Interfacing between blended case teaching and international case competitions as undergraduate student inquiry and literacy in Marketing programmes

Authors

  • Roisin Donnelly Technological University Dublin, Ireland
  • Roger Sherlock Technological University Dublin, Ireland

DOI:

https://doi.org/10.53761/1.20.4.16

Keywords:

case teaching, competitions, student inquiry, literacies

Abstract

This practice example explores the inquiry-based relationship for students between case teaching and international competitions in Marketing. This work is based on the premise that undergraduate Marketing students in a College of Business should experience learning through and about inquiry and enhance their research literacy as a result. Although for many students research-oriented ways of engaging them with inquiry are fairly passive experiences, we believe student engagement in case study competitions offer a primarily active and exciting learning opportunity. In a broader sense, the framework offered by Healey & Jenkins (2009) which is explored in this example, is based on the argument that research-informed inquiry is a powerful way to reinvent or reinvigorate the undergraduate curriculum because the focus is on the student as a learner - in particular that the student can be viewed as a potential producer of knowledge - and by challenging what research and inquiry are in practice, provide interesting perspectives for the Marketing discipline to consider for future programme provision.

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Published

2023-12-02

Issue

Section

Articles

How to Cite

Interfacing between blended case teaching and international case competitions as undergraduate student inquiry and literacy in Marketing programmes. (2023). Journal of University Teaching and Learning Practice, 20(4). https://doi.org/10.53761/1.20.4.16