Pedagogic Challenges: The Teaching of Creative Strategy in Advertising Courses

Section: Literature Review Teaching Creative Thinkingmentioning

confidence: 99%

Teaching Creativity: Experimental Evidence of Three Strategies for Teaching Industry Standards for Creative Excellence

Windels

Stuhlfaut

2017

“…However, as noted, whenever authors reported data that fit within one of the following categories, it was also recorded. For example, Stuhlfaut and Berman (2009) used content analysis to examine 44 institutional websites and 39 syllabi. The current authors recorded this article as presenting one study, because Stuhlfaut and Berman had not stated that they had conducted two studies.…”

Section: Coding Categories For Research Articlesmentioning

confidence: 99%

Looking Backward, Looking Forward: A Systematic Review of 20 Years of Research and Commentary Published by Journal of Advertising Education

Wirtz

Hayes

Yan

2016

This article presents a systematic analysis of all refereed articles, research reports and invited commentaries (N = 197) published in the Journal of Advertising Education from 1996 to 2015. The analysis revealed that the most common article theme was classroom and course instruction (52.8%; n = 104). Within that theme, articles about using a tool or approach in the classroom (e.g., using a class wiki; 47.1%, n = 49) and achieving a learning outcome (e.g., developing teamwork skills; 30.8%; n = 32) were most popular. The authors performed additional analyses on articles reporting data collection and analysis (N = 122). The researchers found that only 26.2% (n = 32) of these articles identified a theory by name, and only six (4.9%) offered a theoretical implication in the discussion. However, a significant majority of these articles provided practical implications for educators (86.1%; n = 105).

“…Both creativity and training for creativity were identified as areas ripe for improvement in an investigation of undergraduate advertising programs (Stuhlfaut, 2007). Moreover, new forms of media have made visual (Stuhlfaut & Berman, 2009) and online video communication (Beard & Yang, 2011) more important. While students need to be prepared for these opportunities, finding instructors with multiple expertise is difficult.…”

Section: Introductionmentioning

confidence: 99%

“…In keeping with the hands-on type of learning found most effective in advertising and public relations instruction (Stuhlfaut & Berman, 2009), assignments were project-based and applied. Each task provided a communication challenge and required students to actively immerse themselves in the lesson material, take initiative and work through the entire advertising and public relations strategic development process, from preparing background research, identifying campaign objectives and target audiences, developing creative briefs, to designing and filming advertisements or videos and presenting and selling the finished pieces.…”

Section: Course Designmentioning

confidence: 99%

Team Teaching of Creative Advertising and Public Relations Courses

Morris

2016

Advertising and public relations are complex practices, and it is challenging for educators to find instructors who can fulfill expertise across disciplines, particularly in creative applications involving technology. Team teaching is one approach to provide multiple proficiencies. This paper describes how two co-taught courses, Design for Advertising and Public Relations and Commercial Production for Advertising and Public Relations, were developed, delivered and assessed. A literature review of team teaching and creative instruction provides a framework for course designs and student surveys. Course evaluations and instructor reflections are the evidence used for evaluation. The study is important, as specialties from multiple practices, including those that require technology, are increasingly necessary for preparing students for these industries. The study adds to the literature about team teaching and provides a foundation for effectively collaborating on creative courses.