Engaging marketing students : student operated businesses in a simulated world

Russell-Bennett, Rebekah, Rundle-Thiele, Sharyn, & Kuhn, Kerri-Ann (2010) Engaging marketing students : student operated businesses in a simulated world. Journal of Marketing Education, 32(3), pp. 253-263.

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Engaged students are committed and more likely to continue their university studies. Subsequently, they are less resource intensive from a university’s perspective. This article details an experiential second-year marketing course that requires students to develop real products and services to sell on two organized market days. In the course, students participate as both consumers and marketers in a simulated world. The current article explores the effectiveness of this experiential assessment in terms of its ability to engage students. Comparing student engagement to a traditional lecture course and National Survey of Student Engagement benchmarks, the results suggest that the use of a simulated marketplace is capable of engaging students. Specifically, the assessment reported encourages more active learning and collaboration, is more academically challenging, and permits more student–faculty interaction than a traditional lecture-based course. The course structure outlined in this article permits the dynamics of a live marketing environment to be introduced into the classroom. The authors provide practical advice for educators seeking to design and implement engaging pedagogy.

Impact and interest:

8 citations in Scopus
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ID Code: 39464
Item Type: Journal Article
Refereed: Yes
Keywords: student engagement, student-operated businesses, marketing management, course design, QUTopia, HERN
DOI: 10.1177/0273475310377758
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > OTHER EDUCATION (139900) > Education not elsewhere classified (139999)
Divisions: Current > QUT Faculties and Divisions > QUT Business School
Copyright Owner: Copyright 2010 Sage publications.
Deposited On: 10 Jan 2011 01:49
Last Modified: 23 Jun 2017 07:48

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