Empowering tomorrow’s marketers: A journey through real-world skills and engaging learning in consumer behaviour group projects

By michaelkilmister Comment Closed

 

By: Dr Bahram Mahmoodi Kahriz, Henley Business School, bahram.mahmoodikahriz@henley.ac.uk
woman and man sitting in front of a computer
Photo by Desola Lanre-Ologun on Unsplash

Overview

At Henley Business School, our Consumer Behaviour compulsory module for Part 3 undergraduate students involves a group assignment on creating a consumer insight report. Students are urged to investigate emerging aspects of consumer behaviour, apply relevant theories, conduct research, and offer insights to marketers. This fosters teamwork and enhances research skills, enabling students to apply theory to real-world marketing challenges.

Objectives

The primary aims of the consumer behaviour group project were:

  • Enhance collaborative skills and research competency: This module strengthens teamwork and critical group project abilities, facilitating research competence through the guidance of students in collecting, evaluating, and integrating information sources.
  • Apply theoretical knowledge: Students employ theoretical expertise in Consumer Behaviour and marketing to enhance critical analysis.
  • Develop of report writing skills: The module sharpens writing and presentation proficiencies essential for professional communication in a business context.
  • Encourage peer evaluation: The module encourages peer review, promoting individual contribution assessment within a team framework and fostering a sense of teamwork responsibility.

Context

The consumer behaviour group project aims to help students understand consumer behaviour’s various facets and impact. Given the dynamic changes in consumer behaviour due to global events like COVID-19 and supply chain disruptions, grasping these shifts becomes crucial for marketers. The group project within this module equips students with teamwork, critical thinking, and real-world application skills. It prepares Part 3 BSc Business and Management (Marketing) undergraduates for future career challenges by setting realistic expectations and improving necessary skills.

Implementation

Step-by-Step Guide: Implementing the Group Project

Step 1: Team Formation

  • In the first step, we form diverse groups of 4-5 members to simulate real work situations.
  • This diversity fosters familiarity among students with future workplace dynamics and encourages effective brainstorming.

Step 2: Brainstorming and Topic Selection

  • In this step, we emphasise brainstorming and topic selection.
  • We provide topic examples related to recent changes in consumer behaviour.
  • Active participation in topic selection within random groups encourages critical analysis.

Step 3: Refining Topic Choices

  • After selecting topics, students share them with their assignment groups.
  • Collaboratively, they refine their final topic choices.

Step 4: Research

  • In this step, students initiate the research phase, focusing on their selected topics.
  • We instruct them to review various sources, including contemporary examples, industry reports, academic studies, and relevant theoretical frameworks.

Step 5: Report Structuring

  • Here, we guide students in structuring their reports, which should include:
    • Executive summaries
    • Introductions
    • Discussions of chosen issues
    • Theoretical frameworks
    • Marketing advice
    • Reference lists
  • Stressing the importance of formatting and style consistency.
  • Encouraging the integration of theories from consumer behaviour lectures and other relevant sources.
  • Promoting the use of relevant statistics to support their chosen topics.

Step 6: Peer Collaboration and Review

  • In this step, ongoing peer collaboration and review are emphasised.
  • Students are encouraged to share ideas, review each other’s work, and seek advice from other groups.
  • The project concludes with peer reviews assessing individual contributions, promoting teamwork.

Step 7: Revision and Submission

  • In the final step, teams make revisions based on peer feedback.
  • We ensure that teams complete their reports.
  • Students are instructed to submit their reports via the university’s Blackboard platform by the specified deadline.

This comprehensive process equips students with valuable skills for real-world scenarios, nurturing critical thinking, teamwork, and research capabilities.

Impact

Aim: Enhancing collaborative skills and research competency:

The assignment encourages effective team collaboration, enhancing teamwork, communication, and task delegation based on individual strengths. Students gain a deeper grasp of consumer behaviour, market trends, and the practical application of marketing theories in real-world scenarios. They improve research skills, sourcing relevant materials and statistics, as well as identifying supportive theories from lecture materials to share within their groups.

Aim: Application of theoretical knowledge:

Brainstorming, research, and theory application develop critical thinking, empowering students to analyse emerging consumer trends. They translate theoretical knowledge into actionable insights and advice for potential clients, applying marketing expertise to real-world situations.

Aim: Development of report writing skills:

Students master group report writing, understanding report structures and effectively conveying the topic’s significance. They contextualise arguments with relevant statistics related to changing consumer behaviour and culture, supported by theories and research findings that inform marketing recommendations.

Aim: Encouraging peer evaluation:

Peer reviews promote self-reflection and continuous improvement, allowing students to assess their contributions and those of their peers.

In the year 2022-2023, in their feedback, students appreciated the relevance of topics to real-life examples, which enhanced their understanding of techniques and theories. They also welcomed the integration of current events and social media into the lessons. They found the Group Assignment allowed them to delve into interesting topics of their choice. Seminars were particularly beneficial for fostering in-depth discussions, which contributed to their improved comprehension of the subjects.

Reflections

The group project achieved its objectives with remarkable success. The assignment’s deliberate focus on contemporary consumer behaviour and evolving market trends delivered it both engaging and profoundly relevant to our students. Consequently, their motivation to actively participate can be increased. Relatedly, previous research has also indicated that students engage in group projects, resulting in higher levels of understanding of the material. In addition, they learn how to study more independently, improve their critical thinking and problem-solving abilities, and ultimately, exhibit high levels of motivation (Hidi & Renninger, 2012; Johnson & Johnson, 1989; Prince, 2004).

Moreover, the project excelled in encouraging diverse team compositions, which, in turn, facilitated remarkably rich brainstorming sessions. This diversity led to a broader range of insights, precisely aligning with the assignment’s goals. Research suggests that diverse teams tend to be more creative, come up with innovative solutions, perform better, and make improved decisions (Kristinsson et al., 2016; Lattimer, 1998, Wang et al., 2019).

From a practical standpoint, the project provided a unique opportunity for students to produce a report similar to industry-standard thought leadership pieces. This experience afforded them a taste of the demanding, real-world work involved in marketing consultancy, an invaluable experience for their future careers.

In addition to the practical aspect, the project allowed for a peer review process, a crucial element. This process introduced a sense of accountability among students, prompting them to engage in self-assessment and provide constructive feedback. Consequently, this enriched the overall learning experience, nurturing valuable skills.

However, there is room for improvement in the form of enhancing theoretical integration. While the assignment successfully included theory, emphasising theory application more explicitly throughout the report could strengthen its theoretical foundation.

Follow up

Since the consumer behaviour assignment, our approach to teaching and learning about consumer insights has significantly improved. We have embraced a more interactive approach, fostering greater student engagement in exploring emerging consumer trends. Moreover, we have integrated ongoing peer review practices into various modules, aiming to promote collaborative learning and effective teamwork skills across disciplines.

For future activities and slides, we plan to maintain the same structured format. However, we intend to create more opportunities on Blackboard, where students can actively participate in a group community. This platform will serve as a space for students to engage in discussions, ask questions, and share ideas with one another and with me. This shift to a broader online setting on Blackboard aims to enhance student collaboration, transitioning from in-person seminars to a more inclusive digital environment.

References

Hidi, S., & Renninger, K. A. (2006). The four-phase model of interest development. Educational Psychologist, 41, 111-127.

Johnson, D. W., & Johnson, R. (1989). Cooperation and Competition: Theory and Research. Edina, MN: Interaction Book Company.

Kristinsson, K., Candi, M., & Sæmundsson, R. J. (2016). The relationship between founder team diversity and innovation performance: The moderating role of causation logic. Long Range Planning, 49, 464-476.

Lattimer, R. L. (1998). The case for diversity in global business, and the impact of diversity on team performance. Competitiveness Review: An International Business Journal, 8(2), 3-17.

Prince, M. (2004). Does Active Learning Work A Review of the Research. Journal of Engineering Education, 93, 223-231.

Wang, J., Cheng, G. H. L., Chen, T., & Leung, K. (2019). Team creativity/innovation in culturally diverse teams: A meta‐analysis. Journal of Organizational Behavior, 40, 693-708.

 

The Use and Usefulness of Peer Feedback

By aaroncooper Comment Closed

Dr Charlotte Newey and Dr Steph Rennick

c.newey@reading.ac.uk

Humanities (Philosophy)

Overview

We undertook a pilot study into the use and usefulness of peer feedback, involving undergraduates and postgraduates from Philosophy at Cardiff University – where peer feedback was not widely used – and for comparison, undergraduates from Law (where peer feedback was well-established).

The study identified three main concerns students have with peer feedback: the expertise of their peers, their motivation and investment, and their ability to interpret and apply grading criteria. Here we outline some simple recommendations to help to mitigate these concerns while allowing educators and students to repeat the many benefits of incorporating peer feedback.

Objectives

Our study’s overarching aims were three-fold (https://www.cardiff.ac.uk/learning-hub/view/improving-peer-review-a-pilot-study):

  1. To trial different opportunities for, and kinds of, peer feedback.
  2. To gather qualitative and quantitative data on the perceived usefulness of peer feedback, before, during, and after interventions.
  3. To improve students’ ability to identify and utilise different kinds of feedback (including, but not limited to, peer feedback).

Ultimately, we wished to improve the perception of peer feedback among students by helping them to understand its usefulness, identify the conditions under which it is most valuable, and gain insight into the barriers that can hinder its success. We hypothesised that a better understanding of student perceptions regarding feedback would help us to improve our teaching and feedback practices.

Context

The research was undertaken by Dr Charlotte Newey and Dr Steph Rennick when we were Philosophy lecturers at Cardiff University. We noted an apparent mismatch between workload constraints and the quality and volume of feedback the university aimed to provide. We trialled interventions in two undergraduate and one postgraduate Philosophy module and held focus groups with Philosophy students and students from Law (where peer feedback was already an established practice). Given the time pressures on academics throughout the UK, this research remains highly relevant and is applicable across disciplines.

The research also bears on student experience. Students may give lower scores on module evaluations and NSS in relationship to the timeliness or usefulness of feedback if they do not recognise the different forms that feedback can take and have in mind only written comments made by academics on summative work. There is therefore additional benefit to improving students’ understanding and recognition of peer feedback.

Implementation

At the start of the study, we held focus groups to canvas opinions among undergraduates regarding peer feedback.  We then trialled six interventions across three modules over the course of a semester (two undergraduate and one postgraduate). These included critically commenting on their peers’ individual and group work over different tasks, providing feedback both verbally and in writing. Throughout this period, we measured the difference in perceived usefulness between the different interventions, including instances identified explicitly as constituting peer feedback versus those described merely in terms of the activity (e.g., ‘a group exercise’). We used in-class surveys and Mentimeter polls. Finally, we held a third focus group at the end of the semester to capture whether attitudes had changed as a result of the interventions. In the first half of semester, we described activities in terms of their specific learning outcomes without identifying them explicitly as peer feedback (e.g., this is a group activity in which you’ll practise reading and interpreting an ancient text); in the second half, we indicated how and why the interventions were forms of peer feedback. We wanted to discover whether the phrase ‘peer feedback’ put students off, and whether they were correctly identifying the various opportunities when they were receiving feedback, rather than assuming feedback was limited to comments from a staff member on written work.

We found that reception of peer feedback varied depending on a number of factors. Most strikingly, students seemed to appreciate peer feedback most when it didn’t apply to a particular assessment, but rather in the context of checking their understanding and/or skills development. While they were reluctant to have their peers ‘mark’ their work, they reported significant benefits from defending their ideas, critiquing the structure of others’ arguments, and comparing their understanding. Perhaps because ‘assessment’ and ‘feedback’ are so often discussed together, students didn’t always recognise this non-assessment-specific feedback as ‘feedback’.

Students highlighted three main concerns with peer feedback:

  1. What do their peers know? (The expertise of those giving feedback)
  2. Do their peers care? (The attitude, investment, and motivation of those giving feedback)
  3. Do their peers understand the grading criteria, and would they apply it accurately and reliably?

The focus groups revealed differences in attitudes between disciplines that affected reception of peer feedback: Philosophy students tended to view their peers more as collaborators while Law students viewed them as competitors.

Impact

Encouragingly, each of the central concerns raised by students can be overcome. Based on the study and our subsequent practice, we make the following recommendations for improving the effectiveness and reception of peer feedback:

  • Ensure that exercises involving peer feedback are overseen by staff. This helps to avoid the problem of ‘student expertise’.
  • Provide opportunities for students to practise giving feedback, increasing their confidence in themselves and each other.
  • Incentivise giving helpful feedback. For example, by making peer feedback a component of summative assessment. This helps to overcome the problem of student investment.
  • Foster an environment where students see each other as collaborators, rather than competitors, which might be done differently in different departments.
  • Develop students’ literacy in interpreting grading criteria by having them apply them, rather than merely distributing copies of the criteria.
  • Do not limit the discussions of feedback to discussions of assessments: highlight the diversity of opportunities for, and benefits of, feedback. An example of this from within Humanities, which is likely to have wider application, occurs in group discussions. A seminar leader might delay their own response to a students’ question or opinion, and instead invite others to provide answers or suggestions.

Reflection

This study provided helpful insights into the attitudes of students towards peer feedback and how its benefits could be maximised and best communicated. Part of the project’s success came from the sustained nature of the interventions, the ongoing evaluations, and comparisons between modules and with another department. However, this was a small pilot study so there were limitations on what could be achieved. The postgraduate class we trialled interventions in was small, and so the bulk of our analysis focussed on our more robust undergraduate data – exploring postgraduates’ experience of peer feedback would be a fruitful avenue for future research. We had chosen Law as our comparison discipline as peer feedback was more established there, but unfortunately the attendees of the Law focus group were less familiar with this practice than we had hoped. In future research, additional cross-discipline comparisons would be useful.

Follow Up

We have both continued to incorporate peer feedback into our practice and encourage our colleagues to do the same.

Links

https://www.cardiff.ac.uk/__data/assets/pdf_file/0006/922929/Rennick-Newey-Peer-Feedback-Final-Report.pdf