Journal of
Marketing Development and Competitiveness
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Issue 5(1), October 2010 -- Paper AbstractsGirard (p. 9-22)
Cooper (p. 23-32)Kunz-Osborne (p. 33-41)Coulmas-Law (p.42-46)Stasio (p. 47-56)Albert-Valette-Florence (p.57-63)Zhang-Rauch (p. 64-70)Alam-Yasin (p. 71-78)Mattare-Monahan-Shah (p. 79-94)Nonis-Hudson-Hunt (p. 95-106) 
JOURNAL OF HIGHER EDUCATION THEORY AND PRACTICE
Experiential Learning Projects:
Engaging First and Second Year Principles of Marketing Students
Author(s): Priscila Alfaro-Barrantes, Jean G. Beaupré, Brittany L. Jacobs
Citation: Priscila Alfaro-Barrantes, Jean G. Beaupré, Brittany L. Jacobs, (2021) "Experiential Learning Projects: Engaging First and Second Year Principles of Marketing Students," Journal of Higher Education Theory and Practice, Vol. 21, ss. 1, pp. 115-124
Article Type: Research paper
Publisher: North American Business Press
Abstract:
Experiential learning projects provide students with practical opportunities to apply theory, but are typically implemented in upper-level courses. This paper explores the impact of two experiential projects on first and second-year Principles of Marketing students at a small private business college in New England. Projects involved partnerships with external clients, providing students with the opportunity to explore concepts beyond the classroom. Findings suggest the value of implementing experiential opportunities early in a student’s collegiate tenure with six themes emerging from these experiences. The six salient themes include increased engagement, intellectual challenge, student centered learning environment, link theory to practice, personal pride & teamwork, and professional development.
