Using cases in UG Lectures
Retail Marketing
John Pal
MBS
john.pal@mbs.ac.uk
The course
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Semester 1, final year elective
160 students
11 * 2 hour lectures
4 * 1 hour seminars
Managerially focused
Approach - Kolb
Concrete
experience
Active
Experimentation
Reflective
observation
Abstract
conceptualisation
Source: Healey, M. & Jenkins, A. (2000) Kolb's Experiential
Learning Theory and Its Application in Geography in Higher
Education, Journal of Geography, 99, pp.185-195]
Cases used in lectures
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Rise and fall of Dixons (2 weeks)
Footsmith (stockloss)
Supplier selection (useful for the assignment)
Range selection (useful for the assignment)
How the cases are used
• Loaded onto BB9 one week prior to lecture
• My expectations of students:
1. Prepare
2. Participate
3. Reflect and apply learning in
a. Coursework
b. Exam
Using cases
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Bring reality closer to the classroom
Crystallise issues – limited goals
As a point of departure
Formative – it’s OK to try out ideas
Is there a right answer?
The Harvard method.
Class participation is assessed.
The forced curve is used.
I think that they are useful as they encourage students
to apply theory to 'real life' settings. We all know that
theory without application is of limited use and doesn't
translate perfectly into the work place setting. By applying
theory to 'real life' setting students can see how theories
need to be adapted.
Case studies are far more interesting than just
textbook reading. Students apply knowledge to 'real
life' settings and gain a better understanding of topic
material.
Case studies help students to decide for themselves
whether a career in retail is right for them and they gain
insights into the workings of the business. The case studies
help to ignite passion and motivation to gain further
insights into the workings of the industry.
Case studies promote student participation
and engagement in the lecture as students offer
their own thoughts often provoking debate (a
reflection that there is no absolute right answer).
The case studies provide a refreshing change to
lectures that can sometimes seem rather
monotonous, following a set format that fails to
motivate students and offers limited insight into
the field of study. The lecturer should make an
effort to use case studies that students will find
interesting and can relate to e.g. a well known
retailer in the case of retail marketing.
Case studies help students to gain confidence
in their own abilities and act to reduce feelings of
anxiety and stress about exams - they realise that
they do have a grasp of the topic material and that
they do have valid opinions.
Case studies from the lecturer provide a forum
for immediate feedback - something that
students rate the business school poorly in the
National Student Survey.
I hear and I forget, I see and I remember, I do and I understand .
Using cases in UG Lectures
Retail Marketing
John Pal
MBS
john.pal@mbs.ac.uk