Framing the Undergraduate Research Experience: Discovery Involvement in Retailing Undergraduate Education

Autor/inn/en	Sternquist, Brenda; Huddleston, Patricia; Fairhurst, Ann
Titel	Framing the Undergraduate Research Experience: Discovery Involvement in Retailing Undergraduate Education
Quelle	In: Journal of Marketing Education, 40 (2018) 1, S.76-84 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0273-4753
DOI	10.1177/0273475317753864
Schlagwörter	Undergraduate Students; Retailing; Distributive Education; Research Projects; Experiential Learning; Student Participation; Teacher Researchers; Teacher Collaboration; Data Collection; Classification; Measures (Individuals); Cognitive Style; Learning Style Inventory + Suchen Sie Ihr Suchwort? Warenwirtschaft; Forschungsvorhaben; Experiental learning; Erfahrungsorientiertes Lernen; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Lehrerforschung; Lehrerkooperation; Data capture; Datensammlung; Classification system; Klassifikation; Klassifikationssystem; Messdaten; Cognitive styles; Kognitiver Stil
Abstract	We provide an overview of ways to involve undergraduate business and retailing students in faculty research projects and discuss advantages of these student-faculty collaborations. We use Kolb's experiential learning cycle to provide a framework for creating an effective and engaging undergraduate research experience and use it to classify types of projects in which our undergraduate students have participated. These types of projects include (a) theory building and testing, (b) empirical research using primary or secondary data collection, (c) practitioner-oriented projects, and (d) creative projects. We provide specific examples of each type of project and then apply Kolb's experiential learning cycle roles to a variety of undergraduate research projects. We conclude with a discussion of the benefits of involving undergraduate students in research projects. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01