Transformational Learning: Using Equality and Diversity Marketing Client Briefs to Foster Awareness, Application and Action

Autor/inn/en	Everett, Sally; Gunduc, Melisa; Junjunia, Maimoona; Kroener, Laura; Maise, Jakob; Scott-Hyde, Katrina; Salem, Lara; Simsek, Asli
Titel	Transformational Learning: Using Equality and Diversity Marketing Client Briefs to Foster Awareness, Application and Action
Quelle	In: Marketing Education Review, 33 (2023) 1, S.56-75 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1052-8008
DOI	10.1080/10528008.2022.2129264
Schlagwörter	Marketing; Transformative Learning; Consciousness Raising; Social Problems; Undergraduate Students; Student Experience; Inclusion; Social Justice; Social Differences; Student Attitudes; Self Concept; Specialists; Interviews; Occupational Aspiration; Career Choice; Business Administration Education; Instructional Design; Teaching Methods; Employment Potential; School Business Relationship; Problem Based Learning; Social Media; Research Papers (Students); Foreign Countries; Team Sports; LGBTQ People; Self Esteem; Career Development; United Kingdom + Suchen Sie Ihr Suchwort? Pädagogische Transformation; Bewusstseinsbildung; Social problem; Soziales Problem; Studienerfahrung; Inklusion; Soziale Gerechtigkeit; Sozialer Unterschied; Schülerverhalten; Selbstkonzept; Interviewing; Interviewtechnik; Berufsneigung; Berufsziel; Lesson concept; Lessonplan; Unterrichtsentwurf; Teaching method; Lehrmethode; Unterrichtsmethode; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Problem-based learning; Problemorientiertes Lernen; Soziale Medien; Ausland; Mannschaftssport; Self-esteem; Selbstaufmerksamkeit; Berufsentwicklung; Großbritannien
Abstract	This paper reports a study coauthored with second-year undergraduate students that examines student experiences of undertaking real-life, client-set marketing assessments with an equality and inclusion remit. Students were set a marketing assessment with an explicit social justice focus, thereby prompting them to reflect on their own backgrounds and unconscious biases whilst addressing issues of societal injustice. This study explores the impact on students of closely engaging with this material and how the assessment, which involved them interviewing experts and developing actionable recommendations, altered their views and career plans. Data were generated via focus groups with students who undertook the assessment, supplemented by some alumni and client interviews. The findings are presented as a "3A" framework of Awareness, Application, and Action: first, the assessment raised "Awareness" of broader societal issues and fostered transformation in terms of personal views; second, students developed core skills and networks they could "Apply" in their future careers; and third, "Action" describes the way students felt empowered to make a positive difference to their client and wider society. The 3A model provides simple design principles that educators could implement if they want to introduce transformational experiences based on social justice issues into the marketing curriculum. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01