Interfacing between blended case teaching and international case competitions as undergraduate student inquiry and literacy in Marketing programmes
This practice example explores the inquiry-based relationship for students between case teaching and international competitions in Marketing. This work is based on the premise that undergraduate Marketing students in a College of Business should experience learning through and about inquiry and enhance their research literacy as a result. Although for many students research-oriented ways of engaging them with inquiry are fairly passive experiences, we believe student engagement in case study competitions offer a primarily active and exciting learning opportunity. In a broader sense, the framework offered by Healey & Jenkins (2009) which is explored in this example, is based on the argument that research-informed inquiry is a powerful way to reinvent or reinvigorate the undergraduate curriculum because the focus is on the student as a learner - in particular that the student can be viewed as a potential producer of knowledge - and by challenging what research and inquiry are in practice, provide interesting perspectives for the Marketing discipline to consider for future programme provision.
- Integral to how undergraduate inquiry is manifested in UG Marketing programmes is the interface between the role of cases in learning and teaching for developing students’ knowledge and skills, graduate attributes, confidence and literacy, and how these are distilled through the international case competition context.
- The impact that the competition has beyond the event itself also plays a key part. Central to UG inquiry is where competitions fit in with case teaching rather than viewing them as entities themselves in isolation.
- Therefore the good practice example aims to explore - To what extent, and how, are case teaching and learning, including student engagement in international case competition, embedded in the curriculum as a form of undergraduate inquiry?
- The work concludes with a consideration of the moving goalpost that is blended delivery in these post-pandemic times, and considers a series of questions on how staff and students can work together in the design and delivery of authentic blended cases and international competition development and support post-pandemic.
Donnelly, R., & Sherlock, R. (2023). Interfacing between blended case teaching and international case competitions as undergraduate student inquiry and literacy in Marketing programmes. Journal of University Teaching & Learning Practice, 20(4). https://doi.org/10.53761/188.8.131.52