Roshan D - Cengagesolutions.cengage.com/uploadedFiles/solutionscengagecom/... · Web viewSometimes a better solution is to use a questionnaire to ascertain which students have specific

TOPIC V. TEACHING TIPS 113

Jeffrey S. ConantTexas A&M University

TRANSLATING PHILOSOPHY INTO PRACTICE:VALUED TEACHING METHODS

My research in marketing education, coupled with my genuine interest in teaching, has led me to frequently re-examine how I teach. In many ways I consider myself a student of teaching and teachers. Like many other educators, I use a variety of teaching methods to stimulate student learning. Four areas that are particularly important to me relate to course structure and organization, class atmospherics, student involve-ment, and instructor availability.

Course Structure and Organization: It is my belief that students generally appreciate structure and organization in the classes they take. They value knowing the professor's stated learning objectives, how s/he will determine grades, when tests and assignments will take place, and how they should prepare so as to maximize the likelihood that they will be successful in the course. I use a variety of methods to strengthen the organization and clarity of my classes. Some of the more visible methods I employ include: (1) creating comprehensive and detailed syllabi; (2) providing prompt and helpful feedback on all assignments and tests; (3) starting class with an introductory overview of the day's agenda; and (4) using clearly stated questions displayed on overheads as the basis for presenting material (e.g., "What is Marketing?").

Class Atmospherics: Creating a class atmosphere where students are motivated to learn is both important and something I actively work to strengthen during every class meeting. My goal is to create a professional, yet comfortable feeling in the classroom. To help accomplish this, I work hard at being consistent, but not easily anticipated. What I mean by this seemingly contradictory statement is that I want a sense of continuity to exist, but at the same time work to inject variety into how classes are managed. I regularly start class, for example, by reviewing the day's agenda to establish continuity. I try to keep the students from being able to always anticipate my next moves as an instructor, however, by choreo-graphing individual class sessions differently (e.g., some days I start class

114 GREAT IDEAS FOR TEACHING MARKETING

with general discussion, some with small team work, some with short guest speaker presentations, and others with short videos).

Student Involvement: Getting students involved in class means getting them involved in the learning process. As a college student, I did not take full advantage of the opportunities I was presented with to get involved in class discussion. This is something I regret. It was not until I was an MBA student that I moved outside my “comfort zone” and actively worked to improve my listening and speaking skills. Perhaps as a result, I both talk about the importance of class participation often and place a high priority on creating a class atmosphere that motivates students to become involved. I use several methods to stimulate and encourage student involvement. These include, among other things: (1) basing part of students' grades on participation (in my smaller classes); (2) issuing every student a name card (room permitting) so as to let me address students using their name; (3) never criticizing a student for responding, even if their response is not as strong as it could be; (4) designing small team discussion exercises; and (5) asking frequent questions.

Instructor Availability: Teachers who care about how they teach make themselves available to their students. For me, this means arriving at class early and staying after class has ended to answer student ques-tions. It also means meeting office hour commitments and scheduling extra office hours both before and after scheduled tests and project due dates. Emerging technologies, in particular electronic mail, have also allowed me to make myself more readily available to students anytime and anywhere.

Donna H. GreenUniversity of Windsor

SUCCESSFUL STRATEGIES FOR BECOMINGA MASTER TEACHER

My philosophy toward teaching can be summarized succinctly. "Teaching is not telling; doing is learning." I believe that to learn students must be active. They cannot passively absorb knowledge like a sponge or


just like a sponge dries out after the cleaning is done the "knowledge" evaporates after a regurgitation test is completed. I see myself as a facilitator or coach – not a lecturer. My courses all require active work by students both inside and outside the classroom. This philosophy directly affects everything I do to enhance learning through my teaching. Some examples are listed below:

Learning Outcomes. In designing my courses I thoroughly review how I believe the students should change by the time they leave my course and how I can bring that about. This is captured in the learning outcomes that are included on each course outline.

Active Learning. Course activities are designed to encourage active learning and the application of knowledge.

Students are People not Numbers. Students who can hide in a classroom or skip a class without being missed don’t get involved in the course and miss the opportunity for enhanced learning and, possibly, a passion for marketing. Therefore, class participation is an integral part of all my courses. For my part, I learn each and every student’s name and use them both within the classroom and when I see him or her in the hall. I also evaluate and record student participation after each class.

Self-Assessment is a Critical Skill; Improvement is Always Possible; We are all Imperfect Humans. It is my personal belief that all of us can do better at whatever we attempt if we strive to do better and are willing to take a critical look at our own behavior. I have developed methods to help me understand and analyze how my course design enhances or hampers learning. Where possible I have also incorporated into my courses ways for the students to enhance their self-assessment skills.

Communications Between Students and Myself. The course out-lines not only include required texts, contact information and learning outcomes, but also detailed information on the required activities and the grading criteria to be employed. Explicit instructions for assign-ments and information regarding my expectations are also provided.

Be myself. Let the passion show through. I believe that to connect with students I must let my personality show. When they realize that it


is possible to be both knowledgeable as well as a real human being they respond well and feel that they also can learn.

Active Listening. I see this as a critical skill for both professors and managers. I model it and encourage practice of it in my interactive classrooms.

Fairness. I do everything I can to try to be as fair as possible in assigning grades and acknowledging people for participation in class. For example, I have developed detailed checklists for all major pro-jects explaining what I expect, and I then use these to evaluate papers and essays. These give both the students and myself a consistent frame of reference and allow more detailed feedback than otherwise would be feasible.

Innovative and Involving Course Activities

Over the years I have developed a number of innovative and involving course activities. Some of those are listed below:

Self-Generated Examination Questions (see Journal of Marketing Education)

Day-in-the-Field (Job Shadow of Sales Representative) in Sales Management

Five minute presentation graded solely on presentation skills – for sales management class (the topic may be the day-in-the-field exper-ience or a recruiting speech as a potential president for a company in the simulation)

Recruiting and Selection Section of Sales Management: personal résumés are to (1) to select Presidents for the teams for the simulation (2) then for the Presidents to select group members for their simulation teams (the résumés are graded, feedback is provided on a six page check sheet – many students have commented that the résumés developed in this course helped them to find employment)

Brand Manager Presentations to “bring the product alive” Development of a Marketing & Business Plan for a New Retail Store

in Vacant Space in the Regional Shopping Mall Following Site Visit to Mall and presentation by the mall manager and the marketing manager


of the property development company Videotaped Role-Play as Sales Representative. Then Evaluation as

Sales Manager for own and others’ selling interaction. The data from all ‘sales managers’ are entered into a database so each student gets feedback from five to seven others and can compare their own self assessment to that of others’

Portfolio Assignment – Internet scrapbook Expertise Reports in Retailing and Marketing Strategy ”Live Case” for Marketing Strategy course with cash prize for report

from the company (this term they are examining the steel industry) Web Page Design and Implementation for Internet Marketing

Final Comments

I enjoy learning and became a professor so I could continue learning as a part of my career. Teaching allows me to help others learn some of the knowledge I’ve accumulated over the years. Through the course design and the assignments I’ve developed, I ensure my students are active learners and will retain important skills and information for many years. Listed below are some other activities that have helped me to improve the quality of my teaching:

Keeping current on teaching issues through a subscription to the Teaching Professor (summarizes current thought and research in university level teaching) and the listserv from the Society for Teaching and Learning (STHLE).

Monitoring my own behavior in the classroom through a systematic assessment of each case, each class, each activity, and a review of detailed feedback from students which they freely provide on evalua-tion forms I’ve designed for that purpose.

Maintaining a teaching portfolio. This was and is one of the most powerful aids to improving my teaching that I have used. During its development I thoroughly re-examined each course I teach and the results of that teaching. It currently fills a two-inch binder and doesn’t include the two new courses that I have developed this term.


John Perrachione, Truman State UniversityCharles E. Michaels, Jr., University of South Florida/Sarasota

INTERNET SCAVENGER HUNTS

Scavenger hunts--setting students in search of various items and infor-mation--have been a popular pedagogical tool for some time; they provide an entertaining, motivating, and educational means for exposing students to both knowledge and means of acquiring that knowledge, in a problem-solving context.

The utilization of the internet/worldwide web for scavenger hunting was inevitable. It provides opportunities for students not only to retrieve specific information but also for practice in locating and evaluating that information. It introduces the student to the vast amounts, types, and quality of information available on the internet.

An internet scavenger hunt can focus on course-specific content, general field-relevant content, or even the use of the internet, web search engines, etc. for those less familiar with this means of accessing informa-tion. Pedagogical objectives for an internet scavenger hunt can include: receiving and sending email; using the internet and web search engines to search for and access information; selecting and evaluating information; practicing appropriate "netiquette"; and disseminating information via the web.

What follows is a farrago of ideas and suggestions that might help you create and manage an internet scavenger hunt for one (or more) of your classes.

Students

Internet scavenger hunts can be tailored to any marketing class; they may be especially appropriate for intro-level classes where students' inter-net skills might be least developed. They can be completed by students working individually or in teams.


Timing

They can be used early in the course to introduce concepts. Questions can be added throughout the term. Or they can be used later in the course to integrate concepts and to show students how much more complex, involved, and detailed is the actual practice of marketing compared to what they have learned in the course.

A time limit (e.g., one or two weeks) may be imposed, or the hunt may be carried out over the course of the course. Alternatively, the duration can be considerably shortened by making the hunt a contest of who can submit the each correct answer, or the most correct answers, first.

Questions

Questions of a general nature may be good for developing facility with search engines, selection of key words, etc. However, the more general the initial search, the more likely internet searching is to become internet surfing (which, as we all know, is a major contributor to chrono-cide).

Generally, the more detailed or specific the question, the more it should lead to reliable results. Indeed, some constraints (e.g., specific date or time period) can make the hunt more manageable for students.

Hunt items can include information (generally in the form of answers to a series of questions), and items such as graphical images and sound files. Questions can be national or international in scope, as well as being tailored to a specific region or even city.

Depending on the purpose for which the hunt is used, and if/how it is evaluated, hints (perhaps even sequential hints of increasing direction) might also be provided.

Distribution

Hunt items can be distributed via hard copy (on paper), can be emailed to students, and/or can be posted to a course web site. (If distri-buted via web site, students might be advised to open a new window


directly "over" the hunt window, so that they can refer to the questions in one while they are hunting for the answers in the other.)

Answers

Answers should generally include not only the actual information sought, but also the exact URL(s) from which it was obtained (since some answers may also be available other than on the web), and perhaps even the date and time, since web sites can change frequently. Also, keywords used to search for each item, and all URLs visited (a "webliography"), can be required.

Note: Because web sites do come and go and change frequently, it is a good idea (make that "Great Idea") to check your scavenger hunt items before each hunt, and even during the hunt if it lasts the better part of an academic term.

Collection

If answers are to be submitted via hard copy or diskette, requiring a printout or copy of the actual web page containing the information is feasible. Answers can be submitted via email, in which case the informa-tion and URL can actually be copied and pasted from the navigation bar into the email.

Results could also be collected via a class web site. If you have a course web site that supports (interactive) forms, you can set up the hunt on the site with a different form field for each hunt item, and students can enter and then submit their answers to you directly from the hunt web page. (This can also allow you to compile students' responses for later comparison in class or on the course web site.) Or, if your class site has a web-board (sort of a web-page chat room), students could use it to discuss search strategies and results, and they would know immediately (in case of a race) when questions have been answered.


Evaluation

Hunt results can be--but do not need to be--evaluated. Answers can be evaluated in terms of accuracy, timeliness, and completeness (including exact URLs, etc.). They can be scored (perhaps with answers differing in value based on the difficulty of obtaining them), graded, quizzed over, or done (simply) for enjoyment and enjoyable learning. Form of answer sub-mission--hard (paper) copy, diskette, email, submission via web, submis-sion of a web page--might also be evaluated.

As noted above, the hunt may be done by teams, in which case group processes might be evaluated. If the hunt is done competitively, evalua-tion can also be done in terms of the first correct answer to each item, the most correct answers, or the earliest submission of all correct answers. Another evaluative criterion could be fewest URLs/links to obtain a correct answer, as a measure of searching efficiency. Earliest submission times are easiest to handle administratively with entries sent by e-mail or posted to a class web-board or web page.

Arrangements might be made with local businesses to provide prizes for the "winners." (If speed is not evaluated, all who submit correct answers can be entered in a "raffle" of prizes, perhaps with the number of entries in the raffle based on the number of correct answers or items submitted.)

An interesting discussion can result from comparing students' answers in class (especially to more general questions) as a means of showing the potential for encountering discrepant and possibly unreliable information on the web.

The Next Level . . .

With students that are sufficiently web-savvy, rather than just having them find hunt answers or even writing questions and answers, have them create their own scavenger hunt web pages. All students may be given carte blanche regarding items to include in their hunts, or different students may be assigned different topical areas. You can have them post their hunts to their own web sites or submit it to you, and you can create a web page on your course web site with links to the various scavenger hunt


pages. Then, students can complete one another's hunts, and offer feed-back to each hunt's author(s). Also (with the permission of the hunts' authors), you can use the hunts with future students, perhaps even at the beginning of a course in which they will subsequently create their own internet scavenger hunts.

P.S.

Share your scavenger hunt with your colleagues--they might enjoy it as much as do your students.

Whiton S. PaineRichard Stockton College of NJ

TECHNIQUES FOR INCREASING PERCEIVEDFAIRNESS IN TEAM-ORIENTED COURSES

Marketing courses increasingly require students to effectively work together on joint projects, exercises, presentations, reports, or papers. Such designs are attractive because they can provide students with skills they will use in an increasingly team-oriented workplace. However, students may have reservations about fairness and equity in a situation where their learning and grade are dependent upon the skills and participation of others.

A number of simple techniques can increase perceived fairness in team-oriented courses. In particular, how groups are formed, what is to be done with non-performers and attendance, and how grades are awarded all can have a positive impact on perceived equity. The following techniques have increased perceived fairness in a variety of marketing courses

Team formation. Allowing teams to form spontaneously creates homogeneous groups that may not be optimal in terms of the goals of the course. When the "A" students join together they deprive the other teams of their skills, abilities and work ethic. Teams of students who know and like each other can exhibit group think by sacrificing performance for the maintenance of ongoing relationships. A better solution is to form work


groups randomly based on one or two digits of the student numbers. They can be allowed to "trade" a small number of members.

Sometimes a better solution is to use a questionnaire to ascertain which students have specific attributes related to the content and focus of the course. The work groups are formed by randomly drawing from the sets of identified resources. When the students do not know each other the instructor can also recruit those with the most relevant skills and experience to give a presentation on why others should join "their" team. An important element of personal choice is added here as the other students vote with their feet in a random order.

Underachievers. Students worry about the negative consequences of having to "carry" other students who cannot, or will not, participate in the team's work. Two solutions, one draconian, are useful here. A variety of measurement techniques are available for students to rate each other at the end of the semester (rating scales, forced rankings, an allocation of a set number of points across all team members, etc.). They are told that their ratings (plus written comments) will be taken into account for the final grade. The draconian solution is the potent motivator of allowing a team, or an individual, a "divorce" up to a certain date with specified consequences.

Attendance. Missing members generally inhibit group productivity and so rewarding attendance when teams are working together is important in this type of course.

Differentiating individuals. Finally, students often dislike the sense that their grade is essentially out of their direct control and is being held hostage to the performance of the entire team. Individual tests directly address this issue. Individual students or pairs of students can also be required to take overall responsibility for each group task in return for a separate award of points based on the quality of the product. Business students, in particular, need to play such leadership roles. Here it is advisable to avoid having the same sets of students always work together as co-managers. A spreadsheet is a useful tool here in these more complex course designs since it provides periodic updates on individual and team performance. This feedback reduces uncertainty and increases motivation.

These techniques, alone and together, act to return appropriate responsibility to the individual student. They also increase his or her sense that more of their learning and reward is under personal control. At


the same time these procedures operate to reinforce participation in, and learning from, the experience of working in teams to complete marketing projects.

William A. CohenCalifornia State University Los Angeles

MEASURING THE CONTRIBUTION OF INDIVIDUAL STUDENTS ON TEAM PROJECTS

Many marketing courses are taught using the structure of student teams to accomplish marketing plans, research, consulting projects, etc. The major difficulty has always been to assign grades fairly when multiple student members accomplish a single project. Moreover students recog-nize a limited ability to force non-contributing team members to assume a fair share of responsibility for the project and are concerned that non-con-tributing team members, and those who make a lesser or great contribution all receive the same grade.

In order to satisfy these objectives, I developed the Confidential Project Team Evaluation form. On it I noted that not all members of teams make identical contributions. I said that in order to be fair, individual team project grades would be adjusted according to every team member’s evaluation of their fellow team member’s contribution. I indicated some suggested criteria that could be used, but went on to say that they could consider any other criteria they considered relevant.

Regarding the evaluation, I emphasize that the normal evaluation of contribution for any team member is 100% and that 100% is not a grade, but a measurement of contribution. Since 100% is the normal, or average contribution evaluation, an evaluation of 100% requires no justification. However, any evaluation other than 100% requires written justification. For example, one team member may be assigned an evaluation of 120% and one team member may be assigned a grade of 110%. Both evaluations, if assigned, must be justified in writing. Limiting the number of higher than average evaluations stops students from assigning everyone on the team an inflated grade rather than rewarding someone on the team


who contributed more than the average team member. Evaluations of 90%, 80%, or 70% must also be justified in writing.

For example, if the average evaluation for a student is 70%, and the project grade assigned by you is 90%, the student would be assigned a project grade of (90% x 70%) 63%, not 90%.

If a student assigns more than one 120% or 110% on an evaluation, or fails to justify evaluations other than 100%, that particular student’s evaluation is invalidated. This is explained to all students before the form is completed.

Finally, a student does not evaluate his or her own performance. These forms are kept confidential, except that students are told their con-tribution evaluation average.

Confidential Project Team Evaluation

Not all members of teams make identical contributions. In order to be fair, team project grades are adjusted according to team member’s evaluation of their fellow team members’ contribution.

1. Team meetings attended/missed.2. Willingness to compromise for the good of the team.3. Amount of work contributed to the project.4. Quality of work contributed.5. Any other aspect of the project you feel is important and relevant.

List each team member (except for yourself) and assign a percent evaluation for contribution to the project as follows:

120% = Superior contribution equaled by no one else on team110% = Outstanding contribution equaled by no one else, or one other on team100% = Normal contribution about equal to others on team 90% = Below average contribution relative to other team members 80% = Contribution far below average relative to other team members 70% = Little or no contribution at all

The average of the team evaluation percentages from all members of the team is multiplied times the grade received on the project to determine the student's individual grade on the project. Contribution scores other than 100% must have written justification.


Name Contribution (%) Written Justification for other than 100%

IMPORTANT: Assigning more than one (1) 120% or 110% or failure to provide written justification for other than 100% will invalidate your evaluation!!!

Your Name (Printed)

Your Name (Signature)

Michael R. LuthyBellarmine College

INCLUDING STUDENTS INASSESSING CLASS PARTICIPATION

Students often view the assignment of individual class participation scores as more subjective than other course elements such as examinations and projects. As the significance of that aspect of the student’s course grade (i.e., more weight in the final course calculation) increases so too does the sensitivity to how participation is assessed. With that sensitivity comes a tendency to “play for the audience” of one (the instructor). As a result the student may lose sight of the reason for class participation. Instructors that make participation a part of the student’s evaluation believe that true learning is grounded not only in the understanding of theoretical concepts and developing the ability to apply them, but also through the process of discussing and sharing knowledge, experiences, opinions and ideas.

To minimize or eliminate these issues, students can be included in the participation assessment process through the use of a behaviorally anchored ratings scale (see below). By providing students with the criteria for assessment early in the term and instructing them that they will be rating not only their own performance but also the performance of their


fellow students, the degree of subjectivity on the part of the instructor is minimized. As the same time, students are put on notice that they have a responsibility for contributing to the learning experiences and develop-ment of everyone in the class.

Students are provided the B.A.R.S. scale below and instructed as follows: “Half of your class participation score for the academic term will be determined by the instructor. You and your fellow students will determine the other half using this form. Below are the names and digital photographs of the students enrolled in this course. Please review this listing and circle a letter grade for each student - including yourself (see sample). Your evaluation should reflect each person’s overall participa-tion and contributions made during the course. The scale below should guide your assessment. The ratings you make on this form will be kept strictly confidential.”

LetterGrade

NumericalScore Behavioral Profile Description

A 95 Always prepared. Consistently initiated class discussions. Con-tributions, based on relevant experiences, current events, and assigned readings, were focused, integrative, and built upon other students’ comments. It was extremely rare that the student was either tardy, absent, or had to leave early.

B+ 88 Above average performance in one or more aspects of the student’s record indicated that a higher grade than B is appropriate.

B 85 Generally prepared. Occasionally initiated class discussions. Contributions demonstrated an expected level of insight for under-graduate work. It was very unusual that the student was either tardy, absent, or had to leave early.

B- 82 Below average performance in one or more aspects of the student’s record indicated that a lower grade than B is appropriate.

C 75 Occasionally prepared although at a minimal level. Voluntary contributions to discussions were off-topic or only contributed when called on. Contributions demonstrated a less than expected level of insight for undergraduate work. Pattern of tardiness, absences, and/or early departures.


LetterGrade

NumericalScore Behavioral Profile Description

D 65 Generally unprepared. Did not meaningfully contribute when called upon. Contributions were significantly below expectations for undergraduate work. Significant pattern of tardiness, absences and/or early departures.

F 0 Not prepared for or interested in class. No positive contributions to speak of. No commitment to class outcomes evidenced by routine absences, tardiness, and/or early departures from class.

Sample Circle one letter for each student

Chris Denman F D C B- B B+ A


STUDENT DEVELOPMENT OF THEEXAM GRADING KEY:

ANOTHER OPPORTUNITY FOR LEARNING

The ultimate rationale for giving examinations is to assess or verify that students have acquired certain knowledge, concepts, or skills as well as the ability to apply them correctly in different situations. Despite the best efforts of instructors in constructing tests, there is a level of artificiality inherent in all examinations. This artificiality can give rise to biases in wording or item construction. Especially problematic are exams that contain a large number of so-called “objective questions” in the true-false or multiple-choice formats. Less problematic but still of concern are questions in matching and/or fill-in-the-blank formats.

While these question formats allow for the assessment of knowledge, they are limited by the instructor’s and/or test bank preparer’s ability to accurately translate text material into appropriate test questions. Combined with some student’s tendencies to make assumptions about


information not directly mentioned in the question itself in order to respond, situations arise where more than one legitimate answer can be found to an objective question.

Because the ultimate goal of an examination is to promote learning, the grading process itself can be looked upon as another opportunity to accomplish this -- through student involvement in the development of the test’s answer key. Immediately after the exam is administered and students have handed in their answers, the class is convened to go over the exam question by question with the goal of determining the “correct answer” for grading purposes. Students may use their textbooks and notes during this process. Unclear, obscure, and other problems with test items are uncovered during this phase. Students are given the opportunity to find the appropriate material from where the question was developed. The discussion generates a group consensus on what constitutes the correct answer. It the class as a whole determines that a particular question is so poorly written that no one answer clearly emerges, it can be deleted from the test before grading.

The resulting answer key can then be used to grade the tests handed in. The discussion and debating process that comes from its development provides not only an additional opportunity for students to link the material to the question asked, it has the side benefit of minimizing (or eliminating) any after-test meetings with students who are not convinced as to the correctness of particular answers.

William A. CohenCalifornia State University Los Angeles

DEVELOPING THE LEADERSHIP POTENTIAL OFMARKETING STUDENTS WHILE TEAMING

Some schools of business offer a leadership course, usually in the management department. A typical course of this type states that the objective of the course is to explain the "nature, resources, strategies, and models of complex organizations." So, this is primarily a theoretical


course and is intended to teach students about leadership, not to develop the students’ skills as leaders.

Marketing management teaches the management of marketing activi-ties. But marketing and leadership are not the same. A marketing profes-sional may be an excellent manager of marketing activities, and yet fail because the same individual is an incompetent leader.

Like dancing, painting, or brain surgery, leadership is an art. While learning the theory of brain surgery is a required basis for learning to be a brain surgeon, one is unable to perform brain surgery by simply studying about it. Nor can one dance or paint without practical instruction, hands-on experience, and feedback.

If development of leadership were an outcome of any marketing course, it would make a significant contribution to the students' potential as well as add considerable value to their marketing education. The purpose of this “great idea” is to utilize teaming to help develop students’ leadership potential.

To do this, I use teams whenever they are required for a marketing class, whether for preparation of a marketing plan, a marketing research project, etc. I do not permit students to pick their own teams, but rather assign them myself. Usually I use prior grade point average as the main criterion. In this way, I find each team is approximately equal in ability. Interestingly, I have also found that I have fewer complaints when I decide the composition of teams then when I let students team on their own, regardless as to whether I also include a leadership component.

I then divide the academic term period to allow at least a two-week period as team leader for each student. Since my university is on an eleven week quarter, this permits every student to serve as team leader of four to five students. At the completion of the two-week term as leader, fellow team members complete a confidential leader evaluation form. From these forms, I derive the leadership portion of the grade for the course. Every student receives a one-on-one counseling session with me regarding his or her leadership immediately following his or her term as leader. It is important to understand that this form does not measure contribution to the project, only the student’s leadership. I am willing to consult with students about their leadership problems, although I stress that students are


responsible for making their own decisions, and the outcomes, during their tenure as leaders.

Confidential Leadership Evaluation

Name of Student Being Evaluated

Period of Evaluation: From To

I. List three aspects of the student's leadership which you think was good:1. 2. 3.

II. List three criticisms of the student's leadership or aspects which you think could be improved:1. 2.

3. III. Comment about actions taken by the student leader, or anything else you feel will

help the student to be a better leader. These may involve such elements as perceived integrity, communication ability, style, use of influence tactics, behavior, etc.

Criteria of an Effective Team Leader

Demonstrates absolute integrity. Helps the group identify and accomplish tasks Is strongly committed to the project. Takes charge of the team. Prepares and sets things up for the coming leader. Is sensitive to the needs of the team members. Puts duty toward the task and the team members interests before his/her own. Maintains a positive attitude. Gets things done. Is proactive and out in front of the team.

Please indicate which of the following statements best describes this leader's performance using the criteria above:1. Demonstrated absolutely superior leadership in every way.


2. Demonstrated very good leadership. Needs to do a few things better.3. Demonstrated average leadership. Needs to do a number of things better.4. Demonstrated poor leadership. Needs to do a lot of things better.5. Demonstrated very poor leadership. Needs to do everything better.

Name

Signature Date

Michaelle Cameron, St. Edward’s UniversityKarin Braunsberger, Arkansas Tech

RESPONDING TO THE EXTERNAL ENVIRONMENT

This is an activity that can be done in class when the marketing environment is being discussed. It allows students to get some practice identifying opportunities and threats in each of the important aspects of the external environment. The students work in groups of three or four and each group is asked to play the role of managers for the university. The task is to identify environmental trends in each of the uncontrollable elements in the marketing environment (social factors, demographic trends, economic factors, technology, political and legal trends, and com-petitive factors) that may affect the university in the next five years. After identifying at least one trend for each uncontrollable factor, they are to suggest how the university should tailor its marketing mix to respond to each trend they have identified. Typically they can accomplish this in about 15 minutes. Each group is then asked to share the trends they have identified along with the responses they are recommending. This enables the instructor to get a feel for how well the students have grasped the material, and to correct any misunderstanding that may become evident.

Students really enjoy this exercise because it allows them to apply marketing concepts to an area that is very familiar and personally relevant to them.


Richard D. ShawRockhurst University

CUSTOMIZED LEARNING:REFLECTIVE INTEGRATION EXERCISE

Reflective Integration (R.I.E.) is an exercise that combines elements of the case method and writing across the curriculum and weaves them together with the century old techniques practiced by members of the Jesuit Order when directing the Ignatian spiritual exercises. R.I.E. lets students customize the course to meet individual needs while at the same time allowing students to perform at deeper levels of learning and to learn from their peers. It permits students with varying personality traits, learning styles and abilities to comfortably employ a practical way to synthesize and integrate concepts that have a special meaning or signifi-cance in their own lives. Below is a sample handout that explains R.I.E.’s objectives and procedures to prospective students:

One question that students face at the end of a course is: "How does this material fit in with what I previously studied or experienced?" Faculty often spend a great deal of time discussing how to help students integrate various topics covered with the knowledge that students already possess. However, since you are the only one who really knows the extent of your knowledge, you must integrate for yourself! Since each of you comes from different social and economic backgrounds and have had different academic and occupational experiences, you are in the best position to discover how all of these ideas relate or will relate to your life.

This exercise is designed to help you reflect on how your past academic studies, job related experiences and “real life” encounters are related to topics covered in this course and to help you project how some of these ideas will benefit you in the future.

1. At the end of each class, you will be asked, “What did you hear, read, or see in this class that relates to your life?” You will be given a few moments to reflect before you orally identify the topic to the class. (e.g., “Maslow’s Hierarchy”)


2. Before the next meeting (preferably as soon after class as possible), take a few moments to think about this topic and other topics covered in this session and spend about 10 to 15 minutes writing in a journal how the ideas (concepts, principles, proce-dures, or theories) integrate (complement, contradict, support, or refute) what you have learned in other courses, experienced at work, or have simply observed in your life. Please use specific examples in your entries. (For each entry, please indicate which chapter(s) you are referencing and date them.)

3. Bring your journal entries with you to each class and be ready to spend the first few minutes of each session discussing how you have integrated the specific ideas covered during our previous class (readings, text, lecture, discussion, videos, cases, class pre-sentations and related activities) with your own experiences. (Four or five students will be selected to share reflections with the class.)

Journals will be collected every four or five weeks. Before handing in your journal, be sure to proofread, edit and type your reflections.

Note: At first reading, this exercise may appear to be without sufficient focus. This is intentional. In R.I.E. students select the specific focuses that have the greatest application and/or importance to them, to reflect on these ideas and then—both orally and in writing—show how these concepts relate to what each student has already learned or experienced.

Amy Risch RodieUniversity of Nebraska at Omaha

HOW TO GIVE A STELLAR PRESENTATION

Giving a "stellar presentation" is so much easier said than done! And that's what makes this such a vivid activity for reviewing basic presenta-tion principles. Rather than a simple review of the information, students become engaged in a contest to communicate the elements of effective speech-making. The primary purpose of this activity is to review the guidelines for preparing and delivering effective presentations. A second


purpose is to encourage students to develop and use their presentation skills. How? The Assignment

Students form teams of three or four members. Each team plans a three minute presentation about "How to Give a Stellar Presentation." All presentation formats are welcome--encourage creativity! Get the competi-tive juices flowing by promising that a "fabulous prize" will be awarded to the winning team. Require teams to incorporate a visual of some sort (overhead transparency, poster, or the blackboard) and make materials--markers, chart paper, transparencies and pens--available. Make it clear that groups are competing to give the best presentation. Preparation time needed is 30-35 minutes, minimum. Allow enough presentation time for teams to get back and forth to their seats, and for voting and presenting awards.

Stellar Presentations

Call on each team to present. Encourage presenters to customize the stage area (rearrange furniture, etc) to suite their needs. The creativity and humor that students bring to the activity is entertaining for everyone. The contrast (at times, painful) between what a team is saying and the way they are saying it is what makes the exercise so striking. It quickly becomes apparent that it takes more than mere knowledge of the guidelines to deliver a truly stellar presentation; it takes an acquired set of skills. After all teams have presented, students vote for the most "Stellar Presentation" and each member of the winning team is congratulated and awarded a small prize (e.g., disk case, coupons to nearby bagel shop).

Recommendations

Implementing this activity on the second or third meeting positions it as an icebreaker and establishes an upbeat mood for the course. Using small teams (three members) keeps everyone involved. Provide plenty of chart paper, colored markers, transparencies, and overhead pens. Short presentation times (three or four minutes) maintains a brisk pace. Holding


up a "1 minute" warning sign and stopping teams who exceed the time limit adds to the drama of the event.Benefits

This activity provides a number of benefits to a course. A team effort to succeed at a challenging task facilitates camaraderie among students very early in the term. Students have a reason for learning others' names and establishing friendly relationships from the outset. The activity drives home the level of effort and skills required to deliver effective presenta-tions and it raises expectations for the quality of presentations delivered throughout the course. It provides an opportunity for everyone to get in front of the entire class initially with virtually nothing (but pride) at stake. If the quality of student presentations begins to diminish over the course of the semester, it is easy (and meaningful) to remind students of the funda-mentals in giving a stellar presentation.

Sheb L. TrueKennesaw State University

CLASS NOTES FOR THE STUDENT ON-THE-GO

As time has become more and more of a valuable commodity for everyone (teachers and students included), the search continues for pedagogical methods that can deliver the necessary course content in an effective and efficient manner to students that are constantly on-the-go. This is particularly true when you consider the increasing number of students who are working at part-time and full-time jobs in addition to attending courses, non-traditional students with family and work obliga-tions, and those students who travel long distances (i.e., from a mileage and/or time commuting perspective) before/after work and on weekends at urban and suburban universities. Thus, given that the available time for students to adequately prepare for class is decreasing, the issue of how to establish a class environment whereby the instructor is better able to facilitate class-time with a high quality interactive discussion becomes an important consideration.


In addition to distance learning tools (e.g., web-sites and internet bulletin-boards with lecture notes and PowerPoint presentations), one teaching aid that I have found useful to address this situation is to provide a cassette tape recording of some preparatory notes on a topic for the next class discussion. The purpose of this recording is by no means meant to replace the need to attend class, nor complete assigned readings and other class preparation exercises; rather, it is intended to serve as stimulus for class discussion. By making and distributing a 15-30 minute recording of general comments and thoughts for consideration on the next class meeting’s scheduled topic, students can listen to the tape on their way to the next class and begin the process of changing their thoughts from daily responsibilities (e.g., work, family, etc.) to a more academic focused mindset and be better able to “hit the ground running” and participate at a higher level earlier in the class discussion.

I have found that students’ appreciate my efforts to maximize the delivery of content in conjunction with their need to effectively utilize their time and it allows me to make better use of class time by “setting the stage” for discussion before we meet. In addition, it has been my exper-ience that the recordings complement, rather than replace, the assigned reading material and that the students’ responses tend to be more creative and analytical, and they are more inquisitive about the topic during class discussions.

Rosa T. CherryWilliamsburg Technical College

VIDEOS - AN ENHANCEMENT TO LEARNING

Nearly all textbooks now include a video library for use with the textbook. These video cases are often very interesting and add a depth to the material in the text. I like to include at least one in each of the 3-hour evening class meetings. It is important, however, to preview and select from the vast number of available videos so that students gain insights from the viewing.


Michaelle Cameron, St. Edward’s UniversityKarin Braunsberger, Arkansas Tech University

TEACHING WITH VIDEOS

I have several videos that I use during the course of the semester, usually to elaborate on concepts covered in a particular chapter. Even though these videos are very interesting, I sometimes notice students’ attention straying during the viewing. In order to keep the students involved, and to tie the video back to the chapter, I ask them to write down each term used in the video that is relevant to the chapter in question. After the video is over, I go around the room and have students share the terms they recognized and how it was used in the video. I have found this to be very effective and a good way to energize discussion about the video and the related chapter.


STUDENT CREATED BUSINESS VIDEOS

“A beginning is a very fragile thing.” Instructors teaching freshmen in the Introduction to Business or Business Concepts courses (where mar-keting majors typically get their first exposure to the field) must address the needs of a diverse class audience. Students taking these courses range from those with a solid interest in a particular field of study (such as marketing) to those with only the vaguest idea or enthusiasm for what a career in business entails. Taking into account the integrative nature of many of these courses, the increasing use of faculty drawn from multiple departments to teach them, and a growing emphasis on team-teaching pedagogues, developing evaluation opportunities appropriate for these courses is a challenge.

One possibility is to charge student teams, (ideally composed of 4 to 5


students each) with the task of developing, producing, and ultimately pre-senting an 8 to 10 minute video on a local small business or franchise. In the initial charge to the students at the beginning of the academic term, instructors lay out the goal of the video as educating the class on what it takes to be successful in the particular business they have chosen. In the teams’ ongoing efforts throughout the term they will have to interview the proprietor and tour the business selected, perform some secondary research to gain appreciation of the larger picture of the business’ opera-tion, and integrate the material that is assigned and discussed in class – in essence answering the question, “how does marketing relate to accounting, and human resources, and economics, etc.?” This latter task of material integration provides one of the most compelling benefits of the video pro-ject, giving students a reason for actively understanding and applying the theories and concepts presented in the course.

In addition to the information gathering and topic integration aspects of the project, students will also have the opportunity to develop their team-building and interpersonal skills as well as exercise their creative sides. The final presentation of the videos to the class, representing the culmination of the research, interview, scripting, story-boarding, and filming phases provides the opportunity for in-class Q&A periods and for-malized feedback from both students and the instructor. The positive word-of-mouth typically generated by this project with prospective students, coupled with the community involvement aspects encouraged by most school administrations and the development of an artifact for the student’s learning portfolio make this a idea worth considering for introductory business or marketing classes.

Pj ForrestMississippi College

MARKETING MIX REPORTS

One of the most helpful projects I’ve ever assigned in Principles of Marketing, are Marketing Mix Reports. The students pick a good or a service at the beginning of class and throughout the semester use that good


or service as a reference and an example for each topic we cover. In addition they prepare a report on the Marketing Mix actually used for that product.

At the beginning of the semester the students are required to choose a product by brand name. Many popular brands such as Tommy Hilfigger, Nike and Coke are chosen, but also some lesser known Brands such as Louisville Slugger, Peavey, or Furby. Some students choose familiar pro-ducts such as soft drinks, automobiles, backpacks, sports equipment and computers; others chose a special interest item that is less familiar to most of us such as deer stands, paint ball equipment, or a musical group. I must approve the choice, and my criteria is if there is enough marketing information readily available on the good or service. I put the brand name of the product they have chosen on the seating chart next to their name, which allows me to use their products as examples during lectures.

In the past I've had them hand in a single report after we had covered Product, Place, Promotion, and Price, but at present I break it down into four separate reports. These one or two page reports are easy to prepare, but it forces the student to apply and properly use marketing terms and concepts. As we cover each of the 4 P's the student has to prepare a report which is handed in or presented the last class meeting before the exam that topic. Every semester I get numerous comments on my teaching evaluation from students about how much doing the report helped in preparing for the exam, and in learning the course material.


COMMUNICATION:WRITE, WRITE, WRITE!

To upgrade students’ written communication skills, assign weekly paragraphs to be turned in. These can relate to marketing cases, field trips, guest speakers, or even answers to questions in the marketing book chapters. To be beneficial, all these assignments must be critiqued and graded and possibly redone with revisions made.



WEEKLY TESTS

Our Marketing 101 class is usually scheduled one evening a week from 6:00 - 8:50 p.m. As an incentive to "keep up" in class, I give a short answer test covering the previous week's material at the beginning of each weekly class. These tests consist of 10 - 25 short answer questions plus an occasional "situation" type question, all of which come from the previous class notes or from the related textbook material. If students do not miss any classes, the lowest of these grades are dropped before being averaged. The average counts 25% of the final grade, so students tend to try hard to keep up and do well on a weekly basis.


REVIEW FOR EXAMSPLAY MARKETING FOOTBALL!

For a meaningful and fun review of concepts and facts, try Marketing Football! Before the scheduled class, have the students prepare 3 x 5 cards--question on the front; answer on the back. Make sure all chapters have been assigned for a designated number of questions (perhaps 10 from each chapter). On class review day, collect all the cards and shuffle them. Then give half the cards to the reader for each team.

Also prepare a transparency marked as a football field, with yard markers each 5 years. Designate someone (probably the instructor) to keep the score, the yard progression, and the down number on the trans-parency. Here are the rules:

1. Divide into two teams; choose a captain for each.


2. Flip a coin for first ball possession--this team gets the first oppor-tunity to move the ball (answer questions), beginning from the 50-yard line.

3. A reader for the other team asks a question; the team which has the ball huddles, decides on the answer, and their captain gives the answer (30-second time limit after questions has been read twice).

4. If the answer is correct, the team advances 5 yards; if the answer is incorrect, the team does not advance. The team has four downs to advance 10 yards; i.e., must answer two out of four questions. If they fail to advance 10 yards in four downs, the ball is turned over to the other team, which begins at the 50-yard line.

5. When a team crosses the goal line, they score 6 points and may try a question for the PAT. After a score, the other team begins their play at the 50-yard line.

6. The team with the highest score wins!

Peggy OsborneMorehead State University

PAIRED COURSES:PRINCIPLES OF MARKETING AND WRITING II

In an effort to improve student understanding of the concepts in the Principles of Marketing course, we have sometimes paired the course with English II (a second writing course). This pairing creates a six-semester block of credit. The instructors of the Marketing and the English courses collaborate to link reading and writing assignments in the paired sections. Other methods may be used. The intent is to create a learning community environment, and to provide students with an intensive writing experience about a chosen subject area (promotion, pricing, planning, etc.).

The requirements for the paired offering include the following: Students must enroll for a specific English II and Principles of

Marketing section Students may NOT drop one half of the pair Each instructor gives separate grades


The objectives of this pairing include increased student understanding of course content, connections, and relationships. In addition, this pairing should heighten the students' awareness of and ability to use interdiscipli-nary approaches to problem solving. Other objectives include: increased learner independence, potential for cooperative learning, developing the ability to apply skills from one course to learning in other courses and heighten awareness of communication as a key skill required by employers.

Results of this pairing have shown students to be more effective com-municators. Papers and presentations are more professionally prepared than those often submitted by students in the basic marketing courses.


RANDOMIZING CLASS DISCUSSIONS

For instructors, selecting students to respond to questions in class is a more difficult skill than many believe. To some it is an art. At one end of the spectrum, instructors want to call on those students who chose to volunteer. The reasoning goes that these students are signaling that they are prepared to contribute to the discussion and therefore it will be a better expenditure of class time to call on them as opposed to others who may not be prepared or may make minimal contributions. At the other end of the spectrum, instructors want to ensure that all students are held to the same standards (i.e. everyone is called upon with equal frequency). The difficulty here is that instructors are human and as a result may subtly (and unconsciously) favor certain students, areas of the room, etc.

One way of insuring that students are called upon randomly is to, on the first day of class, distribute to each student a card from a standard deck of playing cards. If classes have more than 52 students, multiple decks may be used. Students are instructed to keep their card with them when-ever they come to class (a standard playing card will fit in a person’s wallet). The instructor prints each student’s name on the back of the same card on another deck that he or she keeps. When an opportunity for parti-


cipation arises the instructor asks a student in the class to pick a card from a deck the instructor keeps. This person is then called on to respond. By replacing the card into the deck after each exchange, the selection process will be completely randomized and students who either do not show up in class or who ask to pass are identified. If the instructor elects not to replace cards into the deck during a class session, they have a ready record of who participated, making the grade keeping function easier.

Kim McKeageUniversity of Maine

USING ETHICAL SCENARIOS IN CURRENTTEXTS TO EXPLORE INDIVIDUAL AND

GROUP ETHICAL NORMS

This in-class project uses ethical scenarios that are presented in many texts now as a vehicle for getting students to think about their own per-sonal and professional ethics. There is not a "right" answer to a particular ethical dilemma. Rather, the exercise is designed to help students see the individual point of view they bring to ethical analysis, resolve different perspectives within their group, and apply their reasoning in a systematic manner to an actual ethical dilemma.

Step 1

Students are formed into groups of approximately four people, and instructed to start by discussing how they decide if something is ethical or unethical. Some examples of criteria they might come up with are:

Something is ethical as long as it is legal. Something is ethical if it is fair and equitable to all parties. Something is ethical if it doesn't hurt anyone.They are instructed to consider whether their criteria are "absolutist" or

"utilitarian", concepts which are previously covered in lecture. The group is supposed to try to reach some consensus about what criteria they will apply to an ethical scenario. However, some groups cannot reach a con-


sensus. If they cannot reach consensus, the group is asked to explore the causes of their differences and consider whether a mix of "absolutists" and "utilitarians" in their group is exacerbating their differences.Step 2

Each group is assigned an ethnical scenario to consider. Depending on your text or source, the scenarios may or may not already have some pro and con arguments set out (ours did). Students are instructed to read over the scenario, and then discuss what would be the best outcome they can envision which serves the perspective of all stakeholders simul-taneously -- the company/stockholders, the consumer, society in general, etc. They are instructed to discuss whether all stakeholders have the same "best" outcome, and to write a summary of their reasoning.

Step 3

Students are expected to resolve the dilemma presented. The "best solution" they devised in Step 2 may not be at all feasible, or may favor one stakeholder over another. Here, they must try to apply the criteria they developed in Step 1 to the ethical dilemma, as well as arguments they used in Step 2. Students are instructed to consider which of their supporting arguments are absolutist and which are utilitarian, and to try to resolve differences between stakeholders' interests. They should come up with an overall recommendation of what they believe "should happen."

Students can write up this exercise in a brief summary and/or briefly present their finished product to the rest of the class.


IT WAS THE BEST OF TIMES,IT WAS THE WORST OF TIMES

This in-class project allows students to examine their own service encounters. They practice using the GAP model and other service


marketing theory to analyze their encounters. Prior lectures or text material should cover both the GAP model (Parasuraman, Zeithaml, and Berry, 1985) and Bitner, Booms and Tetreault's (1990) work on diagnosing positive and negative service encounters.

Students are assigned to groups of 4-6 students, and each student (briefly) describes one of his or her best and worst service experiences. This gives students a pool of incidents to analyze. For this pool of incidents, students are asked to tally any evidence they see of the three areas of employee behaviors that lead to satisfaction/dissatisfaction with service encounters according to Bitner et al. (1990). They are provided with the following chart to fill out:

Dissatisfied SatisfiedEmployee Responses to Service FailuresEmployee Responses to Customer RequestsUnsolicited Employee Actions

Students are instructed to consider whether they find the same pattern that Bitner et al. (1990) found, and what the implications are for managers.

Students are further instructed to pick one of the WORST service experiences from those their group had and analyze what happened, or what they think might have happened, at each of the Gaps in the Gap Model to cause such a bad experience. Since they don't necessarily know the exact service policies etc. of the organization in question, they may have to infer some things or make educated guesses. They are asked to consider what they would do differently, if they were managing the business, and to discuss feasibility of their recommendations (in terms of costs, employee resources, etc.).

Each group writes a brief summary and presents it to the class.


YOU BE THE BOOK REP


This in-class project gives students some insight into organizational buying behavior in a context that instructors know very well (textbook choice) but that students see from a limited perspective. Be warned -- students learn something about how you choose books from doing this exercise!

For each simulation group, you will need the following: TEXTBOOK - Bring a copy of an alternative text you're not using

for this class. Students enjoy having this prop, and it is useful in the simulation. Encourage students to bring their own textbook the day of the exercise, they will need it for comparison.

APPROACHES, PERSONALITIES, AND DECISION MAKING TYPES - one for each student in the group. On the Buyers' sheets, place an 'X' next to the Approach/Personality and Decision Making Style you want the group to adopt.

FUNCTIONAL ATTRIBUTES OF THE TEXT - Two versions. Seller's version has the proposed textbook rated on each attribute. Buyer's version has importance weights attached to each attribute. Fill these out for each text before you hand them out. Ask the buyers to rate their current text and use that as a benchmark for evaluating the proposed text.

SYMBOLIC ATTRIBUTES OF THE RELATIONSHIP - Two identical versions, one for the buyer side and one for the seller. Reflects the relationship quality between the buyer and the seller as it already exists. Fill these out with some imaginary sales representative in mind beforehand.

Step 1 -- Form students into role play groups of 6-7 people. Each person takes a role. There must be at least the following roles:

Seller (1); Buyers [Gatekeeper (1), Influencer (1) (also the Initiator), Buyer (1) may also be the User)]; Observer for Seller's Side (1); Observer for Buyer's Side (1)

If there are additional group members, then there can be additional roles, in the following order: User (1); Seller (1); Additional Influencer (1)

Note that there are two observers so that one can focus on the buyer(s) and one on the seller(s), but both are expected to observe the whole interaction and be as thorough as possible.


Step 2 -- The buying and selling sides separate and go over their assigned positions/roles/characteristics (see Appendix). The buyers and sellers must talk to their observers about how they plan to enact the role they are assigned, so that observers can understand the buyers' or sellers' intentions.

Step 3 -- Buyers and sellers come together, sellers try to sell the product to the buyers. Observers are silent witnesses and do not interact with the selling process. The seller should have an outline of a "sales pitch" put together to present to the buyers. The buyers should be prepared to ask questions, offer information, raise objections, etc. Observers for both sides should carefully observe their teams during this process and try to discern the following information:

What perspective did the opposite side portray? How was the apparent fit between the buyers and the seller(s)? Was the seller good at discovering the buyers' needs and

interaction styles? What could the seller have done better?

Notice that the emphasis is on the SELLER's responsibility to understand the consumer behavior of the buyers.

Step 4 -- Debriefing. Students should discuss how easy or difficult was it to understand the buyers and seller(s). They should consider how easy or difficult was it to adapt to the needs and styles of the other side. They should be able to note what the seller did particularly well and/or particularly badly?

Step 5 -- Each group makes a brief presentation to the class. It is helpful to put up a matrix on the board with the different Personalities and Decision Making styles indicated, and then tabulate what happened (did the buyers adopt the text?) for each group.

APPENDIXHANDOUTS AND SUPPORTING MATERIALS

APPROACHES, PERSONALITIES, AND DECISION MAKING TYPES

Approaches/Personalities

Each person in your group (except the observers) will be assigned an approach -- either Functional or Symbolic. These two approaches can be summarized as follows.


Functional

This person is the rational, economic decision maker. They approach decisions by gathering information about important attributes of the product or service, and determining which alternative best meets their needs based on those attributes. This person will either make, or will want to hear, rational, logical arguments about why the product is better than the competitors. This person may also want to hear a straightforward account of where the product is inferior to other alternatives. The symbolic aspects of the interaction can still be important to this person, but much less so than for a Symbolically-oriented person. This person wants to buy or sell the best product.

Symbolic

This person is the social, relationship-oriented decision maker. They approach decisions based on the nature of the relationship between buyer and seller. This relationship can have important functional attributes as well, in terms of trust and a feeling that the seller will "be there" for the buyer if troubles arise, or that the buyer will "be loyal to a good product," so the relationship quality symbolizes additional value to the buyer or seller. This person will be sensitive to the communications and interpersonal dynamics in the selling situation, and a poor interaction may sour a deal. The functional attributes of a product can still be important to this person, but less so than for Functionally-oriented people. This person wants to buy from or sell to someone who is trusted and liked.

Decision Making

The buyers can use a variety of models to decide whether or not to purchase the product. Buyers will be assigned a decision-making mode. Note that not all possible models are covered in this exercise.

Autocratic -- One person decides, in this case, the Buyer. Others can attempt to influence the Buyer.

Negotiating -- Parties do not initially agree, but will negotiate, influence, and bargain until a joint decision can be reached.

Functional Attributes of the Text Symbolic Attributes of the RelationshipLength Length of time the buyers and seller have known

each other.Number of Chapters Interpersonal styles – Aggression, accommoda-

tion, assertiveness. Hardcover or Paperback Previous history -- Have the buyer used other

books from the seller? Was the buyer satisfied?


Functional Attributes of the Text Symbolic Attributes of the RelationshipWas the seller satisfied?

Cost Previous history -- How has the seller handled problems in the past, such as errors in the text or books and supplements not coming in on time?

Readability Current history -- Will the buyer be using another book from the seller in the coming semester?

Is there a self-test at the end of each chapter?

Friendly relations -- Do you like each other generally?

Are there review questions at the end of each chapter?

Common interests -- Do you have anything in common with each other, such as hobbies, children, etc.

Are there experiential exercises available?

Common friends -- Does the seller know the buyer's colleagues/friends at other schools, and bring news/information about them?

Is there a study guide available for students?

Trust -- Do you trust each other? Would you tell them secrets, or do they tell you secrets?

Are there videos available for the instructor?

Body language -- Can be comfortable and open, dominating and aggressive, or closed and resisting.

Are there transparencies/graphics available? What media -- paper masters, acetates, on disk, online?

Specific problems -- Is the other person racist?

How well are ethics integrated? Specific problems -- Is the other person sexist?How well are emerging technologies integrated?

Situational -- How sensitive are the buyer and seller to each other's situations, particularly stressful times of year etc.

How well are global dimensions integrated?Is there internet site support for this text?Other attributes that may be appro-priate for texts in specific areas but not others (consumer behavior ver-sus market research, for example).


Nancy BoykinTarleton State University

SPECULATIVE PRESENTATION SIMULATION

I often tell my promotional strategy students that the world of adver-tising is extremely stressful. You are only as good as your last successful account presentation. In order to simulate the stress and excitement of a speculative presentation, I give one to two unannounced campaign assign-ments during a semester. Students are divided up into teams and are asked to develop a promotional campaign for an assigned product. Examples of past products include:

a rural hospital suffering from outshopping; Two Dog Beer--an alcoholic fruit-flavored malt liquor beverage; Mentos candy--which my students agree, has one of the worst ad

campaigns on TV!Students are only given two weeks to put together a presentation.

They are asked to address the following topics in writing: objectives of the campaign target market selection positioning strategy media strategyThey then can choose to develop a series of ads using the mediums of

their choice. Students are advised that they will be judged not only on the quality of their work, but also the quantity. Quantity is important because you can never assume that your client will like the only idea you have to present. Always have a back-up plan!

At the end of the two-week period, teams make their presentations to the class. The class votes on which group deserves to win the account.


Nancy Ryan McClure, University of Central OklahomaJames L. Thomas, Jacksonville State University

MARKETING IN ACTION

Marketing majors and non-majors alike persist in thinking that "marketing is selling." To overcome this misperception, a marketing course was developed that took students out of the classroom and into the "real world." A study tour was offered between semesters that took the students to a major metropolitan area (Dallas/Ft. Worth, Texas) for two purposes: (1) see the variety of activities involved in the marketing disci-pline, and (2) expose students to multiple career opportunities.

The tour was designed to provide students with maximum exposure to some of the "best" in the field of marketing. Each of the organizations involved developed extensive presentations within their particular area of marketing specialization. The organizations that participated included The Texas Rangers (sports marketing), Baylor Medical Center (health care marketing), Chili's Grill and Bar (hospitality marketing), Dallas Market Center and World Trade Center (apparel and home furnishings whole-saling), DDB Needham (advertising agency), Frito-Lay (snack food manu-facturing), Neiman-Marcus (upscale retailing), Randall's/Tom Thumb (grocery distribution center), and the West-End Association (non-profit organization).

This course was offered for 2 hours of either undergraduate or graduate credit (with Fundamentals of Marketing as a prerequisite.) The students stayed in the Dallas area Monday through Friday in January between semesters. Upon returning to the university, students were required to write thank-you notes to each of the organizations and to take a final exam. One of the questions, naturally, was "Marketing is selling. Discuss." It was evident from the students' responses that they had clearly learned that marketing is much more than selling.

While there is nothing novel about field trips, the combination of organizations and the class format permitted a more in-depth learning experience for the students than they could ever have had just reading a book. Unfortunately, the way most courses are designed, field trips are untenable due to classes scheduled before and after the course in which


you would like to take advantage of a field trip. The students appreciated having an elective opportunity presented between the two terms. This tour resulted in two internship offers.

It should be noted that the first time such a course is offered, a great deal of time and planning must be devoted to the development of the course. The authors found that the process of simply contacting the appro-priate individuals, much less completing the details with these individuals, requires an extensive number of telephone calls, faxes, emails, etc. In order to ensure the efficient coordination of the class, it is highly recom-mended that instructors allow roughly 6 months for development prior to the beginning of the course. For future iterations of the course, less time is likely to be required; however, the authors advise against continually asking the same organizations to participate due to the commitment of time and human resources required of the organizations involved.

Kevin R. Coulson, Northeastern Illinois UniversityS. Prasad Kantamneni, Emporia State University

THE COMPETITIVE CIRCLE

The Competitive Circle (CC) is intended to enliven the typical case course by introducing a certain level of perceived risk beyond the normal instructional evaluative aspects and thereby increase student participation and learning. It may be used in two formats, either with text based cases, or preferably with local firm information. The latter method is much more interesting to nontraditional, management-level students, and provides a great incentive to become involved in the learning process.

Traditional case-based courses often require that a student (or group of students) analyze a textual case, write up their thoughts on the material, and then (yawn) present that material to the class for discussion. When done well, it is a marvelous learning experience. Unfortunately, it fails to capture the interest of many students. There is a need for a teaching technique that provides students with more personally relevant material. Goals for the "Competitive Circle," include the ability to involve the entire class in the discussion, to be able to extract valuable student experiences,


to correct misperceptions without bruising students' enthusiasm for the material or being perceived as offering "textbook" answers in a "real world" setting, and to bring home the reality that lack of information is always a problem in business.

Conceptually, CC is a simple technique. Assign one or more students to represent one (preferably local) firm, or to act as consultant(s) to the firm in a text based case. Call these students the "good guys" for lack of a better term. Assign another student (or similarly sized group) to act as a competitor for that firm. (Obviously, these are the "bad guys".)

The good guy(s) profile the area firm's (try to stay within 60 miles) marketing strengths and suggests appropriate marketing strategies designed to improve or continue their differential advantage. In the event that you use a text based case, they are told to complete the Strengths and Opportunities aspects of a SWOT analysis and are also to improve or continue their differential advantage. This material is then presented by these students and serves as the first part of the class. (Sharper students will do both sides of the SWOT analysis to prepare!).

The competition [bad guy(s)] will then highlight the same firm’s weaknesses and likely bases of competitive attack, and/or develop the Weaknesses and Threats (SWOT), and present this material as the second phase of the class. By this point, particularly when local firms are involved, most students will be eager to chime in with rebuttals to one or more of the elements presented by either or both sides. Typically, the first group of presenters is allowed a brief period to reply to the competitors' ideas and the floor is then opened for general discussion. Usually it is a good idea to remind the students of the general theme for the day (from the syllabus) and to concentrate on that. You will find that students will demonstrate a synthesis of material from other areas and subjects that is very gratifying.

This method works extremely well with nontraditional students who have an employment history, particularly when their firm is being profiled. During the discussion, the instructor acts as a moderator and brings in key points concerning material from weekly text readings by asking questions. under ideal circumstances, each student will present one firm and "attack" the marketing strategies of another during the semester so that they get the full benefit of the Competitive Circle’s concentration on Defense or


Offense. An added element of real world spice can be introduced by keeping the competitive group secret from the primary discussant(s) until after their presentation. This is done by handing out the competitive assignments in sealed envelopes along with instructions to keep the secret.

The Competitive Circle is envisioned as a truly competitive exercise. This technique is not for the unprepared or the faint-of-heart. The instructor must research each of the firms assigned and take care to link them to topics in the course syllabus. Students are very aware of the operations of local firms and hold strong opinions about this, which can lead to quite spirited debate. Care must be taken in assigning competitors. Students with poor communications skills will always be disadvantaged when placed against well skilled participants. For this reason start the class researching their primary companies and wait until the second week or later before assigning the competitors. This provides an opportunity to judge the abilities of the students and to select appropriate matches. Collect demographic data and information on previous work experience prior to assigning competitors. Care must also be taken in the selection and assigning of firms. Select both local and national or international firms with public exposure in a variety of industries. The CC format is such that errors in judgment, mistaken applications of marketing concepts, and plain wrong-headed ideas tend to disappear as the subject progresses because both the instructor and class-members actively seek to correct them. CC has been successfully used in both graduate and undergraduate classes. However, it is more useful in smaller classes (N < 20).

Sandra L. LuederSouthern Connecticut State University

TEAM GRADE APPEALS--INCREASED LEARNING

I have been a convert to team learning ever since 1994 when, courtesy of a faculty development grant awarded to me by the University, Larry Michelsen (University of Oklahoma, Norman) introduced me to the pro-cess. The essence of team learning is simple: students learn more when they are actively involved in the process; they tend not to learn particularly


well when their classroom role is that of a passive receptacle for lectures. This realization, and team learning, have had a profound effect on my pro-fessional life.

Team learning is a multi-stage process. However, I am focusing here on the test-taking part of the process--an activity that can be used in any classroom format, regardless of whether the full team learning process is used or not.

Here's how it works. For each topic in the course, the students are assigned one or more chapters to read. They must come to class prepared to take a 20-question "content quiz" on the chapter(s). Each student will take the quiz individually and submit it to me for immediate grading. Then, having already been put into teams, the students meet in their teams and take the same quiz as a team. Each team submits its quiz for imme-diate grading. When all the quizzes, individual and team, have been graded, they are returned to the teams. This is where the appeals process comes in.

Appeals, which must be submitted to me in writing with a proposed "new" correct answer and a justification, can only be submitted for the team quizzes. The appeals process (open book) is designed to do several things. First, it is intended to clarify the students' understanding of the course concepts. Second, it gives additional credit and recognition when the team has "missed" a question because of things like ambiguity in the reading material, disagreement between the reading material and the "correct" answer, or problems in the wording of the question. Third, it is intended to reinforce the team concept by demonstrating that the pooling of brain power will result in a team quiz grade that is usually higher than or equal to the highest individual grade.

What is truly amazing is the level and sophistication of the topic-related discussions that go on in the teams. They are, of course, trying hard to get those extra points from me--but in the process they are learning with and from each other in a way that I’ve never seen before. Here’s an example from my spring 1999 consumer behavior class:

The question (from the test bank for Solomon’s Consumer Behavior, 4th edition): Latrell finds that every time he goes to select athletic shoes he always buys the same brand. In fact, he doesn’t even


remember trying on any of the other competitive brands even though some of these brands have attractive styles and prices. Latrell's pur-chase decision process has become of lesser and lesser effort. This process would be an example of _________________:a. Cognitive dissonance c. Ineptnessb. Brand loyalty d. Inertia

The correct answer: D (inertia)

The appeal: Brand loyalty is a pattern of repeat product purchases, which is clearly demonstrated in the situation in the question. When buying a product to which one is brand loyal, almost no effort goes into the purchase. We feel that because of the parallel and over-lapping similarities of the definitions of brand loyalty and inertia, brand loyalty can also be the answer.My decision on the appeal: Granted. They got the extra point. (It should be noted that it is important to be generous in the granting of appeals in order to facilitate team-building. The granting of this appeal, however, was not a stretch.)

While one could split hairs on this, one thing is very clear: The students are thinking about the course material and they are talking about it with each other in meaningful ways--to the point, at times, where some pretty animated arguments take place. As a result, increased learning is taking place--and you can’t get better than that!

Try this method in your classes. You’ll like it.

Raghu Tadepalli, Xavier UniversityClint B. Schertzer, Xavier University

USING CONCEPT PAPERS IN THEMARKETING STRATEGY COURSE

The Marketing Strategy course is a required course in most MBA degree programs. As a follow-up to the Introductory course, the objective


of the marketing strategy course is to give the students a flavor of the complexities of formulating, implementing, and managing marketing strategy and programs. As a required course, every student in the MBA program has to complete this course. While case analyses are one useful way to accomplish some part of the course objectives, we found that they rarely get the student to think through how various marketing concepts are actually applied. This deficiency, we feel is an important one since students in the absence of carefully applying important marketing concepts, try to complete the case analyses without even resorting to or even understanding the concepts. In some instances, concepts (e.g., positioning) are used without even an understanding of what they mean and the different ways in which they can be used. Since a vast majority of MBA students do not have or do not work in the Marketing area, we have successfully used concept papers to alleviate the problems noted above.

Each student in the Marketing Strategy course is required to write eight concept papers each focusing on an important concept discussed in the chapter. This concept paper should focus on how the concept is being used by their organization, the manner of its implementation, and the problems the organization has had either in using the concept, or implementing it. The concept papers typically cannot exceed two double-spaced, typewritten pages. These concept papers in our experience, have served several useful purposes. First, they have forced MBA students who do not have a marketing background, to contact marketing personnel in their organizations to find out how the concept is being applied. In this process, several students have commented that they have come to develop a healthy regard for the work that marketing department employees do and the difficulties they have to contend with. Secondly, students especially in such areas as health care, financial services, and education have recognized that the marketing of services presents many challenges not addressed in (the) current textbooks. Thirdly, we have started off each class session by calling on some students to briefly explain how the concept paper is being applied in their organization. An unintended benefit of this exercise is that it allows all the students in the class to learn how organizations that are very different from their own are applying the concept. They also learn about other organizations they have only read about in the newspapers. In one particularly interesting exchange, students


started comparing notes on the problems their organizations were having in evaluating attempts to measure customer satisfaction and most were surprised to learn of the sophisticated approach taken by some health care organizations whose employees were in the class. Students not associated with an employer can complete the papers by referring to such sources as The Wall Street Journal, Business Week, Fortune, etc. Demonstrating application of a concept is the learning objective.

Using concept papers does have one drawback though. In order for students to take them seriously, we have had to build in an evaluative component along with a suitable grade. In our courses concept papers account for 10 percent of the grade. Since students have responded well to this challenge, faculty members in return need to spend some time carefully reading and making comments on these papers. With a class size of thirty students, this means reading and commenting on thirty concept papers every week. The associated clerical task of recording all of these scores also is time consuming. The tendency to just skim through the papers and award ten points to each should be avoided. In order to simplify the task of the professor to some degree we have made and enforced one rule: No late submissions accepted and no revisions allowed. However, to accommodate travel and work schedules and "emergencies", we typically assign ten concept papers but use only the highest eight grades.

Martha E. HardestyThe College of St. Catherine

BUYING AN EDUCATION: THE 4 P’S ON DAY ONE

Students enrolled in my 2-credit Introduction to Marketing course may be freshmen exploring a business major, sophomores fulfilling a requirement for the accounting degree, or even senior English majors taking the “something!” their parents urged to help them get a job. From the first day I must get students to recognize the experiential base of marketing, and I must create class norms of participation.


I begin the first class by asking students to break into small buzz groups. I then pass out a sheet with the question, “Why are you buying your education at The College of St. Catherine?” Students typically look surprised—they have not regarded their college choice as a consumer purchase. I mention that there are well over a dozen other options for taking an Introduction to Marketing course for college credit within this term within this metropolitan area. Students are instructed to spend at least 20 minutes recalling absolutely every influence that caused them to come to this college. Another question on the same sheet asks them “What do you have in common with the other students in your group?” They spend about five minutes discussing this.

Typical answers for the first question might be “Small class size,” “Financial aid package,” etc. As I collect their responses on the board, I discuss items as choices made by themselves or by the institution. They gradually notice that I am listing their comments deliberately in one of four columns. They note as well that I am keeping a separate list of other colleges they mention that they had also considered. Inevitably, the dis-cussion produces the 4 P’s of the marketing mix and gives the foundation for our course. Typical inputs are:

Product: specific major, class size, academic reputation. . . Price: actual costs, financial aid, scholarships. . . Place: near/far from home, in an urban area where jobs are plenti-

ful, the beauty of the campus.. Promotion: campus recruiting officers, relatives or friends who

have attended, high school counselors..The list of other colleges generates the Competition.

The profile of the Customer, “What you have in common,” is much less obvious to them. At this private women’s college, gender and religion are sometimes mentioned; more often students think about academic major, or hometown. They rarely generate other demographics like income and almost never get near psychographics (which, at our particular campus, is the most significant variable besides gender!). Yet when com-petitor colleges are mentioned, they are all able to paint an instant portrait of the student at each of these institutions.

Within the first class, then, we have generated the fundamental con-cepts of the course. Students begin to differentiate the 4 P’s and to recog-


nize the influence of competition on managing the marketing mix. They begin to explore the complexities of market segmentation and the signifi-cance of knowing your target market fully. They know as well that their contribution to the class is necessary and valuable. Throughout the term I refer to this day’s discussion at the introduction of any new concept. Student feedback has been that this beginning adds significant coherence to a brief yet broad-ranging course.

Jacqueline K. Eastman Valdosta State University

DEVELOPING STUDENTS'PROFESSIONAL BEHAVIOR

The marketing education literature has often noted the problems with unprofessional student behavior (for example, see the Spring 1999 issue of Marketing Educator). These problems include a variety of undesirable student behaviors including tardiness, absenteeism, leaving early, students talking during lecture or when other students are responding, reading the newspaper or other materials during class, lack of preparation for the class, sloppy dress, and inappropriate comments, among other behaviors. As a professor, I have seen a decline in the manners and behaviors of students over the past few years. This decline served to diminish the learning environment for both myself and the students who were there to learn. The purpose of this teaching idea is to describe a suggestion that I successfully tested this semester for how marketing professors can address this concern to create a better classroom environment and to better prepare students for their careers.

Many teachers have participation as part of the student grade. This requirement often encourages more spurious comments or merely a greater number of comments, rather than more thoughtful preparation for class discussion. I have revised this portion of the grade for my classes (senior level marketing classes made up of less than 40 students) to be a grade for overall professional preparation and conduct rather than just participation. First, in the syllabus I note the following as part of the


"Course Format and Conduct" portion of the syllabus to set the tone that professional behavior is expected: "Your TIMELY attendance and ACTIVE participation in class is expected and required. Please ask questions if there is something in class that you do not understand. You are expected to be prepared, to contribute to the class, and to act in a professional and courteous manner."

Second, professional behavior is now ten percent of their grade as described below in my syllabus:

Your professional performance will be graded daily on 0-5 scale: 0=absent, 1=a negative influence in class (rude, disruptive, or late), 2=in class but not contributing or professional, 3=in class somewhat contributing to class but not demonstrating preparation for class, 4=contributing to class and somewhat prepared for class by having read materials ahead of time, and 5=significant contribution and well prepared for class. These grades will be added up and the percentage of points received/total points possible is worth 10% of your grade. The factors that will go into determining this are the following:*Timely attendance (arriving before class starts, prompt returns from break, and not leaving early) for each class period.*Preparation for class (reading the materials and preparing before class).*Useful participation that aids the class and demonstrates course preparation. Useful participation is NOT continually asking where we are in the materials, disrupting the class through holding private conversations during class, or complaining about the workload (this is a senior level class - something would be terribly wrong if this course was not rigorous). Useful participation includes involvement in class discussion, asking questions about the material, and relating the course content to the project.*Your ability to work with others. I am not asking that you like everyone in the class, but I am expecting you to put your personal feelings aside for the good of the course. Please do not interrupt when others are talking.


*Your overall professional demeanor and appearance. This is a classroom, not a beach, bar room, or ball field - act and dress accordingly. If you have any questions about this policy, please ask me ASAP.

Third, it is up to me to show the students how professionals act. I have to set the proper tone for the class. I discuss with them in the first day of class why we are doing this. The majority of students want a learning atmosphere free of chaos and do not appreciate obnoxious students any more than faculty do. Additionally, I stress to them that how they act in my classroom is similar to how they would act in a professional meeting/setting. I note a grade for each student at the end of each class as I take role. When I return each of their tests I also note on the test how they are scoring so far on the professionalism portion and discuss what they can do in class to enhance their score for the rest of the term.

Victor J. MassadElizabethtown College

USING MOVIES TO ILLUSTRATE HOWGROUPS INFLUENCE BEHAVIOR

Since students enjoy watching videos of popular movies, one way for marketing teachers to capitalize is to assign students to watch videos of pre-selected films in order to evaluate how groups influence the behaviors of characters within the film. Students are told to view one of the following motion pictures: subUrbia (R), Four Weddings and a Funeral (PG-13), Heathers (R), M*A*S*H* (R), The Big Chill (PG-13), Fast Times at Ridgemont High (R) -- the professor advises students to avoid the R-rated films if they are offended by such material.

Students are instructed to note that each of the movies centers on the dynamics of a group. Each student is to watch any of the movies (they may invite friends from class to join them if they like), take notes on the activities of the group(s) in the film and on the activities of each member of each group, then write a paper discussing the following issues:


1. How would you describe the group(s) and why? Is it a reference group? Primary group? Formal or informal? What are the rules of membership, either written or unwritten?

2. Which characters belong to the group and which do not?3. What other groups would members of this group consider to be

aspirational? What other groups would members of this group consider to be dissociative? Are there characters in the movie who aspire to join this group or consider it dissociative?

4. What norms do you observe? Give examples from the movie in which characters' behaviors result from normative influences. Include instances in which the group either directly or indirectly influences consumption behaviors.

5. Describe the role each member of the group plays. Is there a decider, influencer, gatekeeper, etc? If not, what labels would you give each member?

6. To what degree do members of the group feel pressure to conform? Are there events that you feel individual characters would not have taken part in were it not for group conformity pressures? Do most members seem to conform from acceptance or as a matter of compliance? Give examples. To what degree does the cohesiveness (or lack of cohesiveness) of the group contribute to conformity pressure? Are there characters who seem to conform out of a high need for acceptance?

7. Did you observe any group shifts (changes in group opinion) during the movie? How did the shifts come about?



CONTACT THE REAL WORLDINVITE GUEST SPEAKERS

OR TAKE A TRIP

My favorite extra activity is inviting local business/industry personnel into our class to share their expertise with our students or to take the students on field trips to see how things are done. This is particularly use-ful in our small, mostly rural community. Many students have had little contact with this segment of the community and benefit greatly from hearing and seeing how things work in the real world. This also aids in our college image enhancement by promoting interaction between the town and the student community.

We have had visits from an industrial buyer for a local plastics plant (a former student!), an inside business-to-business salesperson for a near-by steel company, a wholesaler, a retailer, a newspaper publisher, a college president, and a public information officer. In addition our classes have visited a local production plant and a local telemarketing center.

Our PIO often uses the occasion for a photo op to favorably publicize our college.

Joe F. Hair, Jr.Louisiana State University

USING THE INTERNET TO ENHANCEINSTRUCTIONAL EFFECTIVENESS

Instructional approaches utilizing the Internet as a platform are trans-forming university-level teaching (as well as teaching at all levels). The Internet creates “time-free” “location-free” access for students and delivery opportunities for professors. Colorful animations attract attention and also increase student understanding of abstract concepts. Rotating objects enhances visual perspectives and facilitates communication of pro-


duct features and benefits. Using interactive data bases enables students, particularly those in classes like marketing research, to manipulate statis-tical, behavioral and attitudinal data using “what if” scenarios. Finally, students no longer have to imagine sounds, they can actually hear them and assess the nuances of verbal communication.

Internet instruction accommodates a wide range of learning and teaching preferences. Students and professors can quickly and easily indi-vidualize course assignments by utilizing a variety of links. Interchanges between the professor and students increase because of the ability to asyn-chronously contact each other in a “time-free” “location-free” manner. Making overhead transparencies and lecture outlines and notes available on-line further extend the opportunities for making teaching and learning more effective.

Internet instruction involves students in a wide range of activities that contribute to learning and intellectual growth. I personally have used Internet-based instruction for the last two years. So have a number of my colleagues. Research on teaching effectiveness has established all of the following:

1. Active learning is better than passive learning;2. Learning requires focused attention and extensive time on task;

and3. Information organized in personally meaningful ways is easier to

remember and use.The Internet enables us to implement and benefit from all of the

above. So if you have not yet incorporated the Internet in your teaching approach you need to soon.

Jack K. MandelNassau Community College

PUTTING STUDENTS “IN THE LINE OF FIRE” TOLEARN CRISIS MANAGEMENT TECHNIQUES

The concept of “crisis management” is becoming an important topic for marketing and public relations classes. As companies continue to


globalize, seek to make their staffing more culturally diverse, and sensitize themselves to community needs and concerns, the role of influencing public opinion is growing.

I have incorporated fictitious “crisis” situations (based on actual news events) which students have to respond to. They are asked to “assume” the role of a Public Relations Director for XYZ Corporation and lead a press conference to address an issue of some local (national) concern such as pollution of the environment.

After each student issues a “policy statement” citing the stance the company is taking, the classroom (press conference) is opened up to other students. HERE IS WHERE THE FUN BEGINS . . .

Selected students are previously chosen by me (the instructor) to role-play specific “publics” and to raise critical and timely questions to the Public Relations Director standing before them. For example, I will have one young lady play a production worker who feigns “crying” because she is afraid that as a single parent with four children to support, should XYZ Corporation close, how would she cope? Other student role-plays might include a union delegate seeking job security for member workers, a major shareholder worried that the price per share of company stock will decline, and even a local legislator trying to look good to his constituents. Such questioning put to our “PR Director” will provide a “very real” crisis situ-ation forcing him to think quickly and answer carefully. As the instructor, you can encourage your stuudents to give you scenarios to play out.

TEACHING TIP FOR THIS EXERCISE: Always select at least four volunteers to allow different viewpoints and approaches. Ask each student to wait outside of the classroom to guarantee that each response will not be influenced by the preceding students. However, after each student completes his turn “In the Line of Fire,” let him rejoin the class to observe the others who follow.


Example

Chemo Technology CorporationRiverhead, N.Y.

Case Study: PUBLIC RELATIONS 138PROFESSOR J. MANDELLMANAGING CRISIS – INFLUENCING PUBLIC OPINION

Situation: Chemco Technology Corporation is a large metalworking manufacturer which employs over 500 Nassau and Suffolk residents in Riverhead, L.I.

Founded in 1948, this publicly held company has seen its share value increase from $3 to $67 (plus annual dividends). Many shareholders live on Long Island and admire the company. Now the company is facing its greatest crisis to date. Chemco has been getting rid of poisonous zinc-plating residue by dumping them into a large field adjacent to the factory. This toxic fluid has slowly infiltrated ground water that feeds into Hampton Bays. 25,000 dead trout were found two days ago floating in the creek, killed by the cyanide in the waste fluid which was not adequately treated. Drinking water could be contaminated too.

The New York State Environmental Protection Agency is planning to indict the company and the media is publicizing the incident.

Your Challenge: You are Director of Community Relations at Chemco Technology Corporation. Management has designated you to issue a “Policy Statement” at an Open Press Conference tomorrow morning.

Prepare a written statement based on a PLAN OF ACTION (chapters 3 and 19 will help) to deal with the crisis.

Your Objective: To restore public, employee, and shareholder confidence AND pacify the authorities.



USE A SIMULATION - CLASS COMPETITION

To incorporate many areas of the marketing concept, I like to use a simulated business operation. To do this, we divide the class into teams (companies). The teams make decisions regarding company name, pro-duct, price, and promotion in operating a retail franchise. The teams com-pete against each other and against the computer-run company as well to make the largest amount of profit over a period of "five months." These decisions are spread out over the course of the semester, with meetings held during class time on decision days. After the first two decision periods, each company prepares a marketing plan, which is graded and is then followed in making subsequent decisions. The team making the most overall profit scores the A on the project and others are graded accordingly, with no team receiving lower than a C. Grades for each team member on the simulation are verified by confidential grading of team members by their colleagues. The final simulation grade amounts to 25% of the course grade. The competition generates enough pressure to stimu-late more interest in the various phases of marketing decision making in Marketing 101.

Stephen B. CastleberryUniversity of Minnesota Duluth

CONSUMER BOYCOTTS AND POSSIBLE REACTIONS(SOME FOLKS OUT THERE JUST DON’T LIKE US!)

On the end of the first day of class, after having introduced the marketing concept, I hand out a list that includes firms and some products. It looks something like this:


What do these firms/products have in common?

American ExpressWorld BookRevere WareDayton HudsonForbesJohnson’s Baby ShampooLevi StraussNationwide InsuranceNew York TimesSonyWalt DisneyMerrill LynchNutraSweetRadio Shack

Giving no hints, I challenge students to try to find out what the list has in common. At the beginning of each class session, I poll students: "Does anyone know what the list of companies/products has in common?"

Needless to say, this exercise generates a great deal of interest and enthusiasm. Students guess all sorts of things: firms listed on the New York Stock Exchange, firms that have outstanding marketing strategic plans, firms that have been around more than 50 years, firms that have a really neat Web site, firms that sell convenience goods, etc. Without giving any more clues, I let them continue to guess throughout the quarter.

On the last day of class, we cover the material assigned for the day. Then I wrap up with something like, "Well, thanks for being such good students. I wish you the best on your final exam," and act like I’m going to walk out of the room. The students invariably call out, "Wait, what about that list? What does it mean?"

"Oh, are you interested in that?" I say, pretending surprise that they even remembered it. Then I give them one final chance to solve the


mystery. When they give up I tell them. "The companies/products in that list all make contributions to Planned Parenthood. Planned Parenthood is the largest abortion provider. Since I am personally against abortion, I boycott the firms/products on that list (which is only a partial list, by the way; and changes each quarter as firms are added and some drop out due to the boycott pressures).” I then lead the class into a discussion about boycotts and how marketers should respond to them. This includes topics such as:

1. The importance of learning all of the relevant evaluative criteria that consumers use.

2. The importance of learning the relative importance of the various evaluative criteria that consumers use.

3. How what is typically thought of as a "convenience product" can become a "high involvement" product (due to a divergence between personal beliefs and company beliefs).

4. The importance of communicating information to consumers.5. The critical functions of public relations and customer service.6. Whether it makes sense to let individuals or organizations that

boycott your products have an impact on your corporate marketing decisions (i.e., will we let our consumers hold us hostage?).

7. The ethical and far-reaching ramifications of corporate decisions.8. What firms on the list can do to win my business.9. How a teaser campaign works (which is basically what I’ve been

doing all quarter--I've aroused their curiosity to such a level that, when I do "spill the beans" they are all ears and tell their friends about what they learned).

Of course, you could generate lists using any type of criteria you might have (firms that you just don't like, firms that your wife/husband just won't shop at, etc.). To tie the exercise directly to the boycott issue, you can list the firms you (or someone you know) boycott.


Thomas RossiBroome Community College

“TRIVIAL PURSUIT” GAME

In the courses that I teach, Business Law, Marketing, Organizational Behavior and Leadership. I use a variation of the game "Trivial Pursuit" per topic. Here is how it works: Students submit questions on 3" by 5" cards. After we have covered each unit of the course, they place a question on one side of the card and the answer on the other side. We color-code the cards to correspond to the color-code of the Trivial Pursuit game board. Students can submit several types of questions-true/false, multiple choice, short answer essays, fill in the blank, and even Jeopardy-style questions (when the answer is read, the student must respond with the appropriate question).

Initially, the questions are merely reviewed in class before each exam to prepare the students for the upcoming exam. Misleading questions and duplications are pruned from the deck so that only the best questions are included.

At the end of the semester, before final exams, we break up into teams and play a game of "Business Pursuit". I urge students to bring only important questions, or what I refer to as Marketing "significa" or Management "significa," rather than "trivial" questions.

An interesting aspect about this approach is the group dynamics. Frequently, when the game is played, students who have said very little in the course enjoy the game-like atmosphere that is created, and the game enables an enormous amount of material to be covered in an enjoyable manner.


John PerrachioneTruman State University

GAMES IN MARKETING CLASSES

Great Ideas for Teaching Marketing's previous editions have featured a variety of "games" useful as pedagogical tools. Another lucrative source of a continual supply of marketing-related games is the magazine by that name--GAMES.

Below is a non-exhaustive, annotated list of GAMES games that might be used in marketing classes. They include word games, trivia questions, multiple-choice questions, matching, picture identification, and others. While brands, products, and/or companies are a major component, if not the sole component, in almost all of the entries listed below, the various games are relevant to a veritable panoply of marketing topics; for example: branding, brand identification, brand symbols; packaging and labels; international marketing; market share/top-of-mind awareness; recognition vs. recall, aided vs. unaided recall; learning, association, cues; perception, stimulus ambiguity, figure-ground relationships; demo-graphics, personality profiles; sex-role stereotyping; and more.

It is the policy of GAMES magazine to allow its games to be used in classrooms--credit to GAMES should be given on any content used from the magazine. GAMES is published nine times a year, and is copy-righted by Games Publications, Inc. GAMES is a trademark of Games Publications, Inc. Address correspondence to GAMES, P.O. Box 184, Fort Washington, PA 19034. [Note: My only affiliation with GAMES magazine is as a long-time paid subscriber. JP]

Marketing Games in GAMES

April 1999, 23(2), Issue 150:

"Wherefore Art Thou Rodeo?" -- Guess the car models from which 25 imaginary model names (and their new slogans) have been created "by changing the names of actual 1999 autos currently sold in the U.S. by one letter" (p. 29).


December 1998, 22(6), Issue 148:

"Corporate Makeover" -- Identify twelve drawings of corporate logos that literally interpret the names of well-known companies (B/W; pp. 20-21).

"Gender Cliches" -- Name the fourteen "male" tools and the fourteen "female" kitchen tools pictured (color); name the twelve "chick flicks" and the twelve "guy movies" described (p. 73-75).

"(W)HO, (W)HO, (W)HO?" -- Identify fifteen famous people and/or fictional characters from their holiday wish lists (p. 88).

October 1998, 22(5), Issue 147:

"Chow Show" -- Which photo in each of 13 pairs is dog food and which is people food? (color; pp. 18-19).

"Bizarro Brands" -- Match brand-name opposites with product categories (p. 27).

August 1998, 22(4), Issue 146:

"Stars and Stripes" -- Identify the 44 company, product, and service logos (or parts of logos) containing stars and/or stripes (black & white; pp. 28 & 29).

"Ads infinitum: Infomercial, please" -- Match celebrities with the infomercial product or service s/he has endorsed (p. 45).

"Ads infinitum: As Time Goes, Buy" -- Place ten milestones of television and advertising in chronological order (p. 45).

"Ads infinitum: Choice Trivia" -- Multiple-choice questions about miscellaneous ads, TV show sponsors, etc. (p. 46).

"Ads infinitum: Products of Celebrity" -- (A) Match four celebrities' pictures with pictures of logos of soft drinks they endorse (color); (B) Match ten "spokes-creatures" with their trademark slogans; (C) Match four celebrities' pictures with the telephone service for which each has been spokesperson (color) (pp. 46 & 47).

"Ads infinitum: This song's for you" -- Match each of 15 songs to the products with which they are now associated (pp. 46 & 47).

"Ads infinitum: What's My Tag Line?" -- [A] Spliced Slogans -- Identify tag lines that have been divided into two parts and each part paired with part of a different tag line; [B] Bar Exam -- Match each brand of beer with its slogan; [C] Flight Simulator -- Match each airline with its slogan (p. 47).

April 1998, 22(2), Issue 144:

"Letter Drop" -- Identify the product logos from which each of 26 letters was taken (color; pp. 52 & 53; answers in October 1998 issue).

"Main Street Mergers" -- Guess the names of fourteen pairs of businesses (a combination theatrical agency and delivery service = "Part & Parcel") (p. 27).


February 1998, 22(1), Issue 143:

"Madison Avenew" -- Identify the eight correctly (creatively) spelled product names from a list of 37, and identify the correct (creative) spelling of the other 29 (p. 60).

August 1997, 21(4), Issue 140:

"Trivia Aptitude Test" -- Not marketing related, but introduces an interesting variation of multiple-choice testing (pp. 16 & 17).

"For Sale, Cheap" -- Guess the price of six items in the respective years given (p. 62).

October 1996, 20(5), Issue 135:

"Bring Back Burma-Shave" -- Announced a contest to "promote a product of the '90s with a series of silly signs" (p. 8).

"World Leader" -- "What six-letter company can have its first and last letters changed to get the six-letter last name of its CEO?" (p. 60).

April 1996, 20(2). Issue 132:

"High-Tech Reality Check" -- Although these multiple-choice questions focus on com-puters and technology (which are arguably marketing-related), they include questions about products, brands, and media (pp. 50 & 51).

June 1995, 19(3), Issue 127:

"Getting Down to Business" -- Ten multiple-choice and matching questions concerning brands and products, marketing, and business in general; arrange eight trademarks chronologically; and identify the one Colgate-Palmolive product from among seven Procter & Gamble products (some color; pp. 50 & 51).

"Poetic Products" -- Identify the rhyming brand names for each of eighteen pairs of items (e.g., "soft drink/computer" = Snapple/Apple) (p. 61).

"Magazine Departments" -- Match each of twenty magazines to a feature or department that regularly appears in that magazine (p. 62).

April 1995, 19(2), Issue 126:

"That's About the Size of It" -- Identify which item in each pair of common items--including branded products--is the correct size (pp. 16 & 17; color).

"This End Up" -- Identify the 16 items from close-up photos of arrows on them (color; p. 49).


December 1994, 18(6), Issue 124:

"Lost in Translation" -- Identify eleven movies based on titles that were translated from English to another language and back to English (p. 83).

February 1995, 19(1), Issue 125:

"Promotion Pictures" -- Identify twenty movies from rough sketches of the movie posters (B/W, p. 34).

October 1994, 18(5), Issue 123:

"I Browse" -- Identify the twenty product and company logos from a picture of part of the their logo containing unusually dotted "i"s (B/W, p. 34).

August 1994, 18(4), Issue 122):

"Roadside Distraction" -- Identify the brand names based on the single letter pictured of each (color; front cover; answers in 12/94 issue).

October 1992, 16(5), Issue 111:

"Survey Says" -- Guess GAMES reader profiles based on results of a previous reader survey (p. 10).

"Logomotion" -- Identify twenty commercial logos that are reprinted sans vowels (B/W, p. 30).

August 1992, 16(4), Issue 110:

"Gas, Food & Lodging" -- Identify the 25 brands of gas, food, and lodging businesses from their highway services sign logos (front cover; color).

"Put Up a Good Front" --Identify the 15 makes of cars from pictures of their fronts (pp. 16 & 17; color).

"No Run but a Hit" -- Identify the product from the three clues given (p. 63).


Most (all recent) Issues:

"Find the Fake Ad" -- Identify the one fake ad in each issue. (Useful for discussion of what makes a good--or not-so-good--ad.)

Daniel Bauer, Bellarmine CollegeMark Mitchell, University of South Carolina Spartanburg

THE GUIDE TO DIVIDEND REINVESTMENTPROGRAMS AND DIRECT STOCK

PURCHASE PROGRAMS ….

Introduction

The connection of between a firm’s financial performance and its marketing orientation, technologies, product characteristics and competi-tive structures is well established. Consequently, professors must ensure students understand that financial performance is based largely on decisions that managers make regarding these elements, as opposed to luck or the dictates of the environment. The purpose of this paper is to share a project that can be used to help students grasp the relationship between managerial choices and financial performance. While the overall goal of the project is to establish the importance of this relationship, the project will also expose students to the following other areas:

1. Companies that market their securities directly to the public.2. The importance of personal financial issues to Generation X mem-

bers.3. A means for improving access to equity investing.4. A means for turning customers into investors and investors into

customers.5. The concepts of Dividend Reinvestment Plans (DRIPS) and

Direct-Stock Purchase Programs.


Project Description

Each student will conduct research on a local firm that offers a DRIP and/or a Direct-Stock Purchase Program and prepare a written summary of the firm’s marketing orientation and financial performance. These written summaries will be combined to create The Guide to Dividend Reinvestment and Direct Stock Purchase Programs in … for distribution in your region. Given that over one thousand companies have DRIPS or Direct-Stock Purchase Programs, it should be easy to tie the project to companies located in your area. This project can be administered in a Principles of Marketing, Marketing Strategy, International Marketing, or Consumer Behavior course.

The student’s research should also include an analysis the fundamentals of a DRIP and Direct-Stock Purchase Program. For instance, students should understand what constitutes a DRIP. A DRIP is a method through which companies automatically allow you to reinvest dividends in shares of their stock. The standard way to open a DRIP is to buy a few shares of a company’s stock (for instance Wal-Mart) that offers a DRIP and have the shares issued in your name. You then complete a simple DRIP signup form. As a result, the company automatically reinvests each quarterly dividend (usually without commission charges) in shares of their common stock. The Action Plan for completing the project is as follows.

Action Plan

1. Identify companies in local region with dividend reinvestment and direct stock purchase programs. Recommended resources include: National Association of Investors Corporation (NAIC or better-investing.org), Dripinvestor (dripinvestor.com), The Motley Fool (fool.com), The Moneypaper (moneypaper.com), firstshare.com, 1999 Guide the DRIP Programs (by Charles Carlson), No-Load Stocks (by Charles Carlson), The Individual Investor Revolution (by Charles Carlson).

2. Identify common information regarding each program desired, such as: company name, web address, stock symbol, list of high-profile brand name products, business description, scope of inter-


national business, direct stock purchase availability, dividend rein-vestment availability, minimum investments/shares, buying/selling fees, optional cash purchase minimums, discounted share prices.

3. Divide company list among students in class for data collection and analysis.

4. Compile completed work into “The Guide to Dividend Reinvest-ment Programs and Direct-Stock Purchase Programs (in your area).”

5. Distribute completed guide to students, the campus community, and the operating region.

Desired Outcomes of Project

By completed this project, a student’s understanding of the inter-relationships between the marketing and financial areas will be reinforced. Other skills that are introduced or refined by this activity include: the pro-cess of developing a personal investment program, the mechanics of con-ducting comprehensive research on a given company and techniques for communicating information to the campus community and surrounding community. IN ADDITION, THE CLASS WILL ALSO HAVE SOME FUN!

Charles E. Michaels, Jr., University of South FloridaJohn Perrachione, Truman State University

STUDY GUIDES TO ACCOMPANYLECTURE PRESENTATIONS

The "bells and whistles" available in computer presentation software (e.g., Microsoft's PowerPoint) have made such programs increasingly popular pedagogical tools . . . but perhaps not without a hidden--albeit attenuable--"cost" to students. Similar to the criticism of TV vis-à-vis books, technological advances in pedagogy, although potentially more attention-getting and entertaining, can run the risk of decreasing students'


active mental involvement in their learning, and therefore student learning. Consider this hypothetical interlocution for a possible solution:

Professor A: I finally learned one of those computer presentation pro-grams well enough that I was able to use it to prepare all my lecture presentations for two of my courses.

Professor B: Great.Prof. A: Now I can keep my students' interest by using something

more akin to what they're used to from TV, rather than just resorting to overhead transparencies or the chalkboard.

Prof. B: Yup.Prof. A: And I've even gone beyond--I hand out copies of the slides

I use so students can take notes right on them . . . this helps the students not only take notes, but do so with some semblance of organization.

Prof. B: Good.Prof. A: My only concern is, am I exacerbating the "TV problem"--am I making the students even more passive recipients rather than active learners? How do I use fancy presentation programs and yet help the students to think about the information I present?

Prof. B: Try what I do--do just a little less in your slide handouts. In the handouts I give them, I insert blanks in place of some of the terms or other information in my presentation. That way, students have to pay attention and think about what they're hearing and seeing so they can complete the notes I've provided.

Prof. A: Well . . .Prof. B: By omitting key words or information, students have to do

more active processing, which actually serves to emphasize those points. And, you can use this technique with classes of any size.

Prof. A: Hey, that's not bad.Prof. B: Also, if you do this in notes on your web page, it not only

saves you duplication costs, it also reinforces for students the notion that they need to prepare for class.


Prof. A: Wow! Less really can be more . . .

Students do like presentations with "bells and whistles"; that's what they're used to from the mass media. And student reactions to lecture notes being handed out at the beginning of each class, as a sort of serial study guide, have been uniformly positive. Altering such study guides to include "fill-in-the-blanks" has not detracted from students' evaluations; indeed, they appreciate being made aware of when they have missed infor-mation from the presentation, and the "thrill of the hunt" actually seems to add to their experience.

Adding "sizzle" to presentations can make them more appetizing, but not necessarily more nourishing. Students need to be involved to learn. Benefiting from the "steak" involves eating and digesting it, not just being exposed to its sizzle. Fill-in-the-blank serial study guides are both appetizing and nourishing to students.

Ronald F. BushUniversity of West Florida

TIPS ON BEING AN EFFECTIVE AS WELL ASAN EFFICIENT TEACHER

No matter whether we teach at a research or teaching oriented univer-sity, today we must be effective. Effectiveness means we are expected to achieve some standard of teaching performance at our university. The teaching standard will vary from school to school, as will the measurement approach. To determine standards and measurement approaches, talk to your chairperson as well as other faculty. Also examine teaching evalua-tions. Beyond this, here are some tips on being effective:

1. View students as customers; they are!2. Always, always, always be prepared for class.3. Deliver more than expected.4. Know all students’ names within 3 weeks.


5. Select materials that are student oriented; don’t adopt a text just to impress your peers.

6. Make your course relevant; bring in examples from newspapers & business periodicals.

7. Let students know where you are & where you are headed every class meeting.

8. Make use of new technologies such as web-based course materials.It is not enough to be effective. You must be efficient so that you will

be able to properly address research and service. Following are tips on being an efficient teacher:

1. Don’t be afraid to ask experienced colleagues for notes and ideas.2. Organize, Organize, Organize!3. Devote a folder to each lecture.4. Devote a file drawer to each course you teach.5. Be wary of too many changes at the beginning of each year/term.6. As you find applications/examples go ahead and make notes/over-

heads; Don’t wait!7. Use a presentation software for notes.8. Consider putting some course modules on-line using programs

such as WebCT.

Joe F. Hair, Jr.Louisiana State University

THE VALUE OF THE INTERNETAS A TEACHING TOOL

Incorporating the Internet as a teaching enhancement tool has not been an automatic for many professors. Following are typical excuses I have heard: large classes; lack of time; multiple preps; lack of skills; lack of equipment; lack of motivation; and lack of belief in the instruc-tional value of the Internet. Based on my own experience, with a little effort all of these obstacles/excuses can be overcome.


In approaching this issue, this reluctance can be attacked from three different perspectives, all of which are important: (1) motivation; (2) ability; and (3) opportunity. Lack of motivation is probably the first that needs to be overcome. But overcoming this obstacle also is likely related to the lack of belief in the value of the Internet as a method of instruction. Motivation is an internal issue that must be dealt with by the individual. It is often related to things like attitude, job satisfaction, anxiety about doing new things, and so forth. It also may be related to whether either their students or chairpersons push them to use the Internet. But overcoming the lack of belief in the value of the Internet usually requires some learning on the part of the instructor. For example, one of the first decisions is whether to use the Internet to augment your current teaching method, or to integrate it extensively into your teaching approach. The logical thing is to take small steps first to enable you to evaluate its value. Give small projects as assignments and ask students to report on them. Make the task simple and you as well as the students can learn. All principles texts have Internet exercises in the margins and at the end of the chapters. These are an easy way to get started. Once you have mastered these simple exercises then move on to more extensive ones. I have found that major projects hold significant student interest and are also a valuable learning experience. This gives more exposure to Internet-literate students, particularly on specific marketing concepts. For less Internet-literate students this forces them to learn more about the Internet. Opportunity relates generally to a time issue and available equipment. As to time in class most instructor’s feel they do not have enough time to cover current topics much less add others. But the real issue here is to select the most meaningful learning experience and approach. I have found that students not only learn more from using the Internet (at least on certain subjects) they retain more. So we simply need to make time for this new resource. Opportunity also relates to equipment. If equip-ment/access is holding you back then push for it. Most students can do these at home or in school labs. But the best approach is access in the classroom so students can show what they have found, and perhaps even go beyond what they bring in.

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Roshan D - Cengagesolutions.cengage.com/uploadedFiles/solutionscengagecom/... · Web viewSometimes a better solution is to use a questionnaire to ascertain which students have specific