Special Session: Putting Knowledge into Action: An Abstract about Implementing Project-Based Learning across Marketing Courses and University Campuses

Abstract

The purpose of higher education in general and marketing curriculum in specific is to create prepared graduates that are well equipped with knowledge and tools needed to succeed in their careers. In an attempt to match evolving needs of future employers and to keep students interested and engaged in course material, educators draw from a variety of approaches to enrich traditional lectures through real-world applications. Here, universities are increasingly incorporating “project-based learning” (PBL) opportunities to help students bridge the gap between classroom learning and practical application of textbook knowledge. While PBL models can vary from institutions to institutions, the most commonly implemented approach is a course-embedded model of PBL. The panel members provide insights about project-based learning from an administrative as well as faculty perspective while addressing fundamental questions of how a PBL culture can be fostered across campus and how educators can implement a PBL model into established marketing courses. Specifically, the special session first discusses strategic and tactical approaches to implement a PBL initiative at the curriculum level, within and across the discipline level, as well as across the campus level. By sharing tips and tricks on how to facilitate the transitioning to a PBL mind-set, educators return to their universities equipped with specific guidelines on how to transform their educational atmospheres. Another focus of the session is to share examples of PBL experiences in a variety of marketing courses, such as marketing research, marketing consultancy, and marketing management. The interactive exchange between panel members and audience members allows for an open dialogue about creation of a PBL culture within and across disciplines, experiences on how to find suitable companies, managing the overall project, and guiding students through the learning experience. The main contribution of this special session stems from the dual perspective discussed by panel members—administrative and practice focus. As a result, attendees can raise concerns or questions related to the general implementation and to specific project concerns about project-based learning. Considering the multitude of topics introduced in this panel, participants will gain substantial knowledge in potential opportunities and challenges in establishing a solid PBL program.