Enhancing the Interdisciplinary Perspective in the Marketing Management Decision Process through an Applied, Integrated, Client Project

Askim-Lovseth, Mary K.; O'Keefe, Timothy

doi:10.2753/mer1052-8008220110

Cited by 11 publications

(3 citation statements)

References 5 publications

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“…“Collaborative learning that incorporates classes and students from different disciplines creates a richer, more complex, more realistic learning environment that cannot help but improve student outcomes” (p. 64). However, in the Askim-Lovseth and O’Keefe (2012) study, collaboration still involves a client, which is similar to other terms previously outlined in existing scholarship.…”

Section: Literature Reviewmentioning

confidence: 62%

“…Collaboration, as defined by Mary Askim-Lovseth and Timothy O’Keefe (2012), is the interdisciplinary pedagogy that occurs in a collegiate setting, which adds further complexity to quasi-professional pedagogy. “Collaborative learning that incorporates classes and students from different disciplines creates a richer, more complex, more realistic learning environment that cannot help but improve student outcomes” (p. 64).…”

Section: Literature Reviewmentioning

confidence: 99%

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Words Du Jour: An Analysis of Traditional and Transitional Course Descriptors at Select J-Schools

Spillman

Kuban

Smith

2016

Journalism & Mass Communication Educator

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Journalism education may be at a tipping point. It is unclear, however, what new form curricula might take. Through an analysis of individual course titles and descriptions that appeared in the 2013-2014 undergraduate catalogs of 68 selected universities, this exploratory study finds that most departments/schools are not offering classes that reflect pedagogical approaches recently promoted in professional literature (e.g., hospital model, entrepreneurship, apprenticeship) nor are they responding to calls for greater integration between the classroom and industry via quasi-professional experiences. Journalism programs are, instead, relying on historically recognized and accepted models—such as practicum and capstone.

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Section: Literature Reviewmentioning

confidence: 62%

Section: Literature Reviewmentioning

confidence: 99%

Words Du Jour: An Analysis of Traditional and Transitional Course Descriptors at Select J-Schools

Spillman

Kuban

Smith

2016

Journalism & Mass Communication Educator

View full text Add to dashboard Cite

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“…Practice-based active learning is further enhanced when paired with realistic exercises incorporating actual "clients" into the learning activity (Askim-Lovseth & O'Keefe, 2012;Craciun & Corrigan, 2009). Client-focused (realworld) practice-based active learning exercises bridge the gap between the classroom and workplace environments, thus helping students to be better prepared for workplace challenges (Bobot, 2010;Mantel, Pullins, Reid, & Buehrer, 2002).…”

Section: Introductionmentioning

confidence: 99%

Integration of an Online Curriculum with a Real-World Exercise: A Step Beyond Traditional Classroom Teaching

Maddox

Patino

Kaltcheva

et al. 2018

Journal of Advertising Education

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This exploratory study demonstrates the effectiveness of using practice-based and client-focused active learning exercises to develop applied skills and better position the student as a candidate with both practical competencies and strong book knowledge. Findings from surveys of business managers indicate the need for real-world application of the skills and knowledge taught in the classroom. Two sections of an undergraduate Integrated Marketing Communications course (60 students) completed an active learning, practice-based pedagogical instrument involving Nielsen Academics and client-focused exercises. A 2 (group: experimental vs. control) × 2 (section) ANOVA with students’ quiz scores as the dependent variable showed the group main effect was the only significant effect. The combination of the Nielsen Academics technology and the client-focused exercises yielded stronger learning outcomes. Not only did students gain experience in media buying and scheduling, but also their knowledge of each was significantly higher than that of students in the control group.

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Marketing Digital Offerings Is Different: Strategies for Teaching About Digital Offerings in the Marketing Classroom

Micken

2014

Journal of Education for Business

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Enhancing the Interdisciplinary Perspective in the Marketing Management Decision Process through an Applied, Integrated, Client Project

Cited by 11 publications

References 5 publications

Words Du Jour: An Analysis of Traditional and Transitional Course Descriptors at Select J-Schools

Words Du Jour: An Analysis of Traditional and Transitional Course Descriptors at Select J-Schools

Integration of an Online Curriculum with a Real-World Exercise: A Step Beyond Traditional Classroom Teaching

Marketing Digital Offerings Is Different: Strategies for Teaching About Digital Offerings in the Marketing Classroom

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