The Matchmaking Activity: An Experiential Learning Exercise on Influencer Marketing for the Digital Marketing Classroom

Abstract

Influencer marketing is an emerging technological disruptor for marketing across a wide range of industries. This tactic allows companies to promote products in a more organic, trust-affirming manner compared with other forms of paid advertising. As the use of influencer marketing is rapidly growing, marketing educators have a unique opportunity to prepare students to perform this in-demand marketing skill. This article outlines a classroom exercise, called the Matchmaking Activity, which introduces the concept of influencer marketing, provides hands-on experience, and encourages critical thinking to solve a simulated marketing dilemma. The end goal is for students to gain confidence that can be applied to a real-world marketing environment. To assess the effectiveness of the Matchmaking Activity, the exercise was conducted with students in digital marketing classes. Based on findings from a post-activity reflection survey completed by students, the Matchmaking Activity results in the achievement of several desirable learning outcomes. Ideas for adapting this exercise for use in a variety of other marketing courses are also provided.

Thank You for Being a Friend: A Peer-Learning Approach to Marketing Education

“…Experiential learning has been a focal point for pedagogical research in the field of marketing for decades (Gray et al, 2012) and primarily centers around two broad approaches. The first, semistructured classroom activities (see Kemp et al, 2019 and Gremler et al, 2000 for examples), are relatively short, moderately complex activities typically requiring students to work in small groups to complete a task (Hamer, 2000). The second, loosely structured experiential activities, are generally more complex, completed over a longer time frame, and involve greater ambiguity for students to navigate (Hamer, 2000).…”

“…In particular, experiential learning, which places an emphasis on interaction above mere instruction, has received considerable attention among marketing academics (Gray et al, 2012). To wit, a quick search for articles published on the topic of experiential learning in marketing in the past 20 years yields research and guidance for almost every topical area within marketing, including services (Gremler et al, 2000), branding (Bennett et al, 2019), retailing (Franco Valdez & Valdez Cervantes, 2018), customer experience management (Klink et al, 2020), digital marketing (Kemp et al, 2019), marketing channels (Young et al, 2019), sales (Chapman et al, 2016), and the list goes on. However, while this marks significant and important progress in the pedagogical approach to marketing courses in higher education, research examining how experiential learning can be refined and improved remains important.…”

Where There’s a Will, There’s a Way: Synthesizing Creativity, Contagious Motivation, and Unique Projects Into the Course Experience

“…However, since group projects immerse students in a social framework and increase peer-topeer communication, they provide an opportunity for instructors to foster a sense of community and collectivity in the classroom. Experiential projects allow students to engage more fully with the learning process, enhance their understanding of subject material (Elam & Spotts, 2004), and increase their motivation to work hard (Kemp et al, 2018). During the completion of a group project, student teams often deliberate and brainstorm to generate new ideas.…”

The Use and Value of Badges: Leveraging Salesforce Trailhead Badges for Marketing Technology Education

“…Increasing confidence in students has been a goal marketing educators have sought in past research (Bicen & Laverie, 2009; Kemp et al, 2019; Stern, 1990), as confidence is needed once students get into the workplace and face real-world decisions. Similarly, confidence has been proposed as necessary for future application of material learned in a course (Hansen, 2008).…”