An Innovative, Experiential-Learning Project for Sales Management and Professional Selling Students

Chapman, Joseph D.; Schetzsle, Stacey; Wahlers, Russell G.

doi:10.1080/10528008.2015.1091674

Cited by 23 publications

(14 citation statements)

References 8 publications

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“…Teaching behaviour is a central concept in the literature of teaching, teacher effectiveness, learning environments, and motivation. In general, research has consistently documented the significant role of teaching behaviour for student learning and outcomes (e.g., Chapman et al, 2016;Creemers & Kyriakides, 2008;Hattie, 2012;Hattie & Clinton, 2008;Scheerens & Bosker, 1997). To illustrate effective teaching behaviour for research and practice purposes, measurement plays a substantial role.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Observed teaching behaviour in secondary education across six countries: measurement invariance and indication of cross-national variations

Maulana

André

Helms-Lorenz

et al. 2020

School Effectiveness and School Improvement

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Effective teaching is a key factor in educational effectiveness and improvement. To facilitate the knowledge exchange regarding effective teaching in secondary education internationally, there has been a growing interest in using classroom observation measures. However, little is known regarding the comparability of observation measures across various national contexts (measurement invariance). Consequently, comparing effective teaching behaviour across contexts is compromised by issues of construct and measurement equivalence. In the present study, we investigated measurement invariance of the International Comparative Analysis of Learning and Teaching (ICALT) for measuring teaching behaviour across various national contexts including the Netherlands,

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Section: Theoretical Frameworkmentioning

confidence: 99%

Observed teaching behaviour in secondary education across six countries: measurement invariance and indication of cross-national variations

Maulana

André

Helms-Lorenz

et al. 2020

School Effectiveness and School Improvement

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show abstract

“…In particular, experiential learning, which places an emphasis on interaction above mere instruction, has received considerable attention among marketing academics (Gray et al, 2012). To wit, a quick search for articles published on the topic of experiential learning in marketing in the past 20 years yields research and guidance for almost every topical area within marketing, including services (Gremler et al, 2000), branding (Bennett et al, 2019), retailing (Franco Valdez & Valdez Cervantes, 2018), customer experience management (Klink et al, 2020), digital marketing (Kemp et al, 2019), marketing channels (Young et al, 2019), sales (Chapman et al, 2016), and the list goes on. However, while this marks significant and important progress in the pedagogical approach to marketing courses in higher education, research examining how experiential learning can be refined and improved remains important.…”

mentioning

confidence: 99%

Thank You for Being a Friend: A Peer-Learning Approach to Marketing Education

Lastner

Delpechitre

Goad

et al. 2020

Journal of Marketing Education

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Peer learning, a pedagogical approach whereby students are partnered together to have one student actively help another student learn predetermined content or skills, has long been utilized as an effective complement to more traditional instructional methods across a wide range of educational disciplines. This approach has been found to reduce the stress of learning, increase student engagement, and yield benefits to both the tutor and the tutee to a roughly equal degree. Yet, pedagogical research to this point has mostly failed to explore the usefulness of this approach to marketing and sales education. In the present research, we examine the effectiveness of peer-learning applications in a sales context and discuss marketing educators' implications. More specifically, we assess college sales students’ perceptions of peer-learning role-play exercise and further examine whether peer-learning exercises can improve students’ abilities. The results indicate that peer-learning exercises are not only enjoyed by students but are capable of producing objective performance improvement for both introductory and advanced students.

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“…In entrepreneurial learning, where experiential learning is the framework of the process, mistakes in learning are cultural (Chapman et al, 2016), and where roleplay activities, and case presentations are rich sources of learning (Park & Choi, 2014).…”

Section: Experiential-entrepreneurial Learningmentioning

confidence: 99%

The Differential Impact of the Experiential- Entrepreneurial Learning Method on the Entrepreneurial Intentions of Higher Education Students

Ali

Negasi

2021

IJLTER

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This study has comparatively examined the differential impact of the experiential-entrepreneurial learning method on the entrepreneurial intentions of students against the traditional entrepreneurial-teaching method of the course in Entrepreneurship and Small Business Management in Wollo University, Ethiopia. The research design appropriated was a quasi-experimental non-equivalent comparison-group design. The data for the study were drawn from 202 prospective graduating students. An entrepreneurial-intentional questionnaire (EIQ) was used to collect the data. To test the impact of course intervention, ANCOVA and SEM_path analysis were employed. As the findings indicated, a significant mean difference in the entrepreneurial intention and its antecedents were obtained between the experiential-entrepreneurial method and the traditional entrepreneurial-teaching method group of the study participants. The relationships of variables included in the theory of planned behavior (TPB) have been affected by the two teaching-learning methods univocally. The findings have practical implications and recommendations for the teaching-learning processes of entrepreneurship in higher education.

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An Innovative, Experiential-Learning Project for Sales Management and Professional Selling Students

Cited by 23 publications

References 8 publications

Observed teaching behaviour in secondary education across six countries: measurement invariance and indication of cross-national variations

Observed teaching behaviour in secondary education across six countries: measurement invariance and indication of cross-national variations

Thank You for Being a Friend: A Peer-Learning Approach to Marketing Education

The Differential Impact of the Experiential- Entrepreneurial Learning Method on the Entrepreneurial Intentions of Higher Education Students

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