![[PDF]](/pb-assets/Icons/adobe-pdf-icon-1498649896243.png){kind=icon}
Abstract
Marketing faculty use cases, simulations, and client-sponsored projects to achieve learning objectives in the marketing capstone class. This class typically aims to integrate and apply previously learned material and to transition students into their careers. Drawing on the professional school, creative problem solving and constructivist learning literature, this article describes a unique client-sponsored project capstone patterned after the popular television show, The Apprentice. Student teams accomplish a series of four challenges and their grades partially depend on actual results or the teams’ competitive rankings as judged by clients. There are no exams, lectures, and little assigned reading in this class: Instead, students must determine what they need to learn in order to solve each challenge and the instructor serves as coach and learning facilitator. The class engages and motivates students by providing real-world problems in a short time frame, and develops their creative problem solving, presentation, time management, and team work skills. Although cases and simulations can increase creative problem-solving skills, client-sponsored projects are more easily framed in the ambiguous manner needed to stimulate creative thinking. This article describes the class in detail, outlining sample projects and discussing some of the challenges with client-sponsored projects.
References
Section:
|
AACSB International . (2007). Eligibility procedures and accreditation standards for business accreditation (Originally adopted April 25, 2003). Retrieved from http://www.aacsb.edu/Accreditation/process/documents/AACSB_STANDARDS_Revised_Jan07.pdf Google Scholar | |
|
Alpert, F. (1993). Large-scale simulation in marketing education. Journal of Marketing Education, 15, 30-35. Google Scholar | SAGE Journals | |
|
Alvino, J. (1990). A glossary of thinking-skills terms. Learning, 18, 50. Google Scholar | |
|
Amabile, T. M. (1983). The social psychology of creativity: A componential conceptualization. Journal of Personality and Social Psychology, 43, 357-376. Google Scholar | Crossref | |
|
Aylesworth, A. (2008). Improving case discussion with an improv mind-set. Journal of Marketing Education, 30, 106-115. Google Scholar | SAGE Journals | |
|
Barr, T. F., McNeilly, K. M. (2002). The value of students’ classroom experiences from the eyes of the recruiter: Information, implications, and recommendations for marketing educators. Journal of Marketing Education, 24, 168-173. Google Scholar | SAGE Journals | |
|
Barr, R. B., Tagg, J. (1995). From teaching to learning: A new paradigm for undergraduate education. Change, 27, 13-25. Google Scholar | Crossref | |
|
Bove, L. L., Davies, W. M. (2009). A case study of teaching marketing research using client-sponsored projects: method, challenges, and benefits. Journal of Marketing Education, 31, 230-239. Google Scholar | SAGE Journals | |
|
Britannica Concise Encyclopedia . (2009). Computer simulation. Retrieved from http://www.answers.com/topic/computer-simulation-1 Google Scholar | |
|
Bussière, D. (2005). Forensic marketing: The use of the historical method in a capstone marketing course. Journal of Marketing Education, 27, 61-67. Google Scholar | SAGE Journals | |
|
Clow, K. E., Wachter, M. K. (1996). Teaching methodologies used in basic marketing: An empirical investigation. Journal of Marketing Education, 18(1), 48-59. Google Scholar | SAGE Journals | |
|
de los Santos, G., Jensen, T. D. (1985). Client-sponsored projects: Bridging the gap between theory and practice. Journal of Marketing Education, 7(2), 45-50. Google Scholar | SAGE Journals | |
|
Diamond, N., Koernig, S. K., Iqbal, Z. (2008). Uniting active and deep learning to teach problem-solving skills: Strategic tools and the learning spiral. Journal of Marketing Education, 30, 116-129. Google Scholar | SAGE Journals | |
|
Forman, H. (2006). Participative case studies: Integrating case writing and a traditional case study approach in a marketing context. Journal of Marketing Education, 28, 106-113. Google Scholar | SAGE Journals | |
|
Fox, T. L. (2002). A case analysis of real-world systems development experiences of CIS students. Journal of Information Systems Education, 13, 343-350. Google Scholar | |
|
Frey, C. J., Keyes, R. F. (1985). Marketing case instruction at the undergraduate level. Journal of Marketing Education, 7(2), 51-59. Google Scholar | SAGE Journals | |
|
Ganesh, G., Sun, Q. (2009). Using simulations in the undergraduate marketing capstone case course. Marketing Education Review, 19, 7-16. Google Scholar | Crossref | |
|
Goodell, P. W., Kraft, F. B. (1991). Issues on the use of “client” projects in marketing education. Marketing Education Review, 1, 32-44. Google Scholar | Crossref | |
|
Greenhalgh, A. M. (2007). Case method teaching as science and art: A metaphoric approach and curricular application. Journal of Management Education, 31, 181-194. Google Scholar | SAGE Journals | |
|
Haas, R. W., Wotruba, T. R. (1990). The project approach to teaching the capstone marketing course. Journal of Marketing Education, 12(2), 37-48. Google Scholar | SAGE Journals | |
|
Hamer, L. O. (2000). The additive effects of semistructured classroom activities on student learning: An application of classroom-based experiential learning techniques. Journal of Marketing Education, 22, 25-34. Google Scholar | SAGE Journals | |
|
Harman, L. (2009). Teaching partnering strategies through the client-based project approach. Marketing Education Review, 19, 49-55. Google Scholar | Crossref | |
|
Jaymes, J. (2009). Assessing student satisfaction with client-based projects: Factors that enhance the experiential learning process. In Brodowsky, G. H., Lupton, R. A. (Eds.), New horizons in marketing education (pp. 117-120). Newport Beach, CA: Marketing Educators’ Association. Google Scholar | |
|
Kennedy, E. J., Lawton, L., Walker, E. (2001). The case for using live cases: Shifting the paradigm in marketing education. Journal of Marketing Education, 23, 145-151. Google Scholar | SAGE Journals | |
|
Kolb, D. (1984). Experiential learning. Englewood Cliffs, NJ: Prentice Hall. Google Scholar | |
|
Lee, R. G., Tuttle, K. (2004, August 7). Designing varying scopes for client-based projects. Paper presented at the American Marketing Association Summer Marketing Educators’ Conference, Boston. Google Scholar | |
|
Li, T., Greenberg, B. A., Nicholls, J. A. F. (2007). Teaching experiential learning: Adoption of an innovative course in an MBA marketing curriculum. Journal of Marketing Education, 29, 25-33. Google Scholar | SAGE Journals | |
|
Linrud, J. K., Hall, M. C. (1999). Integrating the business practitioner into marketing coursework. Marketing Education Review, 9, 15-21. Google Scholar | Crossref | |
|
Lopez, T. B., Lee, R. G. (2005). Five principles for workable client based projects: Lessons from the trenches. Journal of Marketing Education, 27, 172-188. Google Scholar | SAGE Journals | |
|
Matulich, E., Papp, R., Haytko, D. L. (2008). Continuous improvement through teaching innovations: A requirement for today’s learners. Marketing Education Review, 18 (Spring), 1-7. Google Scholar | Crossref | |
|
McCain, G., Lincoln, D. J. (1982). Choice criteria model for selecting live-case marketing research class projects. Journal of Marketing Education, 4(3), 47-53. Google Scholar | SAGE Journals | |
|
McCorkle, D. E., Payan, J. M., Reardon, J., Kling, N. D. (2007). Perceptions and reality: Creativity in the marketing classroom. Journal of Marketing Education, 29, 254-261. Google Scholar | SAGE Journals | |
|
Mellor, A. (1991). Experiential learning through integrated project work: An example from soil science. Journal of Geography in Higher Education, 15, 135-149. Google Scholar | Crossref | |
|
O’Brien, E. M., Deans, K. R. (1995). The position of marketing education: A student versus employer perspective. Marketing Intelligence and Planning, 13, 47-52. Google Scholar | Crossref | |
|
Pennell, M., Miles, L. (2009). It actually made me think”: Problem- based learning in the business communications classroom. Business Communication Quarterly, 72, 377-394. Google Scholar | SAGE Journals | |
|
Ramocki, S. P. (1994). Is it time to teach creativity throughout the marketing curriculum? Journal of Marketing Education, 16(2), 15-25. Google Scholar | SAGE Journals | |
|
Razzouk, N. Y., Seitz, V., Rizkallah, E. (2003). Learning by doing: Using experiential projects in the undergraduate marketing strategy course. Marketing Education Review, 13, 35-41. Google Scholar | Crossref | |
|
Ryan, R. M., Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and wellbeing. American Psychologist, 55, 68-78. Google Scholar | Crossref | Medline | ISI | |
|
Schibrowsky, J. A., Peltier, J. W., Boyt, T. E. (2002). A professional school approach to marketing education. Journal of Marketing Education, 24, 43-55. Google Scholar | SAGE Journals | |
|
Schlee, R. P., Harich, K. R. (2010). Knowledge and skill requirements for marketing jobs in the 21st century. Journal of Marketing Education, 32, 341-352. Google Scholar | SAGE Journals | |
|
Titus, P. A. (2000). Marketing and the creative problem-solving process. Journal of Marketing Education, 22, 225-236. Google Scholar | SAGE Journals | |
|
Stern, B. L., Tseng, L. P. D. (2002). Do academics and practitioners agree on what and how to teach the undergraduate marketing research? Journal of Marketing Education, 24, 225-232. Google Scholar | SAGE Journals | |
|
Wee, L. K.-N., Alexandria, M., Kek, Y-C., Kelley, C. A. (2003). Transforming the marketing curriculum using problem-based learning: A case study. Journal of Marketing Education, 25, 150-162. Google Scholar | SAGE Journals |
