University Student Perceptions of the Difference between Educational Drama and Other Types of Educational Experiences

Abstract

This paper provides a conceptual introduction to the use of drama as a learning medium in marketing education. It documents an exploratory study into how university students studying marketing considered an educational drama approach different from more conventional types of educational experiences e.g. lecture/tutorial formats. Interpretive research was conducted using multiple sources of evidence with thirty-two undergraduate students studying a drama-based elective marketing subject at an Australian university. Students considered that the educational drama approach differed from other types of educational experiences through social aspects, sensitivity and feeling, innovation, independent thinking, the learning environment, creativity and spontaneity, cognition, experiential learning, activity and involvement and enjoyment. Findings suggest educational drama has potential in making an incremental contribution to marketing education.

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