Managing and Marketing Events

MKT 4004

Individual Coursework

Residential fieldtrips: Adding value to marketing education

and student experience

Mohammad Fikri Sulthoni

M00511095

Lecturer: Sukhbinder Barn

1 May 2015
Word Count: 3419
Abstract

Residential trip are effective for students and institutions for their understanding and
knowledge. Marketing education theory give a lot of benefits for institutions to help
them prepare pedagogies tools that help their students to ready as “employability”
graduates. Experiential Learning theory helps students learn their learning styles
and types of education for them. Field trip education theory gives benefits for
institutions to prepare the effective field trip that give students a good experience that
will help them to develop their understanding and knowledge. This study found that
residential trips helped students in every way during their process of learning in
university or school.

Keywords: knowledge, residential trip, marketing education, experiential learning,

field trip education
Introduction

Field trips give opportunities to students to implement content that they learned in
the class to the situations outside of the school environment that will help them to
develop their understanding and knowledge (Nadelson and Jordan, 2012). The
residential trip aims to provide students with a real-world and applied perspective of
the marketing. This discussion paper at first will talk about Marketing Education
theory that will help institutions to find the most effective pedagogies tool for students.
Then this paper discuss about Experiential Learning theory. This paper also talks
about field trip education theory to help institution to understanding how field trip
impact and what benefits their student get from field trip. At last this paper discuss
about experience after residential trip to Cardiff city and what benefit the marketing
students get from this trip.

Marketing Education

According Schibrowsky et al. (2002) stated that for marketing education there are
three philosophies. First is the liberal arts model, this philosophy is designed and has
aim to teach students about basic or foundation of marketing. The focus is not how
to do marketing but is to teach students about marketing. Second is the professional
model, the objective of this philosophy is to prepare the students to be professional
in the marketing field. And last is the vocational model, this philosophy focus on to
teach students specific skill to make them ready to face specific tasks in marketing
field.

Ackerman et al. (2003) made an argument that university marketing programmes is

failed to teach students about what employers want such as the critical thinking skills
and the programmes is focus too much to teach student towards the direct
application “tools”. Gibson‐Sweet et al. (2010) addressed from their qualitative study
with marketing educators, there are two key themes: Student potential and
Curriculum issues. There were three major problems within the theme of Student
potential: First is whether students are ready to conduct problems that they will face
in “real world”, whether creativity is possible being teach to students, and last is
whether critical thinking skills is possible to teach to students. He also stated within
the curriculum issues, marketing educators think is a good method of developing
critical thinking skills for asking students to develop a marketing plan but they were
worried about how students will react and how much time it will took by this method
of learning. In the quantative study, Compare with students or marketing educators,
employers were more cynical about the prospective for creativity and critical thinking
among students (Ackerman et al., 2003).

Dearing (1997) report that employers expected graduates to have varied of skills
such as to handle a varied of responsibilities and activities that requires personal and
cognitive capabilities, including communication skill, capability to use information
technology, critical thinking, also to have knowledge of methodologies or real-world
skills that needed for graduates when they are working. He recommends four skills
for graduates that they believe as a key for the future success: ability to
communicate, numeracy, understanding of information technology and
understanding how to learn (cited in Barker, 2014). Hillage and Pollard (1998)
defined the employable graduate as someone that has capabilities to accomplishing
their work and independently capable to move within the labour market to recognise
potential through maintainable employment (cited in Barker, 2014). They also said
chance for individual to be recruit as an employee by company is depends on
knowledge, skills and attitudes they offered, and how they represent their self with
those skills and how they presents that to potential employers. Pedagogy of
employability group (2006) summarised four main aspects that require for
employability: ‘employability assets, deployment, presentation, and the student’s
personal circumstances and external factors’. Nabi and Bagley (1998) suggested
three main basic skills: first is personal skill, communication skill and the last one is
problem solving skill. Later on Douc and Metzeger (2007) developed these three
basic skills into five skills: ‘academic skills, professional competencies, personal
development, personal attributes, and enterprise skills’ (cited in Barker 2014, p. 30).
Hilton (2008) reported a several skills that would continue valuable and demands by
organizations in the future: communication abilities, problems solver, ability to do
work on a team, creativity and ability to adapt.
Karns (1993) explored through undergraduate student what they perceptions about
12 learning activities that generally use by marketing educators. He found that there
are three dimensions that were structured for students’ perceptions, Karns
categorized these perceptions into: stimulating, effort, and abstract-concrete. Karns
(2005) reported that from the perspective of students, the most efficient pedagogies
that contributed for process of their learning were guest speakers, discussion, and
client projects. Morrison et al. (2003) found that rather than activities that can lead to
ambiguity, students prefer practical learning, fact oriented and discussion with the
lectures. Clarke et al. (2001) found that new pedagogical tools such as online
educational tools helped students for the process of their learning, ability to get a job,
and competence to do well when they are working (cited in Karns, 2005).

Experiential Learning

According to Camarero et al. (2010), experiential learning is participation from active

student with an experience and followed by reflection from that experience which
leads to effective learning (cited in Brennan, 2014). Afterward, Gray et al. (2014)
described experiential learning as a foundation of marketing education and a
discipline symbol of pedagogy. He also said that it is vital for preparing students
practical educational experiences for them to get ready to enter job market that
always changing and gradually more competitive. Another definition from Kolb
(1984), he defined experiential learning as “the process whereby knowledge is
created through the transformation of experience”. Kolb’s learning style theory
combines perceiving and processing information by individual students. There are
four adaptive learning modes in Kolb’s experiential learning model: Concrete
experience, reflective observation, abstract conceptualization, and active
experimentation.

Learners in the concrete experience mode prefer to get involved in practices and
experience it also dealing with direct social situations in a personal way. Learners
that have orientation into concrete experience be likely to good at relating with
peoples and moreover they are often to do well in unpredictable conditions and they
are natural decisions makers. The learners with this orientation love to interact with
others and have an open-minded outlook to life (Kolb, 1984).

According to Muro and Terry (2007) Learners that have orientation toward reflective
observation focus to understand the ideas and situations, and they solve problem by
carefully observing. Learners with this orientation are good regarding to look on
different perspectives and they are good at understanding different points of view of
others. They like to believe on their own views and outlooks to make an opinion
(Kolb, 1984).

Learners that have orientation towards abstract conceptualization always do it

systematically for solve the problems and use rational analysis. They are emphases
on using logic, ideas, and concepts. The learners with this orientation enjoy
quantitative analysis, abstract symbols and make a plan that systematic and good at
it. Learners with an abstract conceptualization orientation value accuracy, the
consistency and tend to strict of analysing ideas, and the visual quality of a good
conceptual system (Muro and Terry, 2007).

According to Kolb (1984), he described learners with an active experimentation

orientation tend to be leader, they like to take charge and influence others people.
Learners with this orientation are capable and good at accomplished things. These
kinds of learners are type of people that risk taker in order to reach their goals.

(Loo, 2004) categorized two dimensions for Kolb’s experiential learning model: first
dimension is the concrete experiences and abstract conceptualization as a
perceiving dimension defined as feeling - thinking. Second dimension is the active
experimentation and reflective observation as a processing dimension defined as
doing - watching. Each individual developing their own learning styles that they
prefer to use and it is related to how effective the style is when they are learning
(Cornwell and Manfredo, 1994). Kolb (1984) developed four characteristics of the
basic learning styles based on research he did. The four learning styles are
accommodative, divergent, assimilation and convergent.

Accommodators, According to Holley & Jenkins (1993) described this type of

learners is prefer to learn through actual real-world experiences and active research.
This type of learner like being in situations that new and challenging for them, rather
than use logical analyses they tend to follow their instinct (Cited in Muro and Terry,
2007). The greatest strength of this type of learners is when they are accomplishing
plans and responsibilities. Learners with accommodative’ type are like to seek an
opportunity, risk takers, and action. Those learners with this type of learning style
sometimes perceived as impatient and forceful even though they are at ease with
others. Furthermore, Grochow (1973) defined accommodators are depends on other
people for information rather their own and they tend to solve difficulties in a
spontaneous trial-and-error method (Cited in Kolb, 1984).

Divergers, According to Muro and Terry (2007) this type of learners use reflective
observation to take in information using actual experience when adopting it,
therefore they are capable of observing actual situations from different points of view.
Those learners that oriented toward divergence are concerned about how course
material relates to their future career and want to know why it is important for them to
learn the course material. Imaginative skill as a problem solvers and attentiveness of
meaning and values are their greatest strength. This type of learners tends to
imaginative, feeling-oriented and they are interested in people.

Learners that oriented toward assimilation are type of people that reflect on abstract
conceptualization and transform the information into logical form. The ability to
create theoretical forms and lies in inductive reasoning are their greatest strength.
Assimilators learners are more concerned with ideas and abstract theories and they
also less focused on people. Over class discussions they prefer individual reflection
(Kolb, 1984).

The convergent learning styles are dominant on learning abilities of abstract ideas
and they are experiments actively in favour of to get solutions for problems and to
find practical applications (Muro and Terry, 2007). According to Kolb (1984), the
greatest strength of convergers are good at solve problems, make a decision and the
practical application of ideas. They learn best through trial and error and value good
defined tasks. This type of learners seem like to do the best in predictable
intelligence experiments, where there is only one right solution to a problem or
question. Rather than social and relational issues, they have a preference dealing
with practical errands and problems.
Field trips

Kisiel (2006) described field trip as a method of teaching that bring students to
experience outside class learning, from kindergarten until university. Field trip is type
of trip that gives students experience to learn something from real environment such
as museum rather than in a class (Berte and Jones, 2013). Lei (2011) stated that
“the field trip enables the instructor to build upon classroom content and solidify
learning by enabling students to directly experience course content and concepts”
(Cited in Berte and Jones, 2013). Students have chance to develop their
understanding and retention of knowledge outside of the school environment and
students get opportunity to apply content learned in the classroom by field trips. Field
trips also give opportunities to transfer and apply knowledge for students (Bransford
et al. 2000, cited in Nadelson and Jordan, 2012). Field trips give opportunity that
cannot be replicated in class for students to expose learning conditions (Eshach,
2007). It is regarded as a vital part of school experience, where in the classroom
students faced severe restrictions but with field trips students can learn via actual
experiences ( Houser et al., 2011). Dewitt and Stroksdieck (2008) explained that
field trips for students are beneficial learning experiences indicated from several
research studies. Due to this evidence that field trips are beneficial for learning
experiences, institutions are fortified to add in them as a learning strategy in their
institution (Cited in Berte and Jones, 2013). The advantages and experience that
students will get however it comes with significant cost, which has gradually more
been shifted from the school to the students or their parents( Houser et al., 2011).
Nadelson and Jordan (2012) also said that field trips are possibly expensive for
student, took a lot of time to organize and can be risky.

To achieve effective field trips for students it require thorough preparation and
coordination, students can learn in field trips’ activities that well prepared, the
locations being visited and the events or procedure they represent, and post-trip
activities that will make students to draw on their experiences at the field trips
(Nespor, 2000). Furthermore, Berte and Jones (2013) added that field trip can
associate students with experiences which stimulate reflection and improve learning.
For students, it let them to socialize with other student in non-school environment,
over photographs they made when they doing the field trips it can be something to
use as memory tool and to show to their other friends or family (Nespor, 2000). It
also can increase student interest and knowledge through field trips, students
become encouraged and engaged therefore it is likely to create greater topic
substance attention and learn more. It is have lasting impact if students increased
their interest and knowledge, moreover it will influence their decisions on their career
(Nadelson and Jordan, 2012).

Discussion and Conclusions

Expectations prior to residential

Two weeks before, students has given a detailed plan for residential trip to Cardiff
which raised their expectations towards the trip. This can relate to what Nespor
(2000) stated about, he said to achieve effective field tips it require detailed and well
prepared plan for the trips. Expectations towards residential trip to Cardiff with
classmate were to get know and closed with everyone in the class. Nespor (2000)
point out that residential trip help students to socialize with others in through outside
activities that they made during the trips. Furthermore, residential trip would help
students get new or different perspective from real world experience in Cardiff that
they will face such as listen to presentations from professional marketers and several
activities that they will do it during the residential trip. Eshach (2007) emphasized
about this, that field trips give opportunities for students outside the class that just
can be experience it through the trips and cannot be replicated in the class. Learners
that have oriented toward Accommodative are the one that feel the most excited
before residential trip to Cardiff compared with others type of learners. For the
reason that this type of learners are the one that prefer to learn through real-world
experiences which they will get during the field trip.

Practical insights from the residential experience

A lot of practical insights that students will get from the experiences they will get
during their residential trip to Cardiff city. Students learnt different perspective and
knowledge from different situations and from each guest speakers that specialised in
their field which is marketing. This experience will increase their knowledge as
students. As Karns (2005) reported about the most efficient pedagogies that
contributed for their process of learning is guest speakers and discussion.
Furthermore, students get opportunities to develop their understanding and
knowledge during the trips. Students learn how marketing theory get implemented in
the real world from professional marketers they met in Cardiff city. Those learners
that called Divergers are good to gain practical or real life insights from residential
trip. As Muro and Tery (2007) mentioned, this type of learners are capable to take
information and adopting it from concrete experience they get from residential trip.
Divergers are type of learners that want to know how important course material that
they are studying and how it relates to their career. With practical insights that they
gained from residential, they will know how that course material that get applied in
real situations.

Using the residential experience and knowledge in the classroom

When students get back from residential trip, it will increase their interest to learn
marketing in the class. Since they will realize how materials about marketing that
they study get implemented in real world. As mentioned before by Nadelson and
Jordan (2012), field trips increase interest and knowledge for students and they
become motivated and therefore they will learn more. It has lasting impact for
students once their interest and knowledge got increase, moreover it will influence
their career decisions. Learners that have orientation toward abstract
conceptualization are kind of learner that know how to use the experience that they
got from residential trip. Muro and Terry (2007) described them as a “theorist”, they
like to dealing with theoretical knowledge and focus on practical exercises.

Residential impact on student relationships

Residential trip to Cardiff city had a big impact relationship between fellow students
in the class. Situations in the class are very different if its compare before and after
residential trip to Cardiff. After residential trip to Cardiff communication between
students are way better. A lot of discussion involve between students whether it
related into marketing material or just casual conversation. Students that have
orientation toward concrete experience are students that love to interact with other
students and social situations. Divergers, this type of students are feeling-oriented
and they are interested to situations that involve interaction between people (Kolb,
1984).

Residential impact on student and faculty relationships

Most of students in the class are come from Asians. Where mostly Asian students
are really respectful to someone that older such as teacher or lecturer. Compare with
American or European students that use to involve discussion or sometimes interrupt
teacher or lecturer in the class, for Asians students they do not get use to this kind of
situation in the class. Where Asian get use to learning situations in the class that just
like one way communication from lecturer to students. However, relationship
between student and faculty relationships after residential trip to Cardiff are different
and better.

How is this overall residential experience different from your prior learning at your
home university?

Experience that I get from residential trip to Cardiff is made me realise that if it is
compare with learning in the class, residential experience help myself to get
motivated to learn and get knowledge more about marketing in the class. Since now,
I know how materials that I get in the class get implemented in the real world
situations. I learnt it from what I saw and experience it from professional marketing
that I met during residential trip to Cardiff.
Conclusion

In conclusion, I have got a lot of experience after residential fieldtrips to Cardiff city
with other students in the class. I got different perspective and knowledge during the
residential trip from the activities that we did in Cardiff such as visit a lot of company
and listen to professional marketing perspectives. Marketing education theory is
giving a lot of impact for marketing field. It helped institutions to found pedagogies
tools that effective to help students for process of their learning. It also helped
academics to prepare their students to get ready for entering the real world.
Therefore once they graduate, they have abilities that companies want it.
Experiential learning theory helped students naturally learn what kind of type of
learner they are and what kind of type of education they want. It naturally lead them
into realise what are their weaknesses, thus students can focus on their weaknesses
and get better when they are learning. Field trips theory helped university or
institutions to create and prepare the effective field trip for their students. It also
encourages a lot of institutions to implement this field trip as a part of their material
study. At last, this whole experience after residential trip gave a lot of impact for
every students, it helped us to get more interested or motivated us to study and learn
more about marketing.
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