A Tutorial Guide About How to Manage a Client-Financed Project

Abstract

Client-based/sponsored projects are one of the best ways to provide students with a valuable learning experience (Bove & Davies, 2009; Parsons & Lepkowska-White, 2009). Experiential learning is "learning by experience." As Evans and Lang (2006) suggested, experiential learning is an action strategy where the student is directly in touch with real things and people or is involved in activities that simulate real activities or people. Students will come into contact with exactly what they are learning. A client-based/-sponsored project increases students' motivation (Lopez & Lee, 2005) and challenges students better than the best-written case study (Parsons & Lepkowska-White, 2009). Projects with a real-world client are more realistic, relevant, and dynamic than the traditional case study (Bove & Davies, 2009). Some experiential-learning activities involve students working for a real organization in a consulting capacity. Projects where student-consulting teams work with a real organization have been labeled as client-based, client-sponsored, or client-financed projects. Although many authors in the literature have not specified whether the client provided financial support for the project, some authors, such as Peltier, Schibrowsky, and Kleimenhagen (1995), Razzouk, Seitz, and Rizkallah (2003), and Bove and Davies (2009), specifically note that the client was required to cover students' expenses while completing the project. Peltier et al. (1995) describe how marketing faculty and the student marketing club co-developed a research agency. They require the client to cover any expenses incurred by the agency. Razzouk et al. (2003) also report that the client pays 457781J MDXXX10.

Achieving Scaled and Sustained Use of Client-Based Projects in Business School Marketing Education: A Proposed Suprastructure

“…Moore (2010) suggested that the transformative effects of experiential learning require it be “structured effectively and processed rigorously” (p. 11). Numerous scholars have proposed processes and guidance for constructing and managing CBPs (Bove & Davis, 2009; Clark, King, & Jurn, 2012; de los Santos & Jensen, 1985; Lopez & Lee, 2005; Muir, 1996; Strauss, 2011; West, 2011). These approaches generally align to the traditional view of project management as groups of sequential processes: (1) project initiation, (2) project planning, (3) project execution, (4) project monitoring and control, and (5) project closure (Project Management Institute, 2008).…”

“…Relative to timing, the application of studied theory in a CBP can occur either concurrent with the studied theory (Clark et al, 2012; West, 2011) or succedent, applying previously studied theory such as a capstone model (Gorman, 2011; Strauss, 2011). As the principal course we identified for consistent use of CBPs was the core MBA Marketing Management course, concurrent timing was deemed most appropriate.…”

“…An example is encouraging students to proactively reach out to clients to impart knowledge, ask questions, and float trial balloons (see Table 3). However, if clients fail to respond, this can be a source of frustration for students (Clark et al, 2012). As such, students are asked to include the FOR on their client communication so the FOR can monitor client engagement and intervene, if needed.…”

Critical Thinking and Reflective Learning in the Marketing Education Literature: A Historical Perspective and Future Research Needs

“…For example, experiential learning activities such as “live” or “real-world” cases, exercises, or projects offer a promising variation to the traditional case method (Corrigan & Cracium, 2012). These activities foster perceptions of critical thinking skills by situating students’ problem solving in a real business environment (Clark, King, & Jurn, 2012), thereby increasing students’ motivation for learning (Lopez & Gravois, 2005). Similarly, service learning projects help engage students in reflection, critical thinking, knowledge application, and practical lessons in civic responsibility (Geringer, Stratemeyer, Canton, & Rice, 2009).…”

A Survey of Research in Field-Based Education: A Summary of Process, Best Practices, and Lessons Learned

“…There are similar field-based courses in related fields such as marketing (see Clark et al 2012) and Engineering (Mosher 2014).…”