2008 - Marketing Educators' Association

Recommendations

Info

Denzin, N. K., & Lincoln, Y. S., Editors. (2005). The SAGE handbook of qualitative research. Thousand Oaks, CA: SAGE Publications. Flick, U., Editor. (2007). The SAGE qualitative research kit. Thousand Oaks, CA: SAGE Publications. 108 Madison, D. S. (2005). Critical ethnography. Thousand Oaks, CA: SAGE Publications. Mariampolski, H. (2005). Ethnography for marketers. Thousand Oaks, CA: SAGE Publications. Rose, G. (2001). Visual methodologies. Thousand Oaks, CA: SAGE Publications.
IMPROV COMEDY: TECHNIQUES AND EXERCISES Andy Aylesworth, Bentley College, Department of <strong>Marketing</strong>, 175 Forest St., Waltham, MA 02452; aaylesworth@bentley.edu The techniques used in improv comedy can improve presentation skills, creativity, collaboration, listening and communication. As such, these techniques can be used to improve the skills of both students and teachers of marketing. In this session, I explained some of the guidelines, practices and philosophies of this art form. Attendees were then asked to actively participate in exercises designed to drive these guidelines, practices and philosophies home. The session ended with a discussion of if and how these techniques can be used in the marketing classroom. BACKGROUND AND SUMMARY I have studied improv for several years and performed on stage several times. I believe this experience has improved my presentation and creative skills. I have also noticed much overlap between what I have learned about improv and additional business skills (e.g., teamwork). I have attempted to incorporate some of these skills into the classroom, specifically into case discussions (see Aylesworth, forthcoming), but only at a very shallow level. Others (e.g., Huffaker & West, 2005) have built entire classes around the use of these techniques. Recently, I have successfully run single sessions with practitioners and alumni introducing and ABSTRACT 109 practicing these techniques. These sessions consist of an introduction to the basic guidelines of improv, followed by practice of these guidelines utilizing improv games and exercises. Sessions end with a debriefing in which we discuss applications in the business world in general, and applications to the participants’ specific issues. This special session mimicked these sessions with practitioners. IMPROV TECHNIQUES The techniques discussed and practiced in this session included “yes,” “build a brick,” “character inspiration,” and others. Participants in the session learned these techniques then participated in the exercises designed to drive them home. REFERENCES Aylesworth, A. (forthcoming). Improving the case discussion with an improv mindset. Journal of <strong>Marketing</strong> Education. Huffaker, J. S., & West, E. (2005). Enhancing learning in the business classroom: An adventure with improv theater techniques. Journal of Management Education, 29, 852-869.
Page 1 and 2:
Marketing Educators’ Association
Page 3 and 4:
PREFACE This volume contains the pr
Page 5 and 6:
Mary Conran, Temple University Debo
Page 7 and 8:
Ethics and Social Responsibility In
Page 9 and 10:
Special Sessions Diverting Traditio
Page 11 and 12:
Linking Marketing Students to the R
Page 13 and 14:
MARKETING EDUCATORS’ ASSOCIATION
Page 15 and 16:
at improving the lives of all Filip
Page 17 and 18:
of the marketing program and streng
Page 19 and 20:
A NEW CONCEPT OF VALIDITY: EVALUATI
Page 21 and 22:
ankings, alumni ratings, and the ra
Page 23 and 24:
simply be utilized to publicly vali
Page 25 and 26:
IS THAT YOUR FINAL ANSWER? IMPROVIN
Page 27 and 28:
THE COMMUNITY AS OUR CLASSROOM: STU
Page 29 and 30:
Learning Outcomes Even more importa
Page 31 and 32:
• recognizing that ideas and huma
Page 33 and 34:
Greek Thought Homer, The Odyssey Ae
Page 35 and 36:
INVESTIGATING PLAGIARISM: CREATION
Page 37 and 38:
ATTITUDES TOWARDS BUSINESS ETHICS A
Page 39 and 40:
week semester, the author is able t
Page 41 and 42:
or she may be ready to appreciate h
Page 43 and 44:
RELATIONSHIP MARKETING: A CONCISE C
Page 45 and 46:
BENCHMARKING CHINESE BUSINESS EDUCA
Page 47 and 48:
NOT LIKE US: WHAT IT MEANS TO BE FO
Page 49 and 50:
TABLE 2 Example Frequencies: “Rus
Page 51 and 52:
THE MARKETING RESCUE: STRATEGIES TH
Page 53 and 54:
PRICE V. QUALITY: THE CONSUMERS’
Page 55 and 56:
COLLEGE OF BUSINESS ADMINISTRATION
Page 57 and 58:
TARGETING HIGHER EDUCATION TO INTER
Page 59 and 60:
understand how the material they tr
Page 61 and 62:
IMPROVING GRADUATE BUSINESS EDUCATI
Page 63 and 64:
Chew and Mclnnis-Bowers (2004) expl
Page 65 and 66:
exchange various opinions and work
Page 67 and 68:
Myers, C. B., & Myers, S. M. (2007)
Page 69 and 70: FIGURE 2: Detailed Education Compon
Page 71 and 72: COLLEGIATE LIVING/LEARNING PROGRAMS
Page 73 and 74: perhaps even relationships could ch
Page 75 and 76: The results of this exploratory wor
Page 77 and 78: ENGAGING STUDENTS IN MARKETING CLAS
Page 79 and 80: or group, are undertaken outside of
Page 81 and 82: caused by group assignments was rai
Page 83 and 84: SOCIOLOGY, ECONOMICS, POLITICS, AND
Page 85 and 86: H8b: The more a student works while
Page 87 and 88: (predicted) and Independents were b
Page 89 and 90: CROSS-CULTURAL APPROACHES TO SUCCES
Page 91 and 92: STRENGTHENING THE MARKETING CURRICU
Page 93 and 94: THE CLASS LESS TRAVELED - TEACHING
Page 95 and 96: HOW THE CHICKEN CROSSED THE ROAD: T
Page 97 and 98: solving products and services in th
Page 99 and 100: CREATING A COURSE TO INSERT CONSUME
Page 101 and 102: DEVELOPING CAREER MANAGEMENT COMPET
Page 103 and 104: Mentoring Assignment Requirements D
Page 105 and 106: ACHIEVING A BLACK BELT IN THE MENTO
Page 107 and 108: It is preferred that mentoring occu
Page 109 and 110: RELATING PERCEPTIONS OF TEACHING ME
Page 111 and 112: Other teaching methods that are ass
Page 113 and 114: TABLE 1 Mean Contrast between Facul
Page 115 and 116: TABLE 4 STUDENT CORRELATIONS BETWEE
Page 117 and 118: VIRTUAL MENTORING FOR A RETAIL MARK
Page 119: TOWARD A DEEPER UNDERSTANDING OF CO
Page 123 and 124: BUILDING A MARKETING CURRICULUM TO
Page 125 and 126: INTERNATIONALIZING THE BUSINESS CUR
Page 127 and 128: LINKING MARKETING STUDENTS TO THE R
Page 129 and 130: anged from 1 (strongly disagree) to
Page 131 and 132: Browne, W. G. (1995). Living case a
Page 133 and 134: STUDENT PERSONALITY TYPES IN TEAM P
Page 135 and 136: GETTING PUBLISHED IN THE JOURNAL OF
Page 137 and 138: STRATEGIC MEMBERSHIP DEVELOPMENT PL
Page 139 and 140: E-LEARNING: AN INNOVATIVE LEARNING
Page 141 and 142: The future of marketing education b
Page 143 and 144: Even as social presence provides th
Page 145 and 146: APPLYING LESSONS FROM BRAIN SCIENCE
Page 147 and 148: INCORPORATING WRITING IN THE MARKET
Page 149 and 150: Variable Operationalization Our var
Page 151 and 152: TABLE 4 Effect of Revision and Rewr
Page 153 and 154: A CALL TO ACTION: A RESEARCH AGENDA
Page 155 and 156: have proficient reading skills, and
Page 157 and 158: effective way to prepare the next g
Page 159 and 160: TESTING CLIENT-BASED PROJECTS: WHAT
Page 161 and 162: ATTITUDES AND PERCEPTIONS OF SOCIAL
Page 163 and 164: ASSURANCE OF LEARNING AND ASSESSMEN
Page 165: Miniano, Carl Mark B...............
show all

2008 - Marketing Educators' Association

Create successful ePaper yourself

Delete template?

Save as template?