Implementation Strategy
Transcript: Real-world projects = higher quality products Creates awareness of skills they need to succeed in the "real-world" Organizational, analytical, and communication skills Need to be problem solvers, critical thinkers, and team players Most students understand and can state the value of doing practical group projects Group projects are not for everyone Allowing an option for equal work to be done on one's own (undergraduate level) Best Practices Continued Professor of Marketing at Cal State Authors Victoria Seitz - Ph.D., Oklahoma State University Professor of Marketing at Cal State 1. Provide relevant hands-on experience 2. Students have more buy in if they have a say in their group *Selecting a partner, then you match partners for a group 3. Every student participate in every phase of project - not assign roles 4. Team meetings with the teacher Nabil Y. Razzouk - Ph.D., Arizona State University Razzouk, N., Seitz, V., & Rizkallah, E. (2003). Learning by doing: Using experiential projects in the undergraduate marketing strategy course. Marketing Education Review, 13(2), 35-41. Learning Together Analyzing Research Student Surveys Project experimentation in multiple marketing courses Context Experiential Projects Challenges Reference 5. Have them do at least one presentation rehearsal 6. Confidential peer-evaluation forms 7. Have a solid plan and follow it Elias Rizkallah - Ph.D., Northwestern University Professor of Marketing at La Sierra University Undergraduate Marketing Course Around 30 students What is an ideal real-life group project situation Pros and cons What are students' perceptions of these real-world projects How to set up successful projects Real-World Projects Best Practices Methods Results 1. Finding meaningful projects 2. Grading - Assigning value to individuals, group as a whole, etc 3. Student complaints about group members 4. Time to work on the project