Literaturnachweis - Detailanzeige
| Autor/inn/en | Riley, Jen; Nicewicz, Kate |
|---|---|
| Titel | Connecting with Gen Z: Using Interactive Improv Games to Teach Soft Skills |
| Quelle | In: Marketing Education Review, 32 (2022) 2, S.97-104 (8 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Riley, Jen) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1052-8008 |
| DOI | 10.1080/10528008.2022.2041440 |
| Schlagwörter | Age Groups; Teaching Methods; Creative Activities; Soft Skills; Educational Games; Best Practices; Marketing; Education Work Relationship; Professional Education; Instructional Innovation; Undergraduate Students; Class Activities; Online Courses |
| Abstract | Soft skills (active listening, attention to detail, avoiding technology-based distractions, etc.) are a growing need in today's workforce. Yet, finding the time, methods, and space within marketing classes can be a challenge. Faced with the task of teaching students not only how to function in their daily roles once in the workforce, the authors found themselves in need of methods to also teach skills to not only help students land jobs, but be successful in them and working with colleagues. The enclosed teaching innovation of using improvisation-based techniques helps to enrich class activities and reinforce existing marketing concepts as well as prominent soft skills for professional development and long-term career success. This manuscript includes details of the importance of soft skills in the marketplace, descriptions of the piloted three interactive games, and best practices for instructors on how to implement them within their classrooms. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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