Measuring Student Perceptions

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Measuring Student Perceptions

• The Community is Our Classroom
• What students get from Community Based Learning
  activities

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Community Based Learning

• Business faculty have often shied away from
  service learning activities, commenting on
  whats serving soup in a kitchen have to do with
  (fill in the blank course topic)?
• Staff and Faculty chose Community-Based Learning
  activities as a way to help students not only
  connect what they are learning in the textbook
  with real life,

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(No Transcript)
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Comparison
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Areas of Examination

• Men/Women Learning
• Employment
• Volunteerism
• Previous Academic Experience w/Experiential
  Learning
• Key Subjects Benefits, Skill sets, Career
  Preparation and Marketing Content Reinforcement

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Methodology

• Surveying 2006-present
• Classes Marketing Management, Services
  Marketing, Principles of Marketing
• Series of activities developed for each text
  books material. Students completed an activity
  per unit/written assignment.
• End of Semester 50 item survey, Likert Scaled

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Schedule of Surveys

• Additional 40 surveys in principles additional
  35 in Services coming 4/28

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Demographics

• Male/Female 45.9/36.6
• 2.9 African American
• 14.6 Hispanic
• 3.4 Asian
• 4.9 Other

• 35.1 Seniors
• 46.8 Juniors
• 4.4 Sophomores
• 40 Marketing Majors
• 12 Communication Arts
• 12 Double Majors Mkt and Mgt

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Experience

• Employed 73.2
• Average length 29 months,
• 18 more than 4 years.
• Range of hours worked 5-50 hours weekly
• Average 22 hrs/weekly
• 21 of students reported working 30 hrs/wkly
• Non-paid Work 45.9
• Length of time 9.6 months.
• 8.7 more than 24 months
• 3 more than 48 months.
• Range 1-50 hours weekly
• Average 5.76
• 6 more than 20 hours/wkly
• 49.8 of students reported they have completed
  academic projects that have contributed to their
  skill sets.

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Gender

• Reason to believe there would be differences
• Literature
• Previous research in client based projects, self
  marketing plans and internships did show
  statistically significant differences.

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Hypothesis Group 1 Gender Based Differences

• 1 Would one gender derive different benefits
  than the other gender?
• 1a How men and women value client-based projects
  in the area of employer-requested skill set
  development.
• 1b Would be differences between how men and
  women value community based learning projects in
  the area of career preparation.
• 1c Would be differences between how men and
  women value community based learning projects in
  the area of marketing class content.

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Group 1 Results

• No statistically significant differences.

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Employment Based Differences

• Reason to believe there would be differences
• Previous research in client based projects, self
  marketing plans and internships did show
  statistically significant differences.

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Group 2 Employment Based Differences

• 2 There would be differences between employed
  and non-employed students and how they value
  community based learning projects in the area of
  benefits.
• 2a in the area of employer-requested skill set
  development.
• 2b in the area of career preparation.
• 2c in the area of marketing class content.

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Group 2 Results

• No statistically significant differences

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Group 3 Unpaid Work Experiences

• Reason to believe there would be differences
• Previous research in client based projects, self
  marketing plans and internships did show
  statistically significant differences.

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Group 3 Unpaid Work Experience

• 3 Students who have volunteered or acted in an
  unpaid capacity, such as an internship, would
  benefit differently in their community based
  project experiences.
• 3a .. employer-requested skills than their
  non-volunteering counterparts.
• 3b in the area of career preparation.
• 3c how each group saw class content reinforced
  in their community based learning projects.

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Group 3 Results

• No statistically significant differences

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Group 4 Experiential Education

• Reason to believe there would be differences
• Previous research in client based projects, self
  marketing plans and internships did show
  statistically significant differences.

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Group 4 Experiential Education

• 4 Differences between students who have
  completed academic projects that contribute to
  their career skill sets, and those who have not,
  and how they derived benefits from their
  community based projects
• 4a in the area of employer-requested skill set
  development.
• 4b projects in the area of career preparation.
• 4c in the area of marketing class content.

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Group 4 Results

• No statistically significant differences

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Group 5 Course Comparisons

• 5 differences between students in different
  marketing courses and how they perceived benefits
  from the community based learning projects.
• 5a in the area of employer-requested skill set
  development.
• 5b in the area of career preparation.
• 5c in the area of marketing class content.

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H5 Results

• Principles of marketing students-
• enjoyed completing the CBLs (mkt mgt)
• the assignment would influence their career
  choices (mkt mgt/svcs)
• More complete self marketing effort (mkt
  mgt/svcs)
• Recommended for future classes (mkt mgt)
• H5 Partially supported Principles students
  seemed to experience more benefits than marketing
  management, and somewhat more than services.

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H5a Results

• No statistically significant differences
• H5a Not supported There was no difference
  between students in different courses improved
  their career skills through the Community Based
  Learning activities.

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5b Results

• Principles of Marketing students
• Felt more confident in their marketing knowledge
  as a result of completing the project (mkt mgt)
• H5b Partially supported Principles students
  seemed to experience slightly more career
  preparation benefits than marketing management,
  but no difference than services.

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5c Results

• Principles of Marketing students felt they
  understood
• Pricing (mkt mgt)
• Place (mkt mgt)
• Promotions concepts (mkt mgt/svcs)
• Segmentation (mkt mgt)
• Strategy (mkt mgt/svcs)
• IMC (mkt mgt)
• Marketings role in the org (mkt mgt)
• Marketings relationship w/other departments
  (mkt mgt)
• Ethical Issues in marketing (mkt mgt/svcs)
• H5c Supported Principles students seemed to
  experience more course content reinforcement than
  marketing management, and somewhat more
  reinforcement than services.

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So what do we know?

• Community Based Learning activities possibly
  better in intro classes or in specialized classes
  where there is no other competing activity.
• Good for reinforcing content use other
  experiential activities to help reinforce career
  related skills or career preparation.

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Recommendations

• Start planning early.
• Make the activities reflect student/ faculty
  interests
• Explain to students that experiential learning
  isnt more its just different
• Be selective in what classes CBLs are implemented
• Draw clear connections between the activities,
  the course content and students lives
• Listen be willing to revise activities based on
  feedback.

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Thank you for the opportunity!

• Chris McCale cmccale_at_regis.edu
• 720-338-4202