Simulating Design in the World of Industry and Commerce: Observations from a Series of Case Studies in the United Kingdom

Denton, Howard G.

doi:10.21061/jte.v6i1.a.2

Cited by 16 publications

(7 citation statements)

References 11 publications

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“…Although the nature of educator–student interactions are a key factor in active learning (Lilly & Tippins, 2002; Peterson, 2001), marketing students prefer the opportunity for both student–student interactions and educator–student interactions (Matulich, Papp, & Haytko, 2008; Paladino, 2008). These collaborative interactions not only increase a student’s motivation to learn (Denton, 1994; Wee, Alexandria, Kek, & Kelley, 2003) but also are indeed regarded as necessary to enable reflection and learning (Faranda & Clark, 2004; Young, 2005). Likewise, an active learning environment combining academic and social activities offers students the best opportunity to learn (Drea, Tripp, & Stuenkel, 2005).…”

Section: Influence On Enhancement Of Student Engagementmentioning

confidence: 99%

The Use of Team-Based Learning as an Approach to Increased Engagement and Learning for Marketing Students

Chad

2012

Journal of Marketing Education

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Marketing educators are often faced with poor preclass preparation by students, declining student interest in attending classes as the semester progresses, and student complaints regarding previous bad experiences with team assessment activities. Team-based learning (TBL) is an innovative teaching strategy using semiformalized guidelines aimed to enhance student engagement and improve teamwork and, hence, overcome the typical problems faced by educators. This case study examines the first-time use of TBL in a postgraduate marketing subject at an Australian university. The results indicate that the TBL innovation has a positive influence on student engagement and offers opportunities to assist learning. The study concludes that TBL is an effective teaching process enabling educators to offer students enhanced and stimulating learning experiences. The case study contributes to the marketing education literature by assessing the first-time TBL experience of students and educator. Key issues addressed are student engagement, opportunities for learning, and the benefits of teamwork in preparing students for the workforce. Significantly, the research also offers practical advice for marketing educators desirous of developing and implementing effective and engaging pedagogy via TBL.

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Section: Influence On Enhancement Of Student Engagementmentioning

confidence: 99%

The Use of Team-Based Learning as an Approach to Increased Engagement and Learning for Marketing Students

Chad

2012

Journal of Marketing Education

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“…Considerable research has found that students benefit from team experiences in a variety of ways. It helps them learn to work with others (Williams, Beard, & Rymer, 1991), provides exposure to diverse approaches and ideas (Amato & Amato, 2005), improves student motivation (Denton, 1994), and helps students develop skills in communication (Meyer, 1994), cooperation (Kunz, 1994), and leadership (Thacker & Yost, 2002). Teams are also conducive to larger and more complex projects providing an enhanced learning experience for students (Allen, Morgan, Moore, & Snow, 1987).…”

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confidence: 99%

The Effects of Team Personality Awareness Exercises on Team Satisfaction and Performance

Lancellotti

Boyd

2008

Journal of Marketing Education

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Marketing courses heavily utilize team projects that can enhance student learning and make students more desirable to recruiters seeking greater teamwork skills and experience from students. Unfortunately team projects that provide opportunities to learn and improve such skills can also be great sources of frustration and dissatisfaction for instructors and students. This research investigates the effects of exercises designed to encourage student reflection on their behavior as team members and engage in proactive communications with teammates. The exercises are based on a set of humorous personality types derived from common maladaptive student behavior in teams (e.g., “The Dictator,” “The Monarchist”). The exercises are tested in a field study, which shows their use results in greater student satisfaction with the team and team output. They also result in increased student learning as measured by improved team project performance and better individual exam and course grades compared to students who engage in the same team projects without participating in the exercises. Details on the personalities and how to run the exercises are provided along with reflections from 8 years of their use in the classroom.

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“…Another focus of the design/problem solving literature has been upon learning in the elementary grades. Denton (1994) examined reactions of children to design and technology simulation activities aimed at teaching them about industry and economics. The motivation of students improved as they made connections between simulations and regular design work.…”

Section: Design and Problem Solving In Technology Educationmentioning

confidence: 99%

Identifying Indicators Related to Constructs for Engineering Design Outcome

Wilhelmsen¹,

Dixon²

2016

JTE

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With the publication of standards for teaching, learning, and the inculcation of technological literacy (International Technology Education Association, 2000), technology education in the United States has made a significant leap forward toward greater acceptance as a valid school subject. Standards represent content terrain claimed by a community of practitioners, and once stakes are put down, it is left to adherents to move in seeking title. It is doubtful whether we will witness a rush towards biotechnology or medical technology, new areas in the standards that do not naturally issue from our accustomed traditions. But for design there will be great interest since this is a content area over which the field has long toiled. Design is arguably the single most important content category set forth in the standards, because it is a concept that situates the subject more completely within the domain of engineering. Four of the 20 standards address the question of design directly. Standard 8 deals with the "attributes of design;" Standard 9 with "engineering design;" Standard 10 with "trouble shooting, research and development, invention and innovation, and experiment in problem solving; and Standard 11 with the "design process." It is not inconsequential that the foreword heralding the standards is authored by William Wulf, in his capacity as President of the National Academy of Engineering. This is a significant benediction for a subject whose advocates have for the past decade or so been of the view that its acceptance by the public and by the dominant academic culture of schools turned on the degree of rapprochement that could be worked out with the science as well as the engineering communities. The Project 2061 curriculum standards acknowledged the common epistemological ground shared by science and technology as school subjects, embodied in the designed world (American Association for the Advancement of Science, 1993; Johnson, 1989). With ties with science thus formalized, engineering was but a step away. The sentiments expressed by Bensen & Bensen (1993) foreshadowed what appears now to be a significant opportunity for the field of technology education to lay claim to aspects of engineering as part of its curriculum purview. Arguing that the subject should

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Simulating Design in the World of Industry and Commerce: Observations from a Series of Case Studies in the United Kingdom

Cited by 16 publications

References 11 publications

The Use of Team-Based Learning as an Approach to Increased Engagement and Learning for Marketing Students

The Use of Team-Based Learning as an Approach to Increased Engagement and Learning for Marketing Students

The Effects of Team Personality Awareness Exercises on Team Satisfaction and Performance

Identifying Indicators Related to Constructs for Engineering Design Outcome

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