An Online Project-Based Competency Education Approach to Marketing Education

Ye, Christine; Os, Jerry Van; Chapman, Dick; Jacobson, Dax D.

doi:10.1177/0273475317724843

Cited by 27 publications

(37 citation statements)

References 32 publications

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“…If experiential learning is a "learn by doing and reflecting" approach, PBL is a complementary pedagogical approach that engages students in goal-oriented challenges on more complex problems over a longer period of time. It helps students develop and hone their creativity and critical thinking skills and enables them to apply course-specific knowledge to problem solving (Ye et al, 2017). Ye et al (2017) highlight the role of PBL based on three value propositions: (a) it identifies specific competencies that are aligned with learning outcomes, (b) it guides the creation of project assignments that lead to competency development, and (c) it incorporates faculty and mentor coaching to help guide students' performance and achievement of those defined competencies.…”

Section: Project-based Learningmentioning

confidence: 99%

“…All of this serves to prepare students for life outside the classroom in their subsequent jobs and careers. Additionally, PBL helps forge industry connections through the involvement of industry mentors to guide and offer feedback on students’ projects (i.e., Ye et al’s [2017] third point on coaching and guidance).…”

Section: The M-schoolmentioning

confidence: 99%

“…Wind and Mahajan (2001) foreshadowed the radical and disruptive shift from traditional to digital marketing, appealing to businesses and marketing educators to “courageously rethink the very discipline that many of us helped to build” (p. vi). Numerous articles have featured innovative approaches to modern-day marketing education’s curriculum and pedagogy, including the development of social media marketing courses (Faulds & Mangold, 2014), integrating digital and social media metrics within the marketing curriculum (Spiller & Tuten, 2015), applying project-based learning (PBL; Ye, Van Os, Chapman, & Jacobson, 2017), and radically overhauling existing marketing curricula to align with the current and future needs of students and the industries within which they will work (Wymbs, 2011).…”

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confidence: 99%

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Time for a Marketing Curriculum Overhaul: Developing a Digital-First Approach

Rohm

Stefl

Clair

2018

Journal of Marketing Education

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The Internet has evolved to become perhaps the most significant disruptive force influencing consumer behavior, marketing practice, and marketing education. Not surprisingly, numerous industry (Theoharis, 2018) and academic (Crittenden & Crittenden, 2015; Harrigan & Hulbert, 2011; Wind & Mahajan, 2001) sources have highlighted the digital challenge facing marketing practice and academia as educators struggle to maintain pace with the rapid technological changes influencing the marketing field. Regarding consumer behavior, Crittenden and Crittenden (2015) argue that "The 21st century is experiencing a communications revolution, and digital and social media marketing is changing the way consumers receive and use messages" (p. 71). To remain competitive, companies today require practitioners who are marketing, technologically, and analytically savvy (Grewal, Roggeveen, & Shankaranarayanan, 2015). Unfortunately, however, topics such as content marketing, search engine optimization, social media, and online audience development strategies are consistently undertaught at the university level (e.g., Frederiksen, 2015). In brief, an overhaul of the marketing curriculum is due. This article provides guidance for marketing educators by describing the successes and challenges of the development of a digital-first marketing program called the M-School. The challenge facing both industry and academia becomes especially apparent when considering the significant disruptions taking place over the past two decades with the emergence of digital pioneers such as Amazon, Apple, Facebook, and Google. Consumers today-particularly those digital natives (Prensky, 2001) born after 1995-communicate, shop, and access content in a technology-rich environment. This environment is defined by 24/7 access to online stores, services, and social media, illustrating what Sultan and Rohm (2005) refer to as the brand in the hand phenomenon. In response, some of the world's most prominent "traditional" companies (e.g., General Electric, Federal Express, IBM) have been reinvented as they disrupt their respective industries through digital-intensive business models and operations. IBM, for example, is positioning its Watson platform as a leader in artificial intelligence and machine learning. The risks to companies who do not adapt fast enough to the digital 798086J MDXXX10.

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Section: Project-based Learningmentioning

confidence: 99%

Section: The M-schoolmentioning

confidence: 99%

mentioning

confidence: 99%

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Time for a Marketing Curriculum Overhaul: Developing a Digital-First Approach

Rohm

Stefl

Clair

2018

Journal of Marketing Education

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“…В американских университетах и колледжах посредством данного метода создаются комплексные экологические программы, развиваются социальные навыки студентов, происходит внедрение в учебный процесс инновационных технологий, проектный инструментарий используется как для установления связей между системой образования и рынком, так и при преподавании иностранных языков и т. д. [41]. Отдельные американские авторы даже полагают, что весь современный мир (а не только систему образования) можно рассматривать как сово-купность разнообразных проектов (появился даже специальный термин «project-based world» -мир, основанный на проектах) [42].…”

Section: результаты исследованияunclassified

The Practices of Project-Based Learning Technique Application: Experience of Different Countries

Kazun¹,

Пастухова²

2018

Obraz. nauka

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Introduction. In the educational systems of different countries, much experience has been gained regarding the use of project-based learning. This method is an alternative to traditional lecture-based learning: it helps to pull together a theoretical training material with real life; additionally, it changes the roles of pupils and teachers: students become active fully-competent subjects of an educational process, whereas teachers organize, supervise and direct this process, but do not transfer readily available information. The aim of the publication is an analytical review of the cases of application of project-based learning in Finland, France, Australia, China and the USA, which were described in the articles of foreign peer-reviewed journals. Methodology and research methods. The methodological framework of the present research is based on systemic and active approaches. The general scientific methods of comparative analysis, synthesis and generalization were applied. The case study method was chosen as a basic tool of the research. Results. A brief background to the history of the genesis and development of project-based learning is given. The emphasized features of various approaches to project-based learning application are different in their orientation towards the solution of certain tasks, as well as in the possibilities for selecting goals and means for implementing specific projects. The case studies in Finnish universities are worked out for the development of social skills of students; however, students can choose both the goals and tools of project activities by themselves. The industrial project method has gained a wide popularity in France; the method is focused on the market, therefore, the choice of the goals and instruments is made on account of the needs of a particular employer. The experience of some Australian universities shows that the project-based learning is used to develop professional skills; the choice of instruments occurs with an orientation towards the latest technological advances. In China the key objectives of the project-based learning are various social projects (for example, environmental projects) which are declared at the governmental level. A broad range of versions of project-based learning have been practised for more than one decade in the leading United States universities, colleges and schools: social competences of students are formed by the means of this method; there is an introduction of innovative technologies into educational process; partnerships are build between educational organizations and market; comprehensive ecological programs are created; etc. However, at this stage, the project-based learning is singled out for serious criticism; the analysis of previous experience and the search for solutions are conducted in order to increase the efficiency of education and improve academic performance of students.

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“…The account below and the accompanying video illustrate what we feel is an excellent example of the potential of risktaking and problem-based learning (PBL) inspired by the 'guerrilla' tactics of flash marketing campaigns. Whilst it may be fair to argue that the approach was more likely to have flourished in creative contexts, its application reflects wider acknowledgement that business and marketing educators need to consider how work environments and work practices are foregrounding gaps in students' work-readiness as curricula struggle to keep pace (Ye et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

Guerrilla teaching and a DIY exhibitions: How an assault on comfort zones can engage and inspire

Compton

Jackson-Bruce

Krastev

2020

Compass

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This case study and video show the process and outcomes of a ‘flash’ briefing to a group of first-year Fashion Promotion students. The surprise collaborative task was presented to the students outside the comfort of their usual lab space and required them to likewise exhibit previously produced ‘zines’ in a space away from the host institution. With a view to helping students understand how sub-culture artefacts can be exhibited using low-cost, guerrilla marketing strategies, the lecturer drew on some of these same strategies to present the brief. Engagement and participation levels are demonstrably high and the final exhibition is an evident success; the whole experience, we argue, suggests that to challenge norms and to take such risks may well produce positive outcomes. Whilst we believe this case is potentially relevant to anyone interested in higher education pedagogy, the approach is likely to appeal immediately to anyone teaching subjects where promotion is fundamental as well as to those where marketing principles are elemental.

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An Online Project-Based Competency Education Approach to Marketing Education

Cited by 27 publications

References 32 publications

Time for a Marketing Curriculum Overhaul: Developing a Digital-First Approach

Time for a Marketing Curriculum Overhaul: Developing a Digital-First Approach

The Practices of Project-Based Learning Technique Application: Experience of Different Countries

Guerrilla teaching and a DIY exhibitions: How an assault on comfort zones can engage and inspire

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