Differential Effect of Client-Based and Non-Client-Based Projects on Marketing Students' Course Performance and Evaluations

Autor/in	Tofighi, Maryam
Titel	Differential Effect of Client-Based and Non-Client-Based Projects on Marketing Students' Course Performance and Evaluations
Quelle	In: Marketing Education Review, 32 (2022) 1, S.65-81 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1052-8008
DOI	10.1080/10528008.2021.1871851
Schlagwörter	Marketing; Business Administration Education; Student Projects; Undergraduate Students; Course Evaluation; Grades (Scholastic); Experiential Learning; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Schulprojekt; Notenspiegel; Experiental learning; Erfahrungsorientiertes Lernen; Unterrichtserfolg
Abstract	This research investigates the effectiveness of incorporating a client-based project in an undergraduate course by comparing it with a non-client-based project. This study utilizes quantitative (i.e., experiment) and qualitative (i.e., in-depth interviews) methods to examine the impact of client-based projects on students' course performance and student evaluations of instruction. The experiment's dataset comprises 305 students in four sections of an undergraduate marketing research course taught by the same instructor over four semesters. The results of the analysis of variance (ANOVA) show that, compared to the non-client-based approach, a client-based approach improves students' course performance in terms of their midterm grade, final grade, and overall grade. Moreover, students involved in the client-based project perceived higher intellectual growth and skill development than students involved in the non-client-based project. The qualitative data findings extended the previous quantitative results and showed that students who participated in client-based projects believe that they obtained higher academic confidence, career confidence, hard skills, and soft skills than students who participated in non-client-based projects. These findings are supported by the value co-creation model and social exchange theory. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01