Web-Based Cases in Strategic Marketing

Henson, Steve W.; Kennett, Pamela A.; Kennedy, Karen Norman

doi:10.1177/0273475303257554

Cited by 16 publications

(10 citation statements)

References 19 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Knowledge of pedagogical approaches. Researchers have discussed several approaches that one can use in teaching a marketing strategy course: career planning (Haynes & Helms, 1991;Kramer, 1988), cases (Ward & Stasch, 1980), experiential projects (Razzouk, Seitz, & Rizkallah, 2003), life history analysis (Peterson & Mcquitty, 2001), projects (Haas & Wotruba, 1990), scenario planning (Van Doren & Smith, 1999), shareholder value analysis (V. Miller & Hoover, 1999), Web-based cases (Henson, Kennett, & Kennedy, 2003), and Web-based business intelligence tools (Heinrichs, Lim, & Hudspeth, 2002). These articles provide specific discussions of these approaches for teaching a marketing strategy course.…”

Section: Implications Of Pc Doctoral Studentsmentioning

confidence: 99%

“…Haynes and Helms (1991), Kramer (1988), Ward and Stasch (1980), Razzouk, Seitz, and Rizkallah (2003), Peterson and Mcquitty (2001), Haas and Wotruba (1990), Van Doren and Smith (1999), V. Miller and Hoover (1999), Henson, Kennett, and Kennedy (2003), Heinrichs, Lim, and Hudspeth (2002) Cases and a comprehensive project as pedagogical approaches for teaching the marketing strategy course. Also, specific guidelines can be developed consistent with the focus of the course and the content that was specifically developed for the course.…”

Section: Appendix a Pedagogical Competence And Teaching Marketing Strmentioning

confidence: 99%

See 1 more Smart Citation

Developing Pedagogical Competence: Issues and Implications for Marketing Education

Madhavaram

Laverie

2010

Journal of Marketing Education

View full text Add to dashboard Cite

Competence in pedagogy and research is the sine qua non of marketing educators' careers. However, there is evidence in the literature that marketing academics focus more on and are more competent in research than teaching. This imbalance, in a majority of instances, can be traced back to doctoral education. Doctoral programs in marketing are designed to prepare students for becoming successful marketing professors. An important component of becoming a successful professor is learning how to teach effectively. Yet doctoral programs fall short of providing adequate pedagogical training. Consequently, marketing educators, from their doctoral days through their professorial careers, have a responsibility to continuously work on their competence in teaching. However, how can marketing educators in general and marketing doctoral students in particular develop pedagogical competence (PC)? In this article, the authors deconstruct PC into five components: content knowledge (or knowledge of subject matter), knowledge of pedagogical approaches, course management capability, classroom management capability, and student management capability. Next, they discuss how individuals can develop PC and the implications of PC for marketing education. Specifically, the authors discuss issues and implications for doctoral students, doctoral programs, marketing departments, and marketing faculty. Finally, the authors conclude with a discussion of the contributions of the article to marketing academe.

show abstract

Section: Implications Of Pc Doctoral Studentsmentioning

confidence: 99%

Section: Appendix a Pedagogical Competence And Teaching Marketing Strmentioning

confidence: 99%

Developing Pedagogical Competence: Issues and Implications for Marketing Education

Madhavaram

Laverie

2010

Journal of Marketing Education

View full text Add to dashboard Cite

show abstract

“…A live case is used in Module 1. The live case has been used successfully in a variety of course formats (Elam & Spotts, 2004;Henson, Kennett, & Kennedy, 2003). The instructor selects a publicly traded company as the subject of study.…”

Section: Modulementioning

confidence: 99%

Structured Case Analysis: Developing Critical Thinking Skills in a Marketing Case Course

Klebba

Hamilton

2007

Journal of Marketing Education

View full text Add to dashboard Cite

Structured case analysis is a hybrid pedagogy that flexibly combines diverse instructional methods with comprehensive case analysis as a mechanism to develop critical thinking skills. An incremental learning framework is proposed that allows instructors to develop and monitor content-specific theory and the corresponding critical thinking skills. Structured exercises are used initially to examine theory and augment critical thinking skills. The degree of structure decreases progressively as students develop these skills and master theory. The process culminates in traditional (unstructured) case analysis. This discussion explores the characteristics and benefits of structured case analysis and describes how the method can be implemented in a marketing case course. The incremental learning framework fosters metacognition and task generalization. Structured case analysis can be adapted to courses that seek to develop critical thinking and marketing decision making. INTRODUCTIONThere are frequent calls by business and marketing educators to incorporate and increase critical thinking skills in higher education. Marketing scholars often elaborate the pivotal nature of critical thinking skills and strive to identify course procedures to enhance such skills. Although these contributions advance our understanding of critical thinking, it remains a challenge to develop critical thinking skills within course content and specifically, case analysis. The combination of theoretical content and critical thinking skill development promises a deeper student learning experience. However, a process to systematically further this result in case courses has not emerged.This discussion proposes a structured case analysis (SCA) to foster and monitor appropriate critical thinking skills in a marketing strategy case course. The SCA framework integrates a multilevel incremental learning process into case analysis. The first level uses structured, case-based exercises. These exercises establish a framework of analysis that is transferred to subsequent levels of case analysis. Marketing theories and corresponding critical thinking skills are integrated into each level. Student learning is fostered by this incremental process that encourages metacognition and task generalization. The multilevel approach develops a theoretical foundation for traditional case analysis and prepares students for complex marketing decision making. The concurrent development of marketing content and corresponding critical thinking skills distinguish this approach from existing case pedagogy.Structured case analysis is robust enough to be applied to any discipline or curriculum level that intends to develop content-based critical thinking skills. In a marketing strategy context, this process enables instructors to integrate theory and focus on critical thinking skills such as analysis, application, evaluation, synthesis, and creation.This discussion frames the pedagogical issues that surround marketing decision making and critical thinking and outlines a structure...

show abstract

“…According to Merseth (1996), using cases in teacher education is beneficial because of first, "the ability of cases to help develop problem solving and decision-making skills"; second, "the ability of cases to increase awareness of multiple perspectives and other educational settings"; third, "the ability of cases to enhance beliefs about personal authority and efficacy"; and fourth, "the ability of cases to form habits of reflection" (p. 731). Research has shown that online video cases can support problem solving skills (Choi, 2007;Choi & Johnson, 2007;Henson, Kennett & Kennedy, 2003;Pierce, 2002).…”

Section: Discussionmentioning

confidence: 99%

Online Case-Based Problem-Solving Module for ESL Teacher Education

Bazari¹

2019

IJARBSS

View full text Add to dashboard Cite

In Malaysia, efforts to increase the quality of students' learning and achievement, and teachers' quality of delivery and instruction have been ongoing as documented in the National Education Blueprints 2015-2025. The complex nature of the teaching profession requires problem-solving skills to be instilled in teachers to ensure they are able to face the demands of the teaching profession and increase the quality of their instruction. However, research has shown that higher education has not adequately prepared pre-service teachers with problem-solving skills, pedagogical content knowledge, ability to bridge theory and practice, and to be adequately prepared to teach. Hence, this study is carried out to develop and implement an Online Case-Based Problem-Solving (OCBPS) Module to enhance problem-solving skills and other vital skills that can increase the competency of Teaching English as a Second Language (TESL) pre-service teachers. Pre-service teachers observe an authentic ESL writing lesson and engage in problem-solution analysis relating to pedagogy and content of ESL writing. A Single-Group Pre-test-Post-test Design is adopted in which scores of prereflection essays written by the pre-service teachers before the implementation of the module, and the scores of post reflective essays written at the end of the module implementation are compared. The findings for usability indicate that the OCBPS module has the potential of developing vital skills in ESL pre-service teachers like problem-solving skills, pedagogical content knowledge, and the ability to bridge theory and practice.

show abstract

Web-Based Cases in Strategic Marketing

Cited by 16 publications

References 19 publications

Developing Pedagogical Competence: Issues and Implications for Marketing Education

Developing Pedagogical Competence: Issues and Implications for Marketing Education

Structured Case Analysis: Developing Critical Thinking Skills in a Marketing Case Course

Online Case-Based Problem-Solving Module for ESL Teacher Education

Contact Info

Product

Resources

About