TY - JOUR
T1 - Transformational learning: using equality and diversity marketing client briefs to foster awareness, application, and action
AU - Everett, Sally
AU - Gunduc, Melisa
AU - Junjunia, Maimoona
AU - Kroener, Laura
AU - Maise, Jakob
AU - Scott-Hyde, Katrina
AU - Salem, Lara
AU - Simsek, Asli
PY - 2022/9/18
Y1 - 2022/9/18
N2 - This paper reports a study co-authored with second-year undergraduate students that examines student experiences of undertaking real-life, client-set marketing assessments with an equality and inclusion remit. Students were set a marketing assessment with an explicit social justice focus, thereby prompting them to reflect on their own backgrounds and unconscious biases whilst addressing issues of societal injustice. This study explores the impact on students of closely engaging with this material and how the assessment, which involved them interviewing experts and developing actionable recommendations, altered their views and career plans. Data were generated via focus groups with students who undertook the assessment, supplemented by some alumni and client interviews. The findings are presented as a ‘3A’ framework of Awareness, Application, and Action: first, the assessment raised ‘Awareness’ of broader societal issues and fostered transformation in terms of personal views; second, students developed core skills and networks they could ‘Apply’ in their future careers; and third, ‘Action’ describes the way students felt empowered to make a positive difference to their client and wider society. The 3A model provides simple design principles that educators could implement if they want to introduce transformational experiences based on social justice issues into the marketing curriculum.
AB - This paper reports a study co-authored with second-year undergraduate students that examines student experiences of undertaking real-life, client-set marketing assessments with an equality and inclusion remit. Students were set a marketing assessment with an explicit social justice focus, thereby prompting them to reflect on their own backgrounds and unconscious biases whilst addressing issues of societal injustice. This study explores the impact on students of closely engaging with this material and how the assessment, which involved them interviewing experts and developing actionable recommendations, altered their views and career plans. Data were generated via focus groups with students who undertook the assessment, supplemented by some alumni and client interviews. The findings are presented as a ‘3A’ framework of Awareness, Application, and Action: first, the assessment raised ‘Awareness’ of broader societal issues and fostered transformation in terms of personal views; second, students developed core skills and networks they could ‘Apply’ in their future careers; and third, ‘Action’ describes the way students felt empowered to make a positive difference to their client and wider society. The 3A model provides simple design principles that educators could implement if they want to introduce transformational experiences based on social justice issues into the marketing curriculum.
KW - authentic assessment; equality, diversity and inclusion; social justice; students as partners
M3 - Article
JO - Marketing Education Review
JF - Marketing Education Review
ER -
