Developing Context-Relevant Project Experiences for Marketing Analytics Students

Autor/inn/en	Lim, Jeen-Su; Heinrichs, John H.
Titel	Developing Context-Relevant Project Experiences for Marketing Analytics Students
Quelle	In: Decision Sciences Journal of Innovative Education, 19 (2021) 2, S.150-156 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Heinrichs, John H.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1540-4595
DOI	10.1111/dsji.12234
Schlagwörter	Marketing; Data Analysis; Business Administration Education; Student Projects; College Students; Program Design; Program Implementation; Course Content; Integrated Learning Systems; Skill Development; Job Skills; Business Skills + Suchen Sie Ihr Suchwort? Auswertung; Schulprojekt; Collegestudent; Programme design; Programmaufbau; Programmplanung; Kursprogramm; Kompetenzentwicklung; Qualifikationsentwicklung; Produktive Fertigkeit
Abstract	Today's firms are inundated with a huge volume of data and face requirements to use this data to gain and maintain competitive advantage. In this teaching brief, we address the confirmed analytic skills gap by providing context-relevant learning experiences to business students. Specifically, a marketing analytics project development model is proposed, with details on its design and implementation in a senior-level course at a major Midwestern university. The course content and project were administered through a learning management system using HubSpot's CRM software tools. For the project, students were provided with data visualizations for a hypothetical firm; then they performed additional analysis using HubSpot CRM dashboards. Final student projects, as well as course evaluations, suggest that students gained enhanced marketing analytics skills that will be valuable in the future job market. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01