![[PDF]](/pb-assets/Icons/adobe-pdf-icon-1498649896243.png){kind=icon}
Abstract
Teaching the restless young generation business students of today is not easy. Furthermore, the traditional lecture method has failed miserably to engage the business students and deliver significant learning. The author presents a discussion on the photo novel as an attractive communication medium and the participatory photo novel as an innovative pedagogical tool, in place of the traditional lecture method. In fact, this method puts the onus of learning on the students and empowers them to co-create content and subsequently learn through classroom discussions. This is followed by a brief classroom guide on the process of creating a participatory photo novel. Student evaluation and feedback are discussed. Specifically, the content analysis reveals that students experienced the following learning outcomes: understanding and knowledge, critical thinking, transfer ability, creative thinking, communication skills, and leadership ability. This is followed by an agenda for empirical research. The limitations and implications of using this pedagogy are also discussed in detail. Overall, it is hoped that the use of participatory photo novel as a pedagogical tool can go a long way in augmenting learning resources, popularizing of this genre of literature, and providing the young generation business students with a unique learning experience.
References
Section:
|
Alvino, J. (1990). A glossary of thinking-skills terms. Learning, 16, 50. Google Scholar | |
|
Austin, R. D., Short, J. C. (2009). iPremier (A): Denial of service attack [Graphic novel version] (Case 609-092). Boston, MA: Harvard Business School Publishing. Google Scholar | |
|
Barr, T., McNeilly, K. (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, 168-174. Google Scholar | SAGE Journals | |
|
Barry, D., Elmes, M. (1997). Strategy retold: Toward a narrative view of strategic discourse. Academy of Management Review, 22, 429-452. Google Scholar | Crossref | ISI | |
|
Biggs, J., Tang, C. (2007). Teaching for quality learning at university. Berkshire, England: Open University Press. Google Scholar | |
|
Boyer, E. (1990). Scholarship reconsidered: Priorities of the professorate. Princeton, NJ: Princeton University Press. Google Scholar | |
|
Bridges, S. (1999). Oral case exams in marketing: Enhancing and evaluating communication and problem-solving skills. Marketing Education Review, 25(3), 25-30. Google Scholar | Crossref | |
|
Catterall, M., Maclaran, P., Stevens, L. (2002). Critical reflection in the marketing curriculum. Journal of Marketing Education, 24, 184-192. Google Scholar | SAGE Journals | |
|
Chickering, A. W., Gamson, Z. F. (1987, June). Principles for good practice in undergraduate education [Special insert to The Wingspread journal]. Racine, WI: Johnson Foundation. Google Scholar | |
|
Crittenden, V., Crittenden, W., Hawes, J. (1999). The facilitation and use of student teams in the case analysis process. Marketing Education Review, 9(3), 15-23. Google Scholar | Crossref | |
|
Cunningham, A. C. (1995). Developing marketing professionals: What can business schools learn? Journal of Marketing Education, 17(2), 3-9. Google Scholar | SAGE Journals | |
|
Dehler, G., Welsh, M., Lewis, M. (2001). Critical pedagogy in the “new paradigm.” Management Learning, 32, 493-511. Google Scholar | SAGE Journals | ISI | |
|
Doherty, L. (2005, October 1). Where worlds collide and pupils leave teachers behind. Sydney Morning Herald, p. 3. Google Scholar | |
|
Dorance, S. (2008). How to create and publish a photonovel. Paris, France: UNESCO. Google Scholar | |
|
Duke, C. (2002). Learning outcomes: Comparing student perceptions of skill level and importance. Journal of Marketing Education, 24, 203-217. Google Scholar | SAGE Journals | |
|
Easton, G. (2002). Marketing: A critical realist approach. Journal of Business Research, 55, 103-110. Google Scholar | Crossref | |
|
Floyd, C. J., Gordon, M. E. (1998). What skills are most important? A comparison of employer, student, and staff perceptions. Journal of Marketing Education, 20, 103-109. Google Scholar | SAGE Journals | |
|
Forman, J. (2007). Leaders as storytellers: Finding Waldo. Business Communication Quarterly, 70, 369-374. Google Scholar | SAGE Journals | |
|
Gaya Wicks, P., Rippin, A. (2010). Art as experience: An enquiry into art and leadership using dolls and doll-making. Leadership, 6, 259-278. Google Scholar | SAGE Journals | |
|
Gerde, V., Foster, S. R. (2008). X-men ethics: Using comics to teach business ethics. Journal of Business Ethics, 77, 245-258. Google Scholar | Crossref | |
|
Haas, R., Wotruba, T. (1990). The project approach to teaching the capstone marketing course. Journal of Marketing Education, 12(2), 37-48. Google Scholar | SAGE Journals | |
|
Harich, K. (1995). Experiential learning in business classes: Outcomes and challenges. College Student Learning, 29, 409-413. Google Scholar | |
|
Hawtrey, K. (2007). Using experiential learning techniques. Journal of Economic Education, 38, 143-152. Google Scholar | Crossref | |
|
Holsti, O. R. (1969). Content analysis for the social sciences and humanities. Reading, MA: Addison-Wesley. Google Scholar | |
|
Johnson, D. W., Johnson, F. P. (1982). Joining together (2nd ed.). Englewood Cliffs, NJ: Prentice Hall. Google Scholar | |
|
Karns, G. (1993). Marketing students’ perceptions of learning activities: Structure, preferences and effectiveness. Journal of Marketing Education, 15(1), 3-10. Google Scholar | SAGE Journals | |
|
Kayes, D. C. (2002). Experiential learning and its critics: Preserving the role of experience in management learning and education. Academy of Management Learning & Education, 1, 137-149. Google Scholar | Crossref | ISI | |
|
Ketchen, D. J., Short, J. C. (1997). Separating fads from facts: Lessons from the good, the fad, and the ugly. Business Horizon, 54, 17-22. Google Scholar | Crossref | |
|
Koch, A. J. (1997). Marketing curriculum: Designing its new logic and structure. Journal of Marketing Education, 19(3), 2-16. Google Scholar | SAGE Journals | |
|
Kolb, D. A. (1984). Experiential learning. Englewood Cliffs, NJ: Prentice Hall. Google Scholar | |
|
Kolbe, R. H., Burnett, M. S. (1991). Content-analysis research: An examination of applications with directives for improving research reliability and objectivity. Journal of Consumer Research, 18, 243-250. Google Scholar | Crossref | ISI | |
|
Kotler, P., Armstrong, G. (2009). Principles of Marketing (12th ed.). New Delhi: Pearson Education. Google Scholar | |
|
Matiella, A. (2007). What is a fotonovela? Retrieved from http://www.fotonovelacompany.com/What_is_a_Fotonovela_%28Web%29.pdf Google Scholar | |
|
McCorkle, D., Payan, J., Reardon, R., Kling, N. (2007). Perceptions and reality: Creativity in the marketing classroom. Journal of Marketing Education, 29, 254-261. Google Scholar | SAGE Journals | |
|
McKone, K., Bozewicz, J. (2003). The ISM simulation: Teaching integrated management concepts. Journal of Management Education, 27, 497-515. Google Scholar | SAGE Journals | |
|
Milliken, M. (2008, October 27). Not just a crossover comic book. Retrieved from http://www.fotonovelacompany.com/HeraldSunArticle.pdf Google Scholar | |
|
Morton, L. (2002). Targeting generation Y. Public Relations Quarterly, 47(2), 46-48. Google Scholar | |
|
Muir, C. (2007). Leadership through storytelling. Business Communication Quarterly, 70, 367-392. Google Scholar | SAGE Journals | |
|
Murphy, B., Smark, C. (2006). Convergence of learning experiences of first year tertiary commerce students—Are personal response systems the meeting point? Journal of American Academy of Business, 10, 186-191. Google Scholar | |
|
Ng, C. (2006). Photoessays in the teaching of marketing. Journal of Marketing Education, 28, 237-253. Google Scholar | SAGE Journals | |
|
Nimmon, L., Begoray, D. (2008). Creating participatory photonovels: A classroom guide. Adult Basic Education and Literacy Journal, 2(3), 1-4. Google Scholar | |
|
Paul, P. (2001). Getting inside Gen Y. American Demographics, September, 44-58. Retrieved from http://findarticles.com/p/articles/mi_m4021/is_2001_Sept_1/ai_78426787/?tag=content;col1 Google Scholar | |
|
Petkus, E. (2007). Enhancing the relevance and value of marketing curriculum outcomes to a liberal arts education. Journal of Marketing Education, 29, 39-51. Google Scholar | SAGE Journals | |
|
Proserpio, L., Gioia, D. (2007). Teaching the virtual generation. Academy of Management Learning & Education, 6, 69-80. Google Scholar | Crossref | ISI | |
|
Roy, A., Macchiette, B. (2005). Debating the issues: A tool for augmenting critical thinking skills of marketing students. Journal of Marketing Education, 27, 264-276. Google Scholar | SAGE Journals | |
|
Sampson, S. D., Betters-Reed, B. L. (2004). Assurance of learning and outcomes assessment: A case study of assessment of a marketing curriculum. Marketing Education Review, 18(3), 25-35. Google Scholar | Crossref | |
|
Sarason, Y., Banbury, C. (2004). Active learning facilitated by using a game-show format or who doesn’t want to be a millionaire? Journal of Management Education, 29, 122-131. Google Scholar | |
|
Sautter, P. (2007). Designing discussion activities to achieve desired learning outcomes: Choices using mode of delivery and structure. Journal of Marketing Education, 28, 509-519. Google Scholar | |
|
Schibrowsky, J. A., Peltier, J. W., Nill, A. (2007). The state of internet marketing research. European Journal of Marketing, 41, 722-733. Google Scholar | Crossref | |
|
Senge, P. (1990). The fifth discipline: The art and practice of the learning organization. New York, NY: Doubleday. Google Scholar | |
|
Short, J., Ketchen, D. (2005). Teaching timeless truths through classic literature: Aesop’s fables and strategic management. Journal of Management Education, 29, 816-832. Google Scholar | SAGE Journals | |
|
Short, J., Reeves, T. (2009). The graphic novel: A “cool” format for communicating to generation Y. Business Communication Quarterly, 72, 414-430. Google Scholar | SAGE Journals | |
|
Smith, G. (2009). Using feature films as the primary instructional medium to teaching organizational behaviour. Journal of Management Education, 33, 462-489. Google Scholar | SAGE Journals | |
|
Starkey, W. S. (2000). The beginnings of STOP storyboarding and the modular response. Proposal Management, Fall, 41-48. Google Scholar | |
|
Thompson, T., Purdy, J., Fandt, P. (1997). Building a strong foundation: Using a computer simulation in an introductory management course. Journal of Management Education, 21, 418-434. Google Scholar | SAGE Journals | |
|
Unerman, J. (2000). Methodological issues: Reflections on quantification in corporate social reporting content analysis. Accounting, Auditing & Accountability Journal, 13, 667-681. Google Scholar | Crossref | |
|
Valle, R., Yamada, A., Matiella, A. (2006). Fotonovelas: A health literacy tool for educating Latino older adults about Dementia. Clinical Gerontologist, 30, 71-88. Google Scholar | Crossref | |
|
Wang, C., Burris, M. (1994). Empowerment through photo novella; Portraits of participation. Health Education Quarterly, 21, 171-186. Google Scholar | SAGE Journals | |
|
Young, M. R., Klemz, B. R., Murphy, J. W. (2003). Enhancing learning outcomes: The effects of instructional technology, learning styles, instructional methods, and student behavior. Journal of Marketing Education, 25, 130-142. Google Scholar | SAGE Journals | |
|
Young, M. R., Murphy, J. W. (2003). Integrating communication skills into the marketing curriculum: A case study. Journal of Marketing Education, 25, 57-71. Google Scholar | SAGE Journals | |
|
Yumlembam, D. (2011, July 25). MICA innovation to help Harvard biz school to sharpen teaching tools. The Times of India, p. 4. Google Scholar |
