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Ruggiero, Josephine A.

doi:10.1023/a:1015318713733

Cited by 10 publications

(2 citation statements)

References 25 publications

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“…Marketng students should acquire practcal knowledge about how a sales manager can deal with a wide variety of possible professional scenarios. In that sense, case studies can evaluate the applicaton of concepts to real life situatons, building analytc skills which can distnguish high priority from low priority elements (Ruggiero, 2002).…”

Section: The Case Methods In Higher Educatonmentioning

confidence: 99%

Sales Education beyond the classroom: Building participative learning experiences in Sales Management through the CMGS Method (Case Method with Guest Speakers)

Robledo

López

Arán

2014

J. Technol. Sci. Educ.

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The overarching goal of working through the CMGS Method (Case Method with Guest Speakers) in Sales Management courses is to provide Business and marketng learners with practcal knowledge about how a sales manager can deal with a wide variety of possible professional scenarios. Even when the case method itself is an excellent way to equip students for their prospectve employment, the potental of this method can be enhanced with innovatve pedagogical tools such as informaton and communicaton technologies. Firstly, eight sales managers were invited to the Sales Management Course as guest speakers. Students were required to prepare for these sessions using informaton and communicaton technologies, gathering informaton about the speaker's sector and identfying areas of special interest. Each speaker shared their hands-on experience and ofered an overview of their feld in a workshop, while answering the students' questons. These sessions increased the interacton of students with sales professionals, who presented their insights into a career in sales management. The learning experiences built through these workshops were narrated by the students in the course blog. Secondly, students were asked to present a scientfc paper with the aim of bridging the gap between higher educaton and cutng-edge research. This artcle portrays the reasoning behind the course as well as the diferent steps followed during the process. The course fnished with encouraging results, suggestng the desirability of incorporatng PL (partcipatve learning) experiences into any marketng course.

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Section: The Case Methods In Higher Educatonmentioning

confidence: 99%

Sales Education beyond the classroom: Building participative learning experiences in Sales Management through the CMGS Method (Case Method with Guest Speakers)

Robledo

López

Arán

2014

J. Technol. Sci. Educ.

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“…A class discussion or small team discussion is then required to discuss the options available to solve the problem. The authors of [68] support the latter option, as the students have the advantage of improving their problem-solving skills. According to [69] and as an adaption of [70], a design chart of the case study methodology is presented in Figure 7.…”

Section: Case Studymentioning

confidence: 99%

Introducing Personal Teaching Environment for Nontraditional Teaching Methods

et al. 2022

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Students use technology in various ways to learn. The differences in their learning goals and needs make it challenging for teachers to be more engaged in designing educational tasks, assisting, and coping with their students learning. This paper introduces a novel structure of a concept for teaching called Personal Teaching Environment (PTE). This contribution aims to provide teachers with PTE components (tools, connections and activities, and data sources) that can facilitate the fulfillment of their educational tasks for them. The main goal of this study is to define the concept of PTE and its components, as well as to investigate the most popular nontraditional teaching methods and to relate PTEs to these methods with application examples. Therefore, this paper addresses the following questions: (a) What is the structure of PTE, and how does it work? (b) What are nontraditional teaching methods’ advantages, frameworks, and successful implementation stories? and (c) How would you categorize the tool types of nontraditional teaching methods to serve PTE applications? A review was conducted to achieve these goals, and a total of 93 peer-reviewed articles pertaining to the most frequently studied nontraditional teaching methods were comprehensively studied and analyzed. The analysis resulted in practical guidelines, including the benefits and tool types of the five studied nontraditional teaching methods (flipped classroom, problem-based learning, gamification, case study, and social media-centered). Based on the results, the authors established significant examples for teachers who aim to use one or more of those nontraditional teaching methods through the adoption and utilization of the PTE applications.

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