programs that enhance their L&D. Originality/value: This is the first study to examine two key mediators (engagement and commitment) in the relationship between student L&D and PO. Our contribution is novel as we deeply study these underlying mechanisms in the Indian higher education setting.
