![[PDF]](/pb-assets/Icons/adobe-pdf-icon-1498649896243.png){kind=icon}
Abstract
Drawing on identity theory, this conceptual inquiry posits a need to redefine the standard that individuals use to judge themselves as a “business student.” Learners will be more likely to succeed in a corporate context if they experience daily interactions throughout a curriculum that approximate a professional environment. These social interactions will reinforce a revised business student identity if carefully orchestrated. A conceptual argument is presented to this end that builds toward a curricular-level solution emphasizing experiential learning that has broad focus beyond marketing students to all business students. A number of obstacles and opportunities are identified while developing a set of propositions linking curriculum design with granular day-to-day interactions. Experiential learning is presented as a path forward but must be implemented in an exhaustive and theoretically sound manner in order to facilitate student transition from an academic to a corporate environment.
References
Section:
|
Arminen, I. (2000). On the context sensitivity of institutional interaction. Discourse & Society, 11, 435-458. Google Scholar | SAGE Journals | ISI | |
|
Arminen, I. (2005). Institutional interaction: Studies of talk at work. Burlington, VT: Ashgate. Google Scholar | |
|
Bacon, D. R. (2005). The effect of group projects on content-related learning. Journal of Management Education, 29, 248-267. Google Scholar | SAGE Journals | |
|
Burke, P. J. (2006). Identity change. Social Psychology Quarterly, 69, 81-96. Google Scholar | SAGE Journals | ISI | |
|
Burke, P. J., Stets, J. E. (1999). Trust and commitment through self-verification. Social Psychology Quarterly, 62, 347-366. Google Scholar | Crossref | ISI | |
|
Burke, P. J., Stets, J. E. (2009). Identity theory. New York, NY: Oxford University Press. Google Scholar | Crossref | |
|
Burke, P. J., Tully, J. C. (1977). The measurement of role identity. Social Forces, 55, 881-897. Google Scholar | Crossref | ISI | |
|
Canhoto, A. I., Murphy, J. (2016). Learning from simulation design to develop better experiential learning initiatives: An integrative approach. Journal of Marketing Education, 38, 98-106. Google Scholar | SAGE Journals | ISI | |
|
Cavagnaro, L., Fasihuddin, H. (2016). A moonshot approach to change in higher education. Liberal Education, 102, 8-17. Google Scholar | |
|
Cooley, C. H. (1902). The looking-glass self. In Human nature and the social order. New York, NY: Schribner’s. Google Scholar | |
|
Davidson, K. (2016, August 30). Employers find “soft skills” like critical thinking in short supply. Wall Street Journal. Retrieved from https://www.wsj.com/articles/employers-find-soft-skills-like-critical-thinking-in-short-supply-1472549400 Google Scholar | |
|
Elam, E. L. R., Spotts, H. E. (2004). Achieving marketing curriculum integration: A live case study approach. Journal of Marketing Education, 26, 50-65. Google Scholar | SAGE Journals | |
|
Ellis, S., Kruglanski, A. W. (1992). Self as an epistemic authority: Effects on experiential learning and instructional learning. Social Cognition, 10, 357-375. Google Scholar | Crossref | ISI | |
|
Franz, B. (2017). When saying “no” to a student may be saying “yes” to learning! Teaching Professor, 31, 1-2. Google Scholar | |
|
Hanna, R. C., Crittenden, V. L., Crittenden, W. F. (2013). Social learning theory. Journal of Marketing Education, 35, 18-25. Google Scholar | SAGE Journals | |
|
Hart Research Associates . (2013). It takes more than a major: Employer priorities for college learning and student success. Liberal Education, 99, 22-29. Google Scholar | |
|
Hogan, R., Cheek, J. M. (1983). Identity, authenticity, and maturity. In Sarbin, T. R., Scheibe, K. E. (Eds.), Studies in social identity (pp. 339-357). New York, NY: Praeger. Google Scholar | |
|
Hunt, M. O. (2003). Identities and inequalities: Exploring links between self and stratification processes. In Burke, P. J., Owens, T. J., Serpe, R. T., Thoits, P. A. (Eds.), Advances in identity theory and research (pp. 71-84). New York, NY: Kluwer Academic/Plenum. Google Scholar | Crossref | |
|
Hunter-Jones, P. (2012). The continuum of learner disengagement: Ethnographic insights into experiential learning in marketing education. Journal of Marketing Education, 34, 19-29. Google Scholar | SAGE Journals | |
|
Karns, G. L. (2005). An update of marketing student perceptions of learning activities: Structure, preferences, and effectiveness. Journal of Marketing Education, 27, 163-171. Google Scholar | SAGE Journals | |
|
Kernan, J. B., Sommers, M. S. (1967). Meaning, value, and the theory of promotion. Journal of Communication, 17, 109-135. Google Scholar | Crossref | Medline | ISI | |
|
Kirschner, P. A., Sweller, J., Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41, 75-86. Google Scholar | Crossref | ISI | |
|
Kleine, S. S. (2002). Enhancing students’ role identity as marketing majors. Journal of Marketing Education, 24, 15-23. Google Scholar | SAGE Journals | |
|
Knez, I. (2016). Toward a model of work-related self: A narrative review. Frontiers in Psychology, 7, 331. doi:10.3389/fpsyg.2016.00331 Google Scholar | Crossref | Medline | ISI | |
|
Kolb, D. A. (1976). Management and the learning process. California Management Review, 18(3), 21-31. Google Scholar | SAGE Journals | ISI | |
|
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall. Google Scholar | |
|
Krueger, N. F. (2007). What lies beneath? The experiential essence of entrepreneurial thinking. Entrepreneurship Theory and Practice, 31, 123-138. Google Scholar | SAGE Journals | ISI | |
|
Kurpis, L. H., Hunter, J. (2016). Developing students’ cultural intelligence through an experiential learning activity a cross-cultural consumer behavior interview. Journal of Marketing Education. doi:10.1177/0273475316653337 Google Scholar | SAGE Journals | ISI | |
|
Laverie, D., Kleine, R. E., Kleine, S. S. (2002). Reexamination and extension of Kleine, Kleine, and Kernan’s social identity model of mundane consumption: The mediating role of the appraisal process. Journal of Consumer Research, 28, 659-669. Google Scholar | Crossref | ISI | |
|
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 | |
|
Loevinger, J., Cohn, L. D., Bonneville, L. P., Redmore, C. D., Streich, D. D., Sargent, M. (1985). Ego development in college. Journal of Personality and Social Psychology, 48, 947-962. Google Scholar | Crossref | Medline | ISI | |
|
Lundgren, D. C. (2004). Social feedback and self-appraisals: Current status of the Mead-Cooley hypothesis. Symbolic Interaction, 27, 267-286. Google Scholar | Crossref | ISI | |
|
Marcus, B. H. (1979). Experiential learning in marketing: Synthesis and action for a capstone course. Journal of Marketing Education, 1, 13-18. Google Scholar | SAGE Journals | |
|
McCall, G. J., Simmons, J. L. (1978). Identities and interactions: An examination of human associations in everyday life. New York, NY: Free Press. Google Scholar | |
|
McCarthy, P. R., McCarthy, H. M. (2006). When case studies are not enough: Integrating experiential learning into business curricula. Journal of Education for Business, 81, 201-204. Google Scholar | Crossref | |
|
McCorkle, D. E., Reardon, J., Alexander, J. F., Kling, N. D., Harris, R. C., Iyer, R. V. (1999). Undergraduate marketing students, group projects, and teamwork: The good, the bad, and the ugly? Journal of Marketing Education, 21, 106-117. Google Scholar | SAGE Journals | |
|
Mead, G. H. (1967). Mind, self, and society from the standpoint of a social behaviorist. Chicago, IL: University of Chicago Press. Google Scholar | Crossref | |
|
Moore, C., Boyd, B. L., Dooley, K. E. (2010). The effects of experiential learning with an emphasis on reflective writing on deep-level processing of leadership students. Journal of Leadership Education, 9, 36-52. Google Scholar | Crossref | |
|
Pfeffer, J., Fong, C. T. (2004). The business school “business”: Some lessons from the US Experience. Journal of Management Studies, 41, 1501-1520. Google Scholar | Crossref | ISI | |
|
Scalzo, C., Turner, L. (2007). The effect of experiential learning experiences on management skills acquisition. Developments in Business Simulation and Experiential Learning, 34, 155-160. Google Scholar | |
|
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 | |
|
Shrauger, J. S., Schoeneman, T. J. (1979). Symbolic interactionist view of self-concept: Through the looking glass darkly. Psychological Bulletin, 86, 549-573. Google Scholar | Crossref | ISI | |
|
Sluss, D. M., Ashforth, B. E. (2007). Relational identity and identification: Defining ourselves through work relationships. Academy of Management Review, 32, 9-32. Google Scholar | Crossref | ISI | |
|
Smith, L. W., Van Doren, D. C. (2004). The reality-based learning method: A simple method for keeping teaching activities relevant and effective. Journal of Marketing Education, 26, 66-74. Google Scholar | SAGE Journals | |
|
Solomon, M. R., Buchanan, B. (1991). A role-theoretic approach to product symbolism: Mapping a consumption constellation. Journal of Business Research, 22, 95-109. Google Scholar | Crossref | ISI | |
|
Stets, J. E., Burke, P. J. (2000). Identity theory and social identity theory. Social Psychology Quarterly, 63, 224-237. Google Scholar | Crossref | ISI | |
|
Stewart, M. (2006). The management myth. Atlantic Monthly, 297, 80-87. Google Scholar | |
|
Stryker, S. (1980). Symbolic interactionism: A socio-structural version. Menlo Park, CA: Benjamin/Cummings. Google Scholar | |
|
Stryker, S. (2001). Traditional symbolic interactionalism, role theory, and structural symbolic interactionism: The road to identity theory. In Turner, J. (Ed.), Handbook of sociological theory (pp. 221-231). New York, NY: Kluwer Academic/Plenum. Google Scholar | |
|
Trettevik, R. (2016). Identities, goals, and emotions. Social Psychology Quarterly, 79, 263-283. Google Scholar | SAGE Journals | ISI | |
|
Waldman, D. A., Galvin, B. M., Walumbwa, F. O. (2013). The development of motivation to lead and leader role identity. Journal of Leadership & Organizational Studies, 20, 156-168. Google Scholar | SAGE Journals | ISI | |
|
Walker, I., Tsarenko, Y., Wagstaff, P., Powell, I., Steel, M., Brace-Govan, J. (2009). The development of competent marketing professionals. Journal of Marketing Education, 31, 253-263. Google Scholar | SAGE Journals | |
|
Wharton, R., Parry, L. (2003). The good, the bad, and the ugly: Using experiential learning in the classroom. Journal of the Scholarship of Teaching and Learning, 3, 56-68. Google Scholar | |
|
Young, M. R. (2010). Transforming the initial marketing education experience: An action learning approach. Journal of Marketing Education, 32, 13-24. Google Scholar | SAGE Journals |
