Exploring the Synergy Between Blended Case Teaching and International Competitions in Marketing Programs
Dr. Roisin Donnelly, Head of the School of Management, People, & Organisations, and Roger Sherlock, Discipline Head in the School of Marketing and Entrepreneurship, have instigated a significant phase in undergraduate education through their paper, 'Interfacing between blended case teaching and international case competitions as undergraduate student inquiry and literacy in Marketing programs.'
Published in the Journal of University Teaching & Learning Practice, This paper signifies a significant contribution to reshaping the pedagogical landscape within Marketing programs. The special issue of the journal, focusing on 'Skills, Attributes, Literacies, and Capabilities: Developing Our Students at Every Level,' elucidates the transformative nature of pedagogical strategies shaping student skills, attributes, and capacities.
At its core, the paper delves into the symbiotic relationship between case teaching and international competitions in Marketing. Dr. Donnelly and Mr. Sherlock advocate for active learning experiences, emphasizing the role of research literacy and inquiry-based learning for undergraduate Marketing students. Their work aligns with the framework proposed by Healey & Jenkins (2009), emphasizing the student as a potential producer of knowledge.
Key insights from their research highlight the integral role of case studies in developing students’ knowledge, skills, and confidence. Moreover, the impact of international case competitions extends far beyond the event itself, influencing the curriculum's design and educational outcomes.
The paper's practitioner notes emphasize the centrality of integrating case teaching and competition engagement within the curriculum, viewing them not as isolated entities but as interconnected components fostering undergraduate inquiry. It prompts critical reflections on the evolving landscape of blended delivery, particularly in the post-pandemic educational milieu.
Published in the Journal of University Learning and Teaching Practice, a globally recognized open-access higher education journal, this paper indicates a shift in perspective in pedagogical approaches. The journal's rigorous double-blind peer review process and its indexing in Scopus and EBSCO databases underscore the academic rigor and global relevance of this pioneering work.