Using cases in UG Lectures Retail Marketing John Pal MBS

Slides:

Advertisements

Similar presentations

Engaging Learners at Multiple Levels: Innovations to support the development of professional practice in e-learning Adrian Kirkwood, Robin Goodfellow &

Advertisements

Reviewing a Sports Activity Session

Domain A A5 Creating or selecting evaluation strategies that are appropriate for the students and that are aligned with the goals of the lesson.

Using Kolb’s Model of Experiential Learning to Prepare eLearning Designers Jackie Dobrovolny Joni Dunlap Dave Young Information and Learning Technologies.

FRAMING THEIR EXPERIENCE Experiential Methods and Reflection in Second Language Classrooms.

Session Three: Teaching methods/ activities Short Course in Learning and Teaching in the Classroom Janet Holmshaw and Jeff Sapiro Middlesex University,

The Power of Experience Jonnie Hill, PhD English Language Fellow, RELO Universitas Negeri Surabaya.

Creating a positive classroom atmosphere

Emergent Technology GRIT 685. What is it?  A set of handheld devices  “Clickers”  Allow all students to answer an instructor’s questions  Allows the.

What makes great teaching?

Humboldt University Berlin, University of Novi Sad, University of Plovdiv, University of Skopje, University of Belgrade, University of Niš, University.

Further and Higher Education Elaine Waser, Msc Tourism and Culture.

Survey The objective of the Central Baltic project Enterprising SELF - Sweden, Estonia, Latvia and Finland, is to improve the attitudes in society towards.

Chapter 12 Instructional Methods

QUESTIONS TO PROMOTE SELF-DIRECTED LEARNING SAMANTHA RONSICK AET/531 DECEMBER 8, 2014 DANENE MIMS, INSTRUCTOR.

Enhancing Student Learning Through Error Analysis

Encouraging Online Interaction with Students. Online Quizzes If you use them as pop-up quizzes at the end of a presentation, chances that students remember.

Techniques for Improving Student Learning Outcomes Lynn M. Forsythe Ida M. Jones Deborah J. Kemp Craig School of Business California State University,

Experiencing Online Classes as Student vs. Instructor: A Case Study Linda Alexander.

Team Based Learning in Animal Physiology Mary Kate Worden, PhD Dept of Neuroscience, UVA SOM BIOL 3230 Fall students in 13 teams, including Megan.

+ Assessments in Research Methods: A Literature Review (DRAFT) Dr Anesa Hosein and Dr Namrata Rao.

Student Centered Learning

METHODS Study Population Study Population: 224 students enrolled in a 3-credit hour, undergraduate, clinical pharmacology course in Fall 2005 and Spring.

Wandsworth Lifelong Learning

 Do non-majors learn genetics at a different rate than majors?  What factors affect how students think about and learn difficult genetics concepts? Jenny.

+ It’s all about Journal Club! Rachel Hart Staff Nurse, Transplant Unit, UHW.

Discipline based approaches and reflection Mick Healey and Martin Jenkins “… universities should treat learning as not yet wholly solved problems and hence.

Class Introduction BA 543 Financial Markets and Institutions.

Classroom learning skills Professor Eiad Al-faris.

Dr Elena Luchinskaya, Lancaster University/ Leeds Metropolitan University, UK.

26 TH ACADEMIC COUNCIL ST APRIL 2015 Breakout session Group C “EXPERIENTIAL LEARNING”

Experiential Learning Theory John Dewey David Kolb 1940-

Implementing Active Learning Strategies in a Large Class Setting Travis White, Pharm.D., Assistant Professor Kristy Lucas, Pharm.D., Professor Pharmacy.

CIPD Foundation Level Certificate in Learning & Development Practice Delivering learning & development activities.

Problem-based learning in a traditional curriculum

Operation STEM Cleveland State University February 22, 2014.

Universal Design for Learning in the College Classroom Abstract This Faculty Learning Community (FLC) integrated components of Universal Design for Learning.

PRINCIPLES OF MANAGEMENT MGMT300 Nguyen, V. Thang (PhD)

TODAY’S GOALS Evaluate the descriptive writing technique usage in your WTR essays Learn about the stages of and strategies for reflective writing.

Effective Adult Learning Presentation for the ERWC Task force Kathleen D. Rowlands.

Socratic Seminar: The Power of Dialogue Gifted Institute Millersville University June 2010 June 2010 Patrice Hazlett Carolyn Hoy Cindy Snyder.

Welcome to EP210—Unit 1! Thanks for coming to my seminar! Seminar participation makes a difference. Please take a few minutes to visit with your classmates.

Learning Challenge Online versus Classroom I hear, and I forget. I see, and I remember. I do, and I understand. -- Chinese Proverb.

GRADING POLICIES IN SECONDARY CLASSROOMS THAT ENCOURAGE AND REWARD LEARNING BECKY PISCITELLA JADE ZATEK.

S&T Student Course Evaluations: Beyond Question 7 – Part 2 Dan Cernusca, Ph.D. Instructional Design Specialist Missouri University of Science and Technology.

1 End of Term 2 Review Wednesday 20 March 2013 Please note the workshop on the day may be delivered in a different format Adam Sandelson LSE Student Counselling.

Matching Learning Objectives and Assessment Methods Classroom Assessment Series Fall 07.

Research Problem In one sentence, describe the problem that is the focus of your classroom research project about student learning: That students do not.

How do you get students to read the chapter prior to lecture? How do you get students to read the chapter prior to lecture? Geology Earth Science Jack.

Low Cost Ways to Shape Student Work Outside Class Learning Enhancement Service Ken Jones September 30-October 3.

Student Feedback--Dale Carnegie in the College Classroom Dr. David Urban June 25, 2015.

“Teaching”…Chapter 11 Planning For Instruction

The Use of Formative Evaluations in the Online Course Setting JENNIFER PETERSON, MS, RHIA, CTR DEPARTMENT OF HEALTH SCIENCES.

Enhancing the Student Experience John Gardner 10 May

Intentionally Targeting Student Learning Outcomes through Course Assessment and Design Patty Roberts, Ph.D. Patricia Noteboom, Ph.D NASPA INTERNATIONAL.

The Relationship Between Conceptual Learning and Teacher Self-Reflection Kathleen Falconer Dept of Elementary Education and Reading, SUNY- Buffalo State.

CDIO: Overview, Standards, and Processes (Part 2) Doris R. Brodeur, November 2005.

Wellness and Healthy Lifestyle: INTELLECTUAL WELLNESS: LECTURE 5

Goals: Students will 1. Gain insight into what motivates them. 2. Take questionnaires re positive psychology and gain insight to selves. 3. Analyze the.

Learning and Development HR1007 Session 2 Learning.

FACULTY PEER OBSERVATION: PROVIDING AND BENEFITING FROM USEFUL FEEDBACK Lisa Perfetti Associate Dean for Faculty Development Whitman College

Personal and professional development

Motivation to Redesign

Present by V.MAARISAMY PHYSICAL SCIENCE I YEAR. Experiential Learning Experiential learning is the process of learning from direct experiences. However,

An overview of pedagogical learning theories

A Scholastic Way to Tell People What You Think

IST 402: Emerging Technologies

Public Health Education and Service Learning

Final Course Reflection ELED Dr. Jiyoon Yoon

Kosovo Demand for Justice Program:

Presentation transcript:

Using cases in UG Lectures Retail Marketing John Pal MBS

The course Semester 1, final year elective 160 students 11 * 2 hour lectures 4 * 1 hour seminars Managerially focused Approach - Kolb

Concrete experience Reflective observation Abstract conceptualisation Active Experimentation

Source: Source: Healey, M. & Jenkins, A. (2000) Kolb's Experiential Learning Theory and Its Application in Geography in Higher Education, Journal of Geography, 99, pp ]

Cases used in lectures Rise and fall of Dixons (2 weeks) Footsmith (stockloss) Supplier selection (useful for the assignment) Range selection (useful for the assignment)

How the cases are used Loaded onto BB9 one week prior to lecture My expectations of students: 1.Prepare 2.Participate 3.Reflect and apply learning in a.Coursework b.Exam

Using cases Bring reality closer to the classroom Crystallise issues – limited goals As a point of departure Formative – it’s OK to try out ideas Is there a right answer?

The Harvard method. Class participation is assessed. The forced curve is used.

I think that they are useful as they encourage students to apply theory to 'real life' settings. We all know that theory without application is of limited use and doesn't translate perfectly into the work place setting. By applying theory to 'real life' setting students can see how theories need to be adapted. Case studies are far more interesting than just textbook reading. Students apply knowledge to 'real life' settings and gain a better understanding of topic material. Case studies help students to decide for themselves whether a career in retail is right for them and they gain insights into the workings of the business. The case studies help to ignite passion and motivation to gain further insights into the workings of the industry.

Case studies promote student participation and engagement in the lecture as students offer their own thoughts often provoking debate (a reflection that there is no absolute right answer). The case studies provide a refreshing change to lectures that can sometimes seem rather monotonous, following a set format that fails to motivate students and offers limited insight into the field of study. The lecturer should make an effort to use case studies that students will find interesting and can relate to e.g. a well known retailer in the case of retail marketing.

Case studies help students to gain confidence in their own abilities and act to reduce feelings of anxiety and stress about exams - they realise that they do have a grasp of the topic material and that they do have valid opinions. Case studies from the lecturer provide a forum for immediate feedback - something that students rate the business school poorly in the National Student Survey.

I hear and I forget, I see and I remember, I do and I understand.

Using cases in UG Lectures Retail Marketing John Pal MBS