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Integrating Extended Experiential Group Learning Projects Into Undergraduate Marketing Classes: Observations, Processes And Lessons Learned

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  • Brad Sago

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.

Suggested Citation

  • Brad Sago, 2019. "Integrating Extended Experiential Group Learning Projects Into Undergraduate Marketing Classes: Observations, Processes And Lessons Learned," Business Education and Accreditation, The Institute for Business and Finance Research, vol. 11(1), pages 81-87.
    • Handle: RePEc:ibf:beaccr:v:11:y:2019:i:1:p:81-87
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    References listed on IDEAS

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    1. Robert D. Green & Farideh A. Farazmand, 2012. "Experiential Learning: The Internship And Live-Case Study Relationship," Business Education and Accreditation, The Institute for Business and Finance Research, vol. 4(1), pages 13-23.
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      More about this item

      Keywords

      Experiential Learning; Teaching Pedagogy; Experiential Projects; Group Assignment Grading Fairness;
      All these keywords.

      JEL classification:

      • M00 - Business Administration and Business Economics; Marketing; Accounting; Personnel Economics - - General - - - General
      • M31 - Business Administration and Business Economics; Marketing; Accounting; Personnel Economics - - Marketing and Advertising - - - Marketing

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