Case Studies in the Field of Marketing Education: Learner Impact, Case Performance, and Cost Efficiency
George S. Spais
Graduate Technological Educational Institute of Western Greece
International Electronic Journal for Leadership in Learning, Vol. 9, No. 9, 2005
The major objective of this study is to identify a methodology that will help educators in marketing to efficiently manage the design, impact, and cost of case studies. It is my intention is to examine the impact of case study characteristics in relation to the degree of learner involvement in the learning process. The author proposes that educators in marketing must process models and tools that can evaluate the performance of each educational method introduced into the learning process. The author suggests that educators in marketing who are interested in being productive should invest in the acquisition and utilization of performance tools for each educational method in order to accomplish their educational objectives. The findings suggest that educators in the field of marketing can assess the effectiveness of case studies using the 13-item performance model and a new formula, the elasticity of quality supply, in order to measure the degree of quality. The author recognizes that the problem of productivity in marketing education has arisen from the lack of tools, models, and performance measures available to evaluate their productivity. The proposed model is based on the ongoing need to customize the learning process, both according to the characteristics and specific needs of learners and also to the requirements of the educator and institution. The concluding point is that educators in marketing must learn not only to build effective case studies, but also to measure the efficiency of case study performance in order to enhance their productivity.
Number of Pages in PDF File: 13
Keywords: marketing education, case studies, learner impact, performance measurement
JEL Classification: M39Accepted Paper Series
Date posted: November 7, 2005 ; Last revised: December 27, 2007
© 2014 Social Science Electronic Publishing, Inc. All Rights Reserved.
This page was processed by apollo7 in 0.281 seconds