The Strategy and Tactics of Cases in Marketing Education

Abstract

Abstract:To what degree have you considered your use of cases within your teaching? This paper suggests more and better planning and organisation at all levels from the individual and tactical through to the programme, group and academy is required if the method is to be used more effectively. It contains suggestions and criteria by which such planning and decision making could be carried out, before reflecting on the value possible in producing case studies as a useful by-product of research projects large and small. Context"At undergraduate, postgraduate and practitioner level, the case study is a well-accepted and widely used learning tool. The established popularity of case studies in marketing management education is primarily linked to the technique's ability to bridge the gap between marketing theory and practical situations. This capacity to make the connection between standard textbooks and real business problems allows students to practise applying the theoretical concepts they have learnt. This is achieved by providing students with appropriate background and market information, then asking them to take responsibility for making key marketing decisions." Dibb and Simkin (1994:11) To expand a little, the orthodox view of case studies is that they are a useful, possibly an indispensable component of a managerially-orientated marketing education. The success of a marketing education depends, it is implicitly assumed, upon how well students are prepared to enter graduate marketing jobs. Therefore, in order to achieve this, bridges must be built between the "less real" worlds of the classroom and marketing theory, and the "more real" world of marketing practice. That case studies are an excellent piece of bridgebuilding equipment with which students can engage with the type of problems that face marketing managers, can explore and develop solutions, can put into practice analytical techniques, can engage in constructive debate about alternative courses of action, and can do all of this without endangering the economic success of any real business is widely accepted. Furthermore, a range of generic business skills, such as working in teams, making presentations and writing reports can be practised using the medium of the case study. Some equally important but less clearly defined learning goals may also be achieved through the use of the case method. Since there is usually no clear-cut "right" answer to a case study, students may be prepared for the ambiguous, shades-of-grey managerial reality for which they are presumed to be destined. Case studies may be written to contain a superfluity of irrelevant information, and to lack certain key pieces of information; again, the presumption is that the ability to sort good information from bad, and to exercise good judgement when one lacks crucial information, are excellent preparation for work in marketing management.

The use of technological cycles in the management of an educational institution by integrating marketing technologies

“…The main task of using marketing technologies in the management of an educational institution is to form the values of students, teachers, parents and meet their development needs. Needs that gained a specific form in accordance with the value system of the individual can be classified as requests (Harker and Bennan, 2017).…”