Student Perceptions on Live-Case Projects: Undergraduate Marketing Research

Raghava R. Gundala · Mandeep Singh

6 citations0/0 files storedInternational journal on teaching and learning in higher education

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Management and Marketing Education Problem and Project Based Learning Business and Management Studies

Abstract

This paper is an investigation into undergraduate students’ perceptions on use of live projects as a teaching pedagogy in marketing research courses. Students in undergraduate marketing research courses from fall 2009 to spring 2013 completed an online questionnaire consisting of 17 items. The results suggested that student understanding of marketing research as a subject matter was significantly improved. The findings of this study are consistent with previous research, confirming the value of blending theory with practice. Specifically, this study found live-case projects were perceived by students to improve: (1) analytical skills, (2) understanding of subject matter, (3) critical thinking, (4) a comprehensive understanding of the research process; and (5) being engaged/active participants in class and in a more macro basis in their own education.

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References

1983Experiential Learning : Experience as the Source of Learning and Development 2012Does Service-Learning Increase Student Learning?: A Meta-Analysis.2002Factors that Motivate and Deter Faculty Use of Service-Learning.2000The Additive Effects of Semistructured Classroom Activities on Student Learning: An Application of Classroom-Based Experiential Learning Techniques 2000Integrating Marketing Courses to Enhance Team-Based Experiential Learning 2000Experiential Learning Exercises in Services Marketing Courses 2000A Theoretical and Practical Framework for Service-Learning in Marketing: Kolb’s Experiential Learning Cycle 2001The Case for Using Live Cases: Shifting the Paradigm in Marketing Education

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