Using New Case Studies for Evaluation of Marketing Student’s                     Academic Performance

Mukherjee, Jaydeep

doi:10.1177/0972262917750246

Cited by 6 publications

(4 citation statements)

References 12 publications

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“…Today the case study method is a factor in increasing the competence of teachers and a productive method for developing the professional qualities of economics students (Zhakshylykova, 2017). The analysis of the use of case studies in entrepreneurship education is much more actively studied abroad (Drake, 2019;Mukherjee, 2018;Prado et al, 2019;Yao & Collins, 2018), which is probably International Journal of Instruction, October 2021 • Vol.14, No.4 associated with a longer tradition of teaching entrepreneurship due to the market economy system compared to the Russian Federation.…”

Section: Discussionmentioning

confidence: 99%

The Effectiveness of Case Studies in Entrepreneurship Education

Zotov¹,

Frolova²,

Prasolov³

et al. 2021

INT J INSTRUCTION

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The purpose of the study is to assess the impact of case studies on the effectiveness of the educational process, namely, on academic performance and the entrepreneurial success of students of economic universities. The study involved 143 fifth-year economics students studying at Moscow universities. The study participants were divided into two groups: the focus group of 73 students actively using case studies, and the comparison group of 70 participants that did not apply the method. The study period was 12 months long. The total percentage of employed students (both groups) turned out to be rather high: more than 70% of graduates started official labor activities. The use of business cases contributes to a greater demand for graduates in the labor market. The results indicate a significant correlation between the methodology under study and entrepreneurial success that manifests itself in starting one's own business demonstrating high values of χ2 = 9.970 and 8.715 (Yates' correction), p <0.05. The use of case studies in economic universities in Russia has proved a complete success in the career development of graduates in an entrepreneurial environment. The broader introduction of the method is justified and will contribute to the quality of entrepreneurship education.

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Section: Discussionmentioning

confidence: 99%

The Effectiveness of Case Studies in Entrepreneurship Education

Zotov¹,

Frolova²,

Prasolov³

et al. 2021

INT J INSTRUCTION

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“…A case study explains a phenomenon and enhances our understanding of various people, groups, communities, and organizations (Mukherjee, 2018). This case study is designed to emphasize an in-depth investigation of the entrepreneurial competencies of entrepreneurs in Cameroon.…”

Section: Methodsmentioning

confidence: 99%

A Framework of Entrepreneurial Competencies: A Case Study of Cameroon

Georgia Ngo Betomol

2022

PAJES

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Successful entrepreneurial venture heavily depends on exogenous and endogenous factors that cannot be ignored. However, a lack of knowledge and understanding of endogenous factors such as entrepreneurial competencies has led to the failure of many ventures. Thus entrepreneurial competencies must be taken into consideration in planning a venture. By using the competency approach, this study identified the entrepreneurial competencies needed for a successful venture through interviews, observations, and documents. This case study utilized Merriam’s data analysis process to identify the required entrepreneurial competencies for successful ventures. Fourteen successful entrepreneurs served as participants and were selected through purposive and snowball sampling. This study was conducted in Younde andDouala, Cameroon. The findings revealed seven entrepreneurial competencies: opportunity-seeking competency, learning competency, relationship competency, managerial competency, market –competition competency, and technical competency, concluding that entrepreneurial competencies are vital for a successful venture.

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“…There is a positive and direct relationship between the case-based learning approach and the four aspects of student engagement, suggesting that case-based learning results in increased behavioral, emotional, and cognitive engagement for students (Raza et al, 2020). Mukherjee (2018) compared the results of a case-based evaluation in the marketing discipline for full-and part-time management programs and discussed the implications. The results showed that for full-time programs, the relative scores to assess each evaluation component would likely be a more robust evaluation mechanism than using only grades or using combined scores for the final assessment.…”

Section: Case-based Learningmentioning

confidence: 99%

Exploration of Case-Based Collaborative Participatory Learning in International Human Resource Management Course

Suratman

2022

jli

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This study aims to explore learning with case-based learning (CBL) approach to increase student participation individually and collaboratively. This method was implemented in International Human Resource Management (HRMI) lectures. As 125 respondents filled out a response questionnaire to see students' perceptions of the case-based learning process. The following are the results of the research: 1) lecturers deliver lecture materials communicatively and have an essentials role as an opening in the learning process to stimulate enthusiasm, participation, and understanding that leads to how far the level of student satisfaction in the learning process; 2) student participation in the discussion of the material was only 59.2% of the total respondents, this happened due to the reduction in the duration of lectures during the pandemic. To coping this phenomenon, lecturers prepared video material for each chapter in each meeting to be accessed independently. 3) less than half of the respondents were active in discussing cases (48.8%). It is relevant to the findings of students feeling afraid/anxious to show up/talk in discussing cases. Next, the CBL method has a significant effect on students' enthusiasm, participation, understanding, and satisfaction more and less with a percentage range from 12.9% to 43.1%. Also, the level of students' understanding that emerged from this case-based learning method was as much as 30.9%, which was understood from the beginning to involved in the value component other than the mid-term and final exams. Study for the future is the need to pay attention to class ratios, learning media (face-to-face or virtual), the readiness of the technology used by teachers and class participants, and how relevant the cases with the lecture material delivered.

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Using New Case Studies for Evaluation of Marketing Student’s Academic Performance

Cited by 6 publications

References 12 publications

The Effectiveness of Case Studies in Entrepreneurship Education

The Effectiveness of Case Studies in Entrepreneurship Education

A Framework of Entrepreneurial Competencies: A Case Study of Cameroon

Exploration of Case-Based Collaborative Participatory Learning in International Human Resource Management Course

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