Telling the tale: applying a strategic brand storytelling process for STP planning

McDougal, Elizabeth Randon; Syrdal, Holly A.; Gravois, Renée; Kemp, April

doi:10.1080/0965254x.2021.1892803

Cited by 6 publications

(2 citation statements)

References 42 publications

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“…It has been recommended that storytelling and other forms of narrative transportation represent a potent mechanism to frame an event which in turn can be experienced by others (Van Laer et al, 2014). Such storytelling has been used extensively within consumer research and marketing (McDougal et al, 2021; Shankar et al, 2001; Woodside, 2010). Stories around consumer decision making and consumption experiences are also not uncommon in academia (Shankar et al, 2001) and research has shown that storytelling can be a valuable educational device aimed at encouraging interaction between the storyteller and the audience to interpret their own perspectives and experience (Sarris, 1990).…”

Section: Digital Storytellingmentioning

confidence: 99%

“…Surprisingly, there is less research on the use of DST in marketing education (Greene et al, 2015). While more recent research has used digital storytelling within the context of digital marketing (Fusté-Forné, 2021), tourism marketing (Bassano et al, 2019), and marketing communications (Fernandes, 2019), there are still limited studies on the application within marketing higher education, where it would seem to be a natural fit (McDougal et al, 2021). We propose that using DST provides an opportunity for educators to design assessments that challenge students’ creative abilities outside the standard written format.…”

Section: Digital Storytellingmentioning

confidence: 99%

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Tell Me a Story! Blending Digital Storytelling Into Marketing Higher Education for Student Engagement

Spanjaard

Garlin

Mohammed

2022

Journal of Marketing Education

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Multimodal learning via the use of smart devices, online social interactions, and intuitive communication platforms are fundamentally changing teaching and learning settings. Consequently, educators face unique challenges around student engagement as learners increasingly look to the use of technology-enabled activities for meaningful collaboration. Within this context, this research explores the role of digital storytelling in promoting perceived individual student and group engagement, and how these interact with group functioning, in a postgraduate marketing subject. We evaluate the implementation of this assessment as an avenue to optimize the benefits of the blended learning setting. It contributes to understanding by incorporating the concept of collective, or collaborative engagement where there is a scarcity of research despite the widespread application of group assessment in business education, and marketing education in particular. We employed canonical correlation analysis as an exploratory technique to gain initial insight into its efficacy for student engagement. We contend that digital storytelling shows promise as an inherently social and interactive learning task to provide an authentic assessment for a range of marketing problems. In turn, these attributes provide a stimulating vehicle for student engagement that can promote learning and satisfaction.

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