The service-learning experience in a marketing research course: a model for assessing student outcomes.

Barr, Jennifer

INTRODUCTION

Volunteerism is consistent with the mindset, value system, and motivation of the Millennials or Generation Y segment (born in or after 1992), representing about eighty million or roughly thirty percent of the American population. Upon graduation, they gravitate towards companies with corporate cultures that stress social responsibility, diversity, and environment. Further, community service and serving the greater good are among their top priorities. In short, they strive to "do good, while doing well" (Gerdes, 2008).

Blending civic engagement with academia is one of the challenges facing higher education during the 21st century. Colleges and universities are under pressure to revisit their historic commitment to service (Hinck & Brandell, 2000). Indeed, developing partnerships between the campus and external organizations is at the heart of renewing community engagement (W.K. Kellogg Foundation, 1999), and advancing civic responsibility (Gronski & Pigg, 2000).

The Richard Stockton College of New Jersey (hereafter referred to as Stockton) has embraced this initiative. In fact, service-learning has been formally incorporated into the curriculum for well over a decade. Service-learning is defined as a course-based, credit-bearing educational experience in which students participate in an organized service activity that meets identified community needs while simultaneously gaining a broader understanding of course content within a given discipline and an enhanced sense of civic responsibility (Bringle & Hatcher, 1995).

Marketing Research, a required course for all business students specializing in marketing, has been designed to weave a service-learning component into the curriculum since 1994. Real-world problems, data, and applications are taught in a real-world context; specifically, the course is used as a platform to advance institutional goals (i.e., evaluate student satisfaction with housing and amenities; gain insight about the commuter student experience; explore the most effective communication methods for disseminating information to the student body; etc.). The perspective is at odds with the traditional notion of service-learning that embodies a collaborative effort among faculty, students, and external organizations.

In this case, the "external" organization is Stockton, the academic institution where the business students are pursuing a bachelor's degree. The logistics of conducting a marketing research study on campus offers certain advantages that a traditional service-learning project does not. Students and the various Stockton constituencies they serve are "housed" on the same campus, streamlining the communication process and facilitating various research tasks such as experience surveys and focus groups. Moreover, all parties have a common goal; namely, to improve the quality of campus life.

This study presents a framework and provides propositions for an empirical exploration of the intellectual and personal outcomes that accrue to undergraduate students from the service-learning experience in a Marketing Research course.

BACKGROUND OF THIS STUDY

Initially, a review of the service-learning literature is undertaken. It focuses on a definition of the service-learning construct, a brief overview of the foundations of service-learning, and empirical investigations that link the service-learning experience with desired outcomes such as satisfaction, enhanced sense of civic responsibility, and academic and life skill development. Then, a discussion ensues about the structure and evolution of the Marketing Research course. Finally, a framework is presented for an empirical investigation to evaluate the effectiveness of service-learning in an undergraduate marketing research course.

The Service-Learning Construct

The service-learning construct encompasses a teaching method that integrates community service with academic study. Service or experiential learning projects expand teaching and learning beyond traditional classroom activities into a real-world forum (Berson, 1994; Giles & Eyler, 1998; Kinsley, 1994). Fertman (1994) proposed that the historical roots of service-learning may be traced to the philosophy of John Dewey. The seminal work of Dewey (1967) addressed the challenges associated with providing quality education in a democratic society. In drawing a connection between professional and public lives, he argued that education for a democratic way of life was essential for advancing society. Dewey's (1967) theories focused on experiential and citizenship education relative to community service and volunteerism.

Almost three decades later, The Wingspread Report (Wingspread Group on Higher Education, 1993) noted that a gap continued to exist between societal needs and the offerings of higher education institutions. The Wingspread Report recommended that colleges and universities collectively endorse three basic objectives: taking values seriously, putting student learning first, and creating a nation of learners.

Building on the Wingspread Report (Wingspread Group on Higher Education, 1993), Boyer (1994) reaffirmed the need for the higher education community to serve American society. Boyer encouraged research and discovery of new knowledge in addition to integrating, communicating, and applying knowledge through professional service (Coye, 1997). He called on members of the faculty to adopt a "reflective practitioners" mindset, oscillating between theory and practice to bring the daily problems of real people in real neighborhoods into the university classroom. Service "is not just something students do in their spare time; it connects back to the core curriculum and the search for shared values" (Boyer, 1990, p. 26). The growth of service-learning on college campuses during the 1990s is indicative of a renewed emphasis on campus-community partnerships (Bringle & Hatcher, 2004a).

The Foundations of Service-Learning

The notion of civic responsibility is intertwined with a service-learning perspective. Civic engagement initiatives have awakened renewed interest in promoting institutional citizenship, building new campus-community programs, and promoting a broad sense of civic responsibility in higher education (Bringle & Hatcher, 2002). Hervani and Helms (2004) indicated that service-learning has been applied in a wide variety of disciplines and courses including writing and composition, finance, engineering, psychology, science and mathematics, accounting, nursing, Spanish, political science, and liberal arts. Service-learning projects have also been developed for economics (Hervani & Helms, 2004), management (Angelidis et al., 2004; Madsen & Turnbull, 2006); marketing (Easterling & Rudell, 1997; Petkus, 2000; Klink & Athaide, 2004; Barr, 2008a; Barr 2008b), personal selling (Hagenbuch, 2006), and advertising (Lopez & Lee, 2005) courses.

Easterling and Rudell (1997) provided the first examination of service-learning in a marketing context. The authors developed an extensive background and justification for integrating service-learning into the marketing curriculum as well as the benefits that accrue to all parties. A specific program is suggested for a marketing internship. Petkus (2000) extended the work of Easterling and Rudell (1997) into other facets of marketing including principles of marketing, marketing/management strategy, marketing research, personal selling/sales management, integrated marketing communications, and consumer behavior. It is noteworthy to mention that Petkus (2000) provided a general framework for the design and implementation of service-learning courses in marketing, and Hagenbuch (2006) and Barr (2008a, 2008b) advanced specific pedagogical models for personal selling, marketing research, and strategic marketing courses, respectively.

The Focus of Previous Research on Service-Learning

As noted earlier, the number of empirical investigations undertaken in marketing has been sparse. So a review of the empirical service-learning literature is warranted to determine the impact of the experiential technique on the academic and personal development of students, as well as other desired outcomes. It is noteworthy to mention that Gelmon (2000) stressed the need to establish a comprehensive research program to gain knowledge about service-learning assessment, including a conceptual framework of best practices principles (and necessary refinement), and operationalization of variables.

Service-learning outcomes have focused on two broad areas: (1) student outcomes related to intellectual skills; and (2) student personal outcomes (Rama et al., 2000). The first taxonomy includes an assessment of cognitive competencies including traditional textbook knowledge, as well as critical-thinking and decision-making skills. Students engaged in service-learning projects are more inclined to resolve "real" problems that they consider significant and personally relevant. Moreover, they gain a greater understanding of course material due to the contextual relevance of the service-learning experience. And, ultimately, students are challenged to reevaluate or reaffirm their own perspectives as a result of interfacing with people from diverse backgrounds.

The second classification, student personal outcomes, include an evaluation of various values-related qualities that may be enhanced due to the service-learning experience including honesty, ethical conduct, and a desire to foster constructive social change. Heightened self-awareness, appreciation of and tolerance for individuals from diverse backgrounds are potential positive personal outcomes. Likewise, students feel a stronger connection to the broader community, establishing relationships with site supervisors, faculty and peers (honing teamwork and communication skills). Finally, as students become more aware of social issues and recognize that their own actions can make a difference, it is likely that their leadership skills will improve (Rama et al., 2000).

A comprehensive, longitudinal study of 22,236 students, culled from a national sample of baccalaureate-granting colleges and universities, explored the effects of service-learning and community service on the cognitive and affective development of participants during their undergraduate years. It was found that service participation had significant positive effects on all 11 outcome measures including academic performance, values, self-efficacy, leadership, choice of a service career, and plans to participate in service following college. Moreover, students conveyed a heightened sense of civic responsibility as a result of their service experience (Astin et al., 2000). The findings of two cross-sectional studies mirrored the results of the large-scale exploration; specifically, undergraduate students who participated in service-learning experienced improved academic development and life skill development, a greater sense of civic responsibility (Astin & Sax, 1998), stronger values, and a stronger understanding of social issues (Eyler et al., 1997). Likewise, a qualitative analysis of ten in-depth student interviews supported the premise that service-learning in a management course is effective and beneficial (Madsen & Turnbull, 2006).

Research on the impact of service-learning on students' moral development has been inconsistent. An examination of the relationship among service-learning, moral development, and moral orientation did not reveal significant findings. However, students reported becoming more compassionate and sensitive, gained a greater appreciation of and ability to solve social problems, and were more motivated to make the world a better place (Bernacke & Jaeger, 2008).

A BRIEF DESCRIPTION OF THE SERVICE-LEARNING PROJECT

Marketing Research is a requirement for Stockton business students earning a bachelor's of science degree with a concentration in marketing. The prerequisites for the four-credit course are Marketing Principles and Quantitative Business Methods, and it is designated as both a quantitative-reasoning and writing-across-the-curriculum course.

The primary challenge faced by the instructor when preparing to teach the course for the first time in 1994 was how to engage students in a rigorous, real-world application of a comprehensive marketing research study during a single semester. Pedagogically, the instructor was convinced that "learning by doing" was requisite for students to gain an understanding of the marketing research process. The instructor's goal was to incorporate all the components of a primary research study (using the survey method) into the course as well as secondary and qualitative research components. It was anticipated that data collection would prove particularly burdensome for students in light of the single semester constraint. Consequently, a decision was made to gather data from the Stockton student body (or portions thereof). Collecting data through online surveys during the last several years has also vastly expedited the process.

The primary objective of the course is to have students apply the fundamental theories and techniques learned in the course via the textbook and lectures to an original marketing research study in a service-learning setting. The topics are generated through a brainstorming session with various campus representatives (i.e., administrators, members of the student senate, etc.). The class fills a void at the college since a formal marketing department does not exist per se. The civic engagement forum piques student interest in a quantitatively-oriented topic that may otherwise bore and frustrate them. The quantitative reasoning components are crystallized through application, making the course more digestible and manageable for students. Consequently, the classroom experience becomes more relevant, interesting, and understandable.

Secondary objectives include the opportunity to conduct web-based survey research, gain practice in teamwork, and develop written and oral communication skills.

The project is undertaken in three phases. The first phase encompasses the introduction, secondary and exploratory research, as well as development of a conceptual framework and propositions. The second phase comprises all aspects of methodology including operationalization of variables, questionnaire design, research design, and sample selection. The third phase includes data collection, statistical analysis, presentation of findings and conclusions, acknowledgement of study limitations, and recommendations for future research. Each phase is evaluated, graded, and returned so that feedback is ongoing. Students revise and resubmit the three phases at the end of the semester to complete the final project. The teams are also required to deliver a 20-minute oral report.

The last week of the semester, the student teams reflect on the project experience. Overall, they have reported positive experiences associated with their service-learning tasks in the research course. Students conveyed that the projects were both challenging and rewarding. They take pride in improving the quality of campus life for future Stockton students, and are eager to share their ideas about potential topics for future Marketing Research classes. Students have also communicated the value of building their portfolio in such a competitive job market. Many have used the research project as a platform for securing an interview. Other students have applied the transferable skills they learned in the course to an internship setting. The only areas of concern expressed by students about the course have centered on group dynamics, group diversity, and the ability to manage the workload.

Written comments on the instructor's student evaluations have generally indicated that students liked the format (the detailed syllabus and project outline helped them stay on task); valued the release time from class; felt the project was demanding and extensive but valuable; thought their knowledge was broadened in the subject area; and, believed the team project was essential for preparing them for a job in the field.

The primary benefits realized by the members of the Stockton community are the ability to gain ideas and assistance on various projects. As noted at the beginning of this study, the findings and recommendations concerning the student teams are used by the college to formulate action plans to secure funding for new initiatives and to improve existing facilities/services.

A detailed course development model including project design, formation of teams, instructor's role, and evaluation and grading is elucidated in Barr's (2008a) study.

HYPOTHESES FOR FUTURE RESEARCH

As noted earlier, Petkus (2000) recommended that future service-learning research focus on empirical studies tailored to marketing courses. Hagenbuch (2006) established a paradigm for examining the use of service-learning in a personal selling course. The inputs and outcomes of a sales project provided the foundation for the study. Qualitative and quantitative analyses supported the notion that the class project is beneficial to both the students and the non-profit partners. The purpose of this study is to extend the literature via presentation of a framework for an empirical study on the benefits that accrue to students from the service-learning experience in a marketing research course.

It is recommended that a quantitative study is undertaken to assess the impact of the service-learning experience on the desired outcomes (including intellectual and personal) for students. A convenience sample of undergraduate juniors and seniors will be queried using a basic pretest-posttest methodology during the Spring and Fall 2010 semesters. The following hypotheses will be tested:

Hypothesis1: The service-learning project will have a positive and significant impact on student attitudes about the marketing discipline.

Hypothesis2: The service-learning project will have a positive and significant impact on the marketing research process.

Hypothesis3: The service-learning project will have a positive and significant impact on student perceptions about preparation for a position in the marketing field.

Hypothesis4: The service-learning project will have a positive and significant impact on student outcomes related to intellectual skills.

Hypothesis5: The service-learning project will have a positive and significant impact on student personal outcomes.

Other areas of interest include assessing changes in students' propensity to volunteer, and their sensitivity to diverse populations.

The first day of the course, students will complete a survey. The treatment will occur throughout the semester through the service-learning project. On the last day of the course, students will complete the same survey. The survey instrument will be developed from a compilation of scales used to study students in service-learning classes (Bringle et al., 2004b). The reliability and validity of the scales have been tested in prior studies. Further, the survey will be comprised of multiple-item, interval scales as well as nominal scales to capture demographic information.

The data will be analyzed using paired-observation t-tests, given the anticipated sample size of about 30 each semester. Student responses from the first survey will be compared to student responses from the second survey. The pairing of observations is a more sensitive experimental design than a standard t-test, so it will convey more information (Aczel & Sounderpandian, 2005).

CONCLUSION

The pedagogical model used to deliver the Marketing Research course within a service-learning context has proven mutually beneficial. Students learn about the marketing research process through direct experience, and gain a greater appreciation for civic engagement. They also have the opportunity to collaborate with other team members, learn about the challenges associated with undertaking primary research, and generate a quality report for their portfolio. Members of the college community use the findings to improve existing services, secure funding for new initiatives, and, ultimately, enhance the quality of student life at the college. The Marketing Research course has evolved during the past decade and will continue to do so. The most valuable lesson gained by the instructor is that teaching marketing research in a meaningful context is essential to the educational process.

Although anecdotal evidence and feedback on student evaluations about the service-learning component in Marketing Research have been positive, it is important to validate such findings through an empirical study. This will prove valuable for improving the design and implementation of the service-learning project while simultaneously addressing a void in the service-learning literature since few studies have focused specifically on marketing courses.

Acknowledgment:

The author would like to thank Dr. David Carr, the Provost of Richard Stockton College, for providing provost opportunity funds to support this research endeavor.

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About the Author:

Jennifer Barr is an Associate Professor of Business at Richard Stockton College. Course offerings include marketing research, strategic marketing and advertising. Research interests include service learning, hospitality marketing and green marketing.

Jennifer Barr

The Richard Stockton College of New Jersey