Learning by Doing: Using Experiential Projects in the Undergraduate Marketing Strategy Course

Perceptions of Integrated Experiential Learning of Graduate Marketing Students

“…Razzouk, Seitz, & Rizkallah (2003) study points out that students interests in a project increase if they perceive it as being relevant to their careers. When students in this study were asked the same question -"This project was and will enhance my job performance," they responded with 72.7 % agreement.…”

“…Companies now want their new employees to "hit the ground running," Richardson and Raveed (1980) and de los Santos and Jensen (1985) mentioned that real company projects provide a conduit between theory and practice. Real company projects help students integrate the material taught in the classroom and ensure continuity (Gremler, Hoffman, Keaveney, & Wright, 2000;Humphreys, 1981;Razzouk, Seitz, & Rizkallah, 2003). Bridges (1999) suggested that incorporating real company projects into the curriculum has the added benefit of providing consistency in the students' view about the discipline of marketing because these projects are interactive, real world, and creative.…”

Experiential Learning – A Case Study of the Use of Computerised Stock Market Trading Simulation in Finance Education

“…When considering the pedagogic approaches that engage with Kolb's (1984) learning loop, and the idea that students' learn through experience, instructional methodologies such as presentations, case studies and role playing have been found to promote deeper learning (Smart & Csapo, 2007) and to be more engaging (O'Leary & Stewart, 2012). These approaches have proved successful in various academic disciplines including Accounting (Sprouls, 1962), Marketing (Razzouk, Seitz & Rizkalla, 2003), Business (Faria & Wellington, 2004), IT skills (Carte, Dharmasiri & Perera, 2011) and Economics (Schmidt, 2003;Ghosh, 2013).…”

Students’ Research Experiences During Consulting Projects: Three Themes Emerging from Case Studies

“…Authors document clients' reluctance to share sensitive information, specifically financial information (Hicks 1977;Markulis 1985). Efforts are taken to disguise sensitive information in the final report (Gaidis and Andrews 1990) and to store the information (with the instructor and/or client) at the conclusion of the project (Hicks 1977, 15;Razzouk, Seitz, and Rizkallah 2003). In general, indications from the literature are that clients are appeased by the knowledge that the information will be used by students for academic purposes (Burr and Solomon 1977;Markulis 1985;Gaidis and Andrews 1990).…”