How grumpy cat helped students learn management concepts

Mark Julien, Micheal Stratton, Gordon B. Schmidt and Russell Clayton

Organization Management Journal, 2024, vol. 21, issue 1, 36-40

Abstract: Purpose - Management educators often seek out innovative ways to introduce theories and concepts in such a way that students are more engaged and connected with the course material. A meme is an image juxtaposed with short text that elicits emotional responses from its readers and is now a staple in social media. Examples include: grumpy cat, success kid and distracted boyfriend. The authors have successfully used memes both online and in-person as a teaching tool. This paper aims to describe how the authors have used memes and some of the best practices and lessons learned from this experience. Design/methodology/approach - Students in a training and development undergraduate course and an organizational behavior MBA course were tasked with creating and presenting memes that reflected the subject matter in their respective courses. Findings - Their fellow students were successful in identifying the course theory or concept when these student presenters presented their memes in class. This suggests that this type of activity is helpful for students to apply a key course concept or theory in a way that was fun and interactive. Follow-up feedback from the students indicated that they enjoyed this type of activity and felt that it aided in their retention of course material. Originality/value - While memes are quite popular in social media, there is a paucity of academic articles on the application of memes for teaching management concepts. This article guides instructors on how the authors have used memes in the classroom and offers some suggestions for doing a debrief afterward.

Keywords: Popular culture; Memes; Innovative teaching tools; Management courses; Participative pedagogy (search for similar items in EconPapers)
Date: 2024
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Persistent link: https://EconPapers.repec.org/RePEc:eme:omjpps:omj-03-2023-1756

DOI: 10.1108/OMJ-03-2023-1756

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