Interfacing between blended case teaching and international case competitions as under competitions as undergraduate student inquir aduate student inquiry and liter y and literacy in Mark acy in Marketing programmes.
In: Journal of University Teaching & Learning Practice, Jg. 20 (2023-06-01), Heft 4, S. 1-18
Online
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Zugriff:
This practice example explores the inquiry-based relationship for students between case teaching and international competitions in Marketing. This work is based on the premise that undergraduate Marketing students in a College of Business should experience learning through and about inquiry and enhance their research literacy as a result. Although for many students research-oriented ways of engaging them with inquiry are fairly passive experiences, we believe student engagement in case study competitions offer a primarily active and exciting learning opportunity. In a broader sense, the framework offered by Healey & Jenkins (2009) which is explored in this example, is based on the argument that research-informed inquiry is a powerful way to reinvent or reinvigorate the undergraduate curriculum because the focus is on the student as a learner - in particular that the student can be viewed as a potential producer of knowledge - and by challenging what research and inquiry are in practice, provide interesting perspectives for the Marketing discipline to consider for future programme provision. [ABSTRACT FROM AUTHOR]
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Titel: |
Interfacing between blended case teaching and international case competitions as under competitions as undergraduate student inquir aduate student inquiry and liter y and literacy in Mark acy in Marketing programmes.
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Autor/in / Beteiligte Person: | Donnelly, Roisin ; Sherlock, Roger |
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Zeitschrift: | Journal of University Teaching & Learning Practice, Jg. 20 (2023-06-01), Heft 4, S. 1-18 |
Veröffentlichung: | 2023 |
Medientyp: | academicJournal |
ISSN: | 1449-9789 (print) |
DOI: | 10.53761/1.20.4.16 |
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