Publication Date

8-1990

Abstract

[Excerpt] The lecture method of instruction frequently fails to capture the dynamics of the learning experience, particularly for such topics as marketing. The case method, while a substantial learning innovation, does not quite capture the richness of a business situation. For marketing and many other topics like it, the experiential approach seems to be effective.

In a recently revised marketing course, “Marketing Communication Media”, I asked my students to apply marketing-communication tools to a real business situation. I expected that this experiential approach would benefit three groups: namely, the students, the businesses participating in the exercise, and Cornell University. In a departure from the usual method of conducting such a course, I used questionnaires to measure the value of the experience both to the students and to the businesses. The goal was to determine whether the experiential approach substantially increased the students’ knowledge of marketing communication. In this article, I report on the questionnaire findings.

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© Cornell University. Reprinted with permission. All rights reserved.

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