IJMApril 2016 Paper 3
IJMApril 2016 Paper 3
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Girish Taneja
DAV University
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Abstract
This study explained the need for experiential learning required in marketing curriculum and provides an example of “learning
by doing” project developed for the students enrolled in professional selling, advertising, and consumer behavior courses. As
a result of this project, students may have a better understanding of marketing concepts. In this project, selected students
were imparted practical entrepreneurial training ; whereas, students of various marketing courses like professional selling,
advertising, and consumer behavior as part of their evaluative assignment applied the theoretical concepts in the real
scenario.
Keywords: experiential learning, active learning, marketing, marketing curriculum, selling , advertising, consumer behavior
Paper Submission Date : August 8, 2015 ; Paper sent back for Revision : January 12, 2016 ; Paper Acceptance Date :
March 1, 2016
H istorically, the concept of experiential learning is attributed to Socrates, who taught by asking questions
and not by reciting answers. In modern times, the concept of active and experiential learning was first
used by Dewey (1938), an American, who believed that the starting point of education is experience and
not abstraction. The literature on active learning includes the descriptions similar to those of experiential learning
(Frontczak, 1998). Kolb (1984) described experiential learning as a process whereby knowledge is created through
transformation of experience. Active learning provides opportunities for students to talk, listen, read, write, and
reflect through various interactive experiences (Meyers & Jones, 1993).
Eminent researchers and authors have highlighted the characteristics of active learning such as experience-
based, reflection, high involvement, teacher as guide and facilitator (Drafke, Schoenbachler, & Gordon, 1996;
Johnson, Johnson, & Smith, 1991 ; Tanner & Roberts, 1996). Active learning may also help in achieving a high
level of learning objectives as per Bloom's taxonomy (Young & Hawes, 2013). One of the most famous and
frequently used model of experiential learning was developed by David A. Kolb (Henry, 1989). Kolb's (1984)
experiential learning model suggests that learning occurs through a cyclical process that encompasses the
following four stages, that is, concrete experience, reflective observation, abstract conceptualization, and active
experimentation. One of the major advantages of experiential exercises is that they increase student learning by
enhancing his/her involvement in the learning process (Morgan, Allen, Moore, Atkinson, & Snow, 1987 ; Slavin,
1980). An experiential exercise combines both discovery and involvement aspects to make it an effective
educational tool (Goretsky, 1984).
* Associate Professor, Department of Business, DAV University, Jalandhar - 144 012, Punjab.
E-mail : [email protected]
(1) Phase I – Entrepreneurial Phase : An innovative entrepreneurial project involving experiential learning was
designed for business students. Two MBA students, after a rigorous selection process, were selected and offered
summer training by SML (Student organization of School of Business) under the mentorship of the faculty head of
marketing domain. The overall objective of the entrepreneurial project was to reinforce the concepts introduced
via textbooks through real-world opportunities and practice the acquired knowledge.
A brainstorming exercise was conducted to explore various business ideas that can be immediately
implemented within the university campus. After rounds of discussion with faculty mentors, an idea of creating a
discount coupon booklet was finalized. The idea of discount coupons of service providers inside and near the
university campus seemed to be attractive as it could be marketed to approximately 30000 students and 2000 staff
members on the campus. The idea was discussed with a few service providers on the campus so as to understand
the feasibility and acceptance of the same. Service providers not only liked the idea, but also agreed to pay
advertising fees for featuring their brands into the discount coupon booklet. After a lot of deliberations among the
entrepreneurial team, the brand name ‘Lavish Card’ was finalized. A business proposal for service providers
having the details of project, terms and conditions along with benefits was formulated. The students approached
and presented the proposal to food, games and entertainment service providers inside and near the University
campus. Finally, 15 service providers agreed to offer attractive discount offers exclusively for Lavish Card
subscribers only. The exclusivity clause was formally signed and stamped by each associated service provider.
Moreover, the advertising fee was charged from each service provider depending on the space and sequence
offered in the Lavish Card. The advertising fee collected was used for designing and printing of coupons. A
prototype of Lavish Card was created and a formal approval from each service provider was taken. A price of
₹ 199/- for each Lavish Card was finalized. Finally, the print order of Lavish Card was given to Mohindra Art
Designers and Printers (see Figures 1 and 2). Both students under the guidance of the faculty mentor submitted a
detailed summer training report, sharing their experiences and challenges while executing the project. The students
presented their work to business students and faculty members, discussing the importance and application of
various business concepts/theories in practical live projects. Furthermore, the innovative entrepreneurial project
was passed on to faculty and students of the professional selling course.
(2) Phase II – Selling Activity : Students enrolled in the professional selling course were taught the basic steps and
concepts of selling in the first two weeks of the course. The learning objectives of professional selling course were
to demonstrate the proficiency in basic steps of selling. During the third week of the course, faculty members
shared a presentation with the students regarding a live project of promoting and selling the Lavish Card in the
campus only. Students enrolled in the professional selling course assumed the role of a sales representative for the
Lavish Card. For evaluation of the sales project, 70% weightage was given to the amount of sales generated ;
whereas, 30% weightage was allocated to the report containing the sales strategy and selling process followed
(3) Phase III – Advertising : Students enrolled in the advertising course were taught the basic concepts of the
course in the first four weeks. The learning objectives of the advertising course were a) to apply basic advertising
principles to practice, b) create socially responsible advertising strategies and campaigns. During the fifth week,
faculty members shared the idea of a live project of advertising services and offers of a service provider (as part of
the Lavish Card) on campus. The students were divided in 15 groups as per their choice. For deciding the service
provider to be allocated to a group, an internal competition among the groups was finalized during the seventh
week. Each group was required to make a presentation of an advertising plan for a service provider (an amusement
park). Based on the performance of groups in the presentation, the service providers were allocated to each group
during the eight weeks. Each group was given an advertising budget between ₹ 1000 to ₹ 5000 depending on the
advertising fee contributed by the service provider in the Lavish Card. The advertising objective was to increase
the coupon redemption of the allocated service provider. Customer data of Lavish Card was shared with the
participating student groups. Depending on the attractiveness of the coupon, a basic redemption rate (automatic
redemption without advertising) was finalized by faculty members after checking the initial response of the
respective service providers. Due to limited advertising budget and time, the students designed various online
advertisements, blogs, direct mailers, posters, and telemarketing campaigns for increasing the coupon redemption
rate of the allocated service provider. All the groups shared and presented their creative advertisements,
experiences, and application of theoretical concepts learnt in the course. Assessment of a live project was done on
the basis of presentation on advertising plan, execution of campaign, and coupon redemption rate. Incentives were
distributed to the groups depending on their overall assessment and performance.
(4) Phase IV - Consumer Research : Students registered in the consumer behavior course were taught the basic
concepts in the first eight weeks. The learning objectives of the consumer behavior course were to (a) attain a
thorough understanding of the mental processes that guide consumer perceptions, attitudes, memory, and choices,
(b) understand the post-purchase behavior of consumers. During the eighth week, customer data of Lavish Card
was shared with students of consumer behavior. The students were divided into 20 groups. Five groups conducted
a survey on the post-purchase behavior of consumers towards Lavish Card ; whereas, the rest of the 15 groups
conducted a survey on service quality of the allocated service providers. Standardized research instrument was
used for collecting data on service quality. All the groups analyzed and interpreted the data and understood the
consumers' insights towards service providers under the guidance of the faculty mentor. Assessment of each group
was based on the presentation of the findings, insights, and recommendations of the study in front of their batch
mates, faculty members, and service providers.
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