INTEGRATING EXTENDED EXPERIENTIAL GROUP LEARNING PROJECTS INTO UNDERGRADUATE MARKETING CLASSES: OBSERVATIONS, PROCESSES AND LESSONS LEARNED

Brad Sago

Business Education and Accreditation, 2019, vol. 11, issue 1, 81-87

Abstract: For a decade and a half, the author has integrated experiential learning into marketing and business classes with the goal of deepening student learning of concepts and theories, as well as, promote the use by students of theories and concepts into situational analyses and development of relevant resulting recommendations. The focus of this article is to discuss the purposes, processes, outcomes and challenges of integrating an extended group experiential learning project – one lasting approximately 12 weeks – into an upper division undergraduate semester-based marketing class. The results of these experiential projects were well received by both students and their business clients.

Keywords: Experiential Learning; Teaching Pedagogy; Experiential Projects; Group Assignment Grading Fairness (search for similar items in EconPapers)
JEL-codes: M00 M31 (search for similar items in EconPapers)
Date: 2019
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