Download full text
Download full text
ERIC Number: EJ1056212
Record Type: Journal
Publication Date: 2012
Abstractor: As Provided
Reference Count: 16
Moving beyond Consultation and into Action with a Client Project
Ewing, Sara; Dover, Howard F.
American Journal of Business Education, v5 n3 p261-268 2012
Attempting to implement client-based projects within a single semester often overwhelms students and underwhelms the client and grading professor. In this paper, we share results from a two-year pilot project in which the components of a client project were split between several classes. We discuss the client project model as a valuable teaching method that allows students to implement and reflect on marketing strategies. We show that by dividing the project across several teams, the project becomes more manageable and valuable for students and professors. In comparison to other common projects, the client project presented here produced substantial and valuable outcomes for the non-profit client while providing students the unique experience of working in a multiple team structure. We indicate that this approach may be useful for select marketing classes.
Descriptors: Consultation Programs, Theory Practice Relationship, Praxis, Teaching Methods, Marketing, Educational Practices, Educational Strategies, Teamwork, Experiential Learning, Learning Theories, Problem Based Learning, Educational Innovation, Learning Activities, Business Administration Education, College Programs, Partnerships in Education
Clute Institute. 6901 South Pierce Street Suite 239, Littleton, CO 80128. Tel: 303-904-4750; Fax: 303-978-0413; e-mail: Staff@CluteInstitute.com; Web site: http://www.cluteinstitute.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A