The Impact of Live Cases on Student Skill Development in Marketing Courses

Cummins, Shannon; Johnson, Jeff S.

doi:10.1177/02734753211034553

Cited by 9 publications

(14 citation statements)

References 80 publications

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“…[…] live cases are rated among the most preferred and effective teaching methods by students […] live case usage drives the perceptions of development of student meta-skills regardless of marketing course […] [and] this result was consistent across all six skill areas studied (Cummins and Johnson, 2023, p. 63).…”

Section: Literature Reviewmentioning

confidence: 88%

“…Likewise, O’Leary posits that “finding suitable [SME] clients” is frequently a challenge (O’Leary, 2017). More recently, Cummins and Johnson (2023) suggest that:…”

Section: Literature Reviewmentioning

confidence: 99%

“…[…] live cases connect students and faculty in realtime with members of the community. Whether project partners are for-profit businesses, nonprofit organizations, or governmental entities, students and faculty work with these community partners (Cummins and Johnson, 2023 p. 65).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Thus, recent research exploring the sourcing of course–client marketing projects emphasizes a local community sourcing focus on the one hand, along with a tacit emphasis on marketing projects with larger more established – and, generally relatively low-EM or non-EM – firms on the other. For example, in the introduction to their paper, Cummins and Johnson (2023) ask the reader to imagine a hypothetical recent marketing major graduate telling a hypothetical prospective employer regarding a course–client projects on which they (the hypothetical student) worked; “I led a consulting team for a [hypothetical] Fortune 200 company looking to improve their cross-sectional marketing lead utilization” (Cummins and Johnson, 2023 p. 55, current author’s bracket and italics).…”

Section: Literature Reviewmentioning

confidence: 99%

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Sourcing and cocreating course-client entrepreneurial marketing (EM) projects

Dalecki

2023

JRME

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Purpose After reviewing the literature focused on real-world course–client marketing projects as well as the literature regarding teaching entrepreneurial marketing (EM), the current paper assesses a census population (N = 106) of course–client projects selected by the current author via Riipen – an online course–project matching hub – for marketing courses taught from Spring 2018 through Spring 2023. The purpose of this paper is to uncover and explore the degree of EM teaching relevance of said course projects over the five-year span indicated. Design/methodology/approach All Riipen-sourced course–client projects selected by the current author for marketing courses taught from Spring 2018 through Spring 2023 (N = 106) were reviewed so that broad project-level and firm-level characteristics and trends – especially EM relevance – could be excavated and assessed over the five-year/10-semester span. In addition, an in-depth qualitative primacy-recency/bookend approach was taken with regards to the first semester (Spring 2018) and the most recent semester (Spring 2023). Findings The main finding is that Riipen-sourced course–client projects exhibited an increasingly high degree of EM relevance between Spring 2018 through Spring 2023. Project representatives at the founder/co-founder level or the equivalent made up only 20% of the pool in Spring 2018 yet constituted slightly over 94% of the pool by Spring 2023. Similarly, whereas only 33% of firms sourced and selected in Spring 2018 were in startup mode, fully 100% of firms selected in Spring 2023 were in startup mode. Research limitations/implications The population of 106 Riipen-sourced-and-selected course–client projects do not represent a statistically valid basis for “apples-to-apples” comparisons because: the population of projects was spread across multiple courses and across multiple semesters over a five-year span where many shifts and trends were ongoing – including impacts to course-delivery modality due to COVID-19, and it is likely that unconscious idiosyncratic biases of the current author were operant during selection. Moving forward, researchers are encouraged to pursue questions such as the following: are there statistically significant EM-related learning outcomes that differ for students paired to projects that vary across the preliminary project taxonomy detailed? Practical implications Many practical teaching recommendations regarding effective ways to source, select and integrate high-EM course–client projects into otherwise standard-issue marketing courses are made. The paper also serves as something of a primer on how best to source and adapt Riipen marketing projects. Cautionary teaching notes and recommendations based on the current author’s observations are also shared. Social implications Over the course of the five-period (Spring 2018 through Spring 2023), it was observed that a rapidly increasing percentage of firms on the Riipen platform self-identified as female-owned, minority-owned and/or LGBTQ-owned. Similarly, a moderately increasing percentage of marketing projects with “social entrepreneurship” and/or “social impact” and/or “environmental impact” elements were posted to the platform. Originality/value To the best of the author’s knowledge, this is the first peer-reviewed journal article to explore the EM value of real-world course–client marketing projects sourced via Riipen.

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Section: Literature Reviewmentioning

confidence: 88%

“…Likewise, O’Leary posits that “finding suitable [SME] clients” is frequently a challenge (O’Leary, 2017). More recently, Cummins and Johnson (2023) suggest that:…”

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

See 2 more Smart Citations

Sourcing and cocreating course-client entrepreneurial marketing (EM) projects

Dalecki

2023

JRME

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“…Live case learning is prevalent and valuable in marketing classes (Cummins and Johnson 2021), but lacking in our pedagogy is a connection of this learning to larger social aims and the community we learn and live within. Sales may seem a strange place to bridge social good and marketing coursework, but if it can be done in an introductory professional sales course, it can be done throughout the curriculum.…”

Section: Pedagogical Value and Extension Opportunitiesmentioning

confidence: 99%

Selling for the Social Good: A Commentary and Extension to Pedagogy Place

Cummins

2021

Journal of Macromarketing

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This paper describes an adaptation of “Social Marketing, Consumer Behavior, and the SDGs” available from the Pedagogy Place website to an introductory sales class. The extension provides an example of how the structure of a macromarketing project can be adapted to every part of the marketing curriculum—even personal selling. The project details how sales skills can be developed using experiential learning while simultaneously providing an opportunity to discuss macromarketing principles and use sales techniques toward sustainability goals and societal good.

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