An unconditioned stimulus in the form of “participation money” serves to keep track of students’ comments during class discussions and extrinsically to reinforce their class participation behaviors. Using a longitudinal experiment to investigate the effect of the participation money stimulus on several education outcomes, the author finds that the stimulus increases the number of comments during weekly class discussions, as perceived by both instructors and students. This increased class participation has a positive effect on students’ experience and perceived understanding of course material, as well as the social atmosphere during class discussions. The findings thus have important implications for marketing educators.
Ackerman, D.S., Gross, B.L., & Perner, L. ( 2003). Instructor, student, and employer perceptions on preparing marketing students for changing business landscapes. Journal of Marketing Education, 29(2), 97-110.
2.
Albers-Miller, N.D., Straughan, R.D., & Perenshaw, P.J. (2001). Exploring innovative teaching among marketing educators: Perceptions of innovative activities and existing reward and support programs. Journal of Marketing Education , 23(3), 249-259.
3.
American Assembly of Collegiate Schools of Business. ( 1994). Achieving quality and continuous improvement through self-evaluation and peer review: Standards for Business and Accounting Accreditation . St. Louis, MO: Author.
4.
Aurand, T.W., & Wakefield S.A. (2006). Meeting AACSB assessment requirements through peer evaluation and rankings in capstone marketing class . Marketing Education Review, 16(1), 41-46.
5.
Aylesworth, A. ( 2008). Improving case discussion with an improved mind-set. Journal of Marketing Education, 30(2), 106-119.
6.
Bahrick, H.P. ( 2000) Long-term maintenance of knowledge. In E. Tulving & F. I. M. Craik (Eds.), The Oxford handbook of memory (pp. 347-362). Oxford, UK: Oxford Press.
7.
Bangert-Drowns, R.L., Kulik, C.C., Kulik, J.A., & Morgan, M. ( 1991). The instructional effects of feedback in test-like events . Review of Educational Research, 61(2), 213-238.
8.
Bean, J.C., & Peterson, D. ( 1998). Grading classroom participation. New Directions for Teaching and Learning, 74(1), 33-40.
9.
Biggs, J. ( 1999). Teaching for quality learning at university: What the student does. Buckingham, UK: Society for Research Into Higher Education and Open University Press.
Borin, N., Metcalf, L.E., & Tietje, B.C. ( 2008). Implementing assessment in an outcome-based marketing curriculum. Journal of Marketing Education, 30(2), 150-161.
12.
Bridges, E. ( 1999). Experiential learning and customer needs in the undergraduate marketing research course. Journal of Marketing Education , 21(1), 51-59.
13.
Brookfield, S., & Preskill, S. ( 1999). Discussion as a way of teaching: Tools and techniques for university teachers. Buckingham, UK: Society for Research Into Higher Education and Open University Press.
14.
Butler, S. ( 2004). Question: When is a comment not worth the paper it’s written on? Answer: When it is accompanied by a level, grade or mark!Teaching History, 115, 37-41.
15.
Carven, J.A., & Hogan, T. ( 2001). Assessing student participation in the classroom. Science Scope, 25(1), 36-40.
16.
Clayson, D.E. ( 2007). Conceptual and statistical problems of using between-class data in educational research. Journal of Marketing Education , 29(1), 34-38.
17.
Clow, K., & Wachter, M. ( 1996). Teaching methodologies used in basic marketing: An empirical investigation. Journal of Marketing Education, 18(1), 48-59.
18.
Dancer, D., & Kamvounias, P. (2005). Student involvement in assessment: A project designed to assess class participation fairly and reliably . Assessment and Evaluation in Higher Education, 30(4), 445-454.
19.
Dochy, F., Segers, M., & Sluijsamans, D. (1999). The use of self-, peer-and coassessment in higher education: A review. Studies in Higher Education, 24(3), 331-351.
20.
Ethington, C.A. ( 2000). Influences of the normative environment of peer groups on community college students’ perceptions of growth and development . Research in Higher Education, 41(6), 703-722. Farranda , W.T., & Clarke, I., III. (2004). Student observations of outstanding teaching: Implications for marketing educators . Journal of Marketing Education, 26(3), 271-281.
21.
Fischer, C.G., & Grant, G.E. ( 1983). Intellectual levels in college classrooms. In C. L. Ellner & C. P. Barnes (Eds.) Studies of college teaching (pp. 47-60). Lexington, MA: DC Heath and Company.
22.
Frontezak, N. ( 1998). A paradigm for the selection, use and development of experimental learning activities in marketing education. Marketing Education Review, 8(3), 35-44.
23.
Gallavan, N.P. ( 1999). Put your students in the center: Using the fishbowl discussion method to explore vital contemporary issues. Trends and Issues: Journal of the Florida Council for the Social Studies, 9(2), 24-26.
24.
Gopinath, C. ( 1999). Alternatives to instructor assessment of class participation . Journal of Education for Business, 75(1), 10-14.
25.
Graeff, T.R. ( 1997). Bringing reflective learning to the marketing research: A cooperative learning project using intergroup critique. Journal of Marketing Education, 19(1), 53-64.
26.
Graeff, T.R. ( 1998). Writing behavioral learning objectives for marketing courses: Meeting the challenge of AACSB outcomes assessment. Marketing Education Review, 8(1), 13-25.
27.
Gremler, D.D., Hoffman, K.D., Keaveney, S.M., & Wright L. ( 2000). Experiential learning exercises in services marketing courses. Journal of Marketing Education, 22(1), 35-44.
28.
Hamer, L.O. ( 2000). The additive effects of semistructured classroom activities on student learning: An application of classroom-based experiential learning techniques. Journal of Marketing Education, 22(1), 25-34.
29.
Harton, H.C., Richardson, D.S., Barreras, R.E., Rockloff, M.J., & Latane, B. ( 2002). Focused interactive learning: A tool for active class discussion. Teaching of Psychology, 29, 9-14.
30.
Hernandez, S.A. ( 2002). Team learning in a marketing principles course: Cooperative structures that facilitate active learning and higher level thinking. Journal of Marketing Education, 24(1), 73-85.
31.
Heywood, J. ( 1989). Assessment in higher education (2nd ed.). London: John Wiley.
32.
Karns, G.L. ( 2005). An update of marketing student perceptions of learning activities: Structure, preferences and effectiveness. Journal of Marketing Education, 27(2), 163-171.
33.
Karp, D.A., & Yoels, W.C. ( 1976). The college classroom: Some observations on the meaning of student participation. Sociology and Social Research, 60, 421-439.
34.
Klebba, J., & Hamilton, J.G. (2007). Structured case analysis: Developing critical thinking skills in marketing case course. Journal of Marketing Education, 29(2), 132-139.
35.
Li, T., Greenberg, B.A., & Nicholls, J.A.F. (2007). Teaching experiential learning: Adoption of an innovative course in an MBA marketing curriculum. Journal of Marketing Education, 29(1), 25-33.
36.
Lindblom-Ylanne, S., Pihlajamaki, H., & Kotkas, T. ( 2006). Self-, peer-and teacher- assessment of student essays . Active Learning in Higher Education, 7(1), 51-62.
Martin, G.S., Kimball, B., & Bush, R.F. ( 1998). Evaluating the success of outcome-based education at the course level: A unique application of the SOCO scale in the "professional selling" course. Marketing Education Review, 8(2), 9-18.
39.
McIntyre, F.S., & Gilbert F.W. ( 1994). Improving performance in case courses: An argument for behaviorally anchored ratings scales. Marketing Education Review, 4, 51-58.
40.
O’Reilley, N.J., Rahinel, R., Foster, M.K., & Patterson, M. ( 2007). Connecting in megaclasses: The netnographic advantage norman. Journal of Marketing Education, 29(1), 69-84.
41.
Orsmond, P., Merry, S., & Reiling, K. ( 2000). The use of student derived marking criteria in peer and self-assessment. Assessment and Evaluation in Higher Education , 25(1), 23-38.
42.
Peterson, R.A., Albaum, G., Munuera, J.L., & Cunningham, W.H. (2002). Reflections on the use of instructional technologies in marketing education. Marketing Education Review, 12(3), 7-17.
43.
Pfaff, E., & Huddleston, P. (2003). Does it matter if I hate teamwork? What impacts student attitudes toward teamwork. Journal of Marketing Education, 25(1), 37-46.
44.
Pond, K., Uihaq, R., & Wade, W. ( 1995). Peer review: A precursor to peer assessment. Innovations in Education & Teaching International, 32(4), 314-323.
45.
Ponzurick, T., Russo France, K., & Logar, C.M. ( 2000). Delivering graduate marketing education: An analysis of face-to-face versus distance education. Journal of Marketing Education, 22(3),180-187.
46.
Roy, A., & Macchiette, B. (2005). Debating the issues: A tool for augmenting critical thinking skills of marketing students. Journal of Marketing Education, 27(3), 264-276.
47.
Ryan, G.J., Marshall, L.L., & Porter, P.K. ( 2007). Professor and self-evaluation of class participation . Active Learning in Higher Education, 8(1), 49-61.
48.
Sautter, P. ( 2007). Designing discussion activities to achieve desired learning outcomes: Choices using mode of delivery and structure. Journal of Marketing Education, 29(2), 122-131.
49.
Smart, D.T., Kelley, C.A., & Conant, J.S. ( 1999). Marketing education in the year 2000: Changes observed and challenges anticipated. Journal of Marketing Education , 21(3), 206-216.
50.
Teekell, D.M. ( 1990). Effectiveness of peer feedback in helping skills training of nonprofessionals. Masters Abstracts International, 28, 164.
51.
Topping, K. ( 1998). Peer assessment between students in colleges and universities . Review of Educational Research, 68(3), 249-276.
52.
Townsend, M.A.R., Moore, D.W., Tuck, B.F., & Wilton, K.M. ( 1998). Self-concept and anxiety in university students studying social science statistics within a cooperative learning structure. Educational Psychology, 18(1), 41-54.
53.
Treleaven, L., & Voola, R. ( 2008). Integrating the development of graduate attributes through constructive alignment. Journal of Marketing Education, 30(2), 160-171.
54.
Wasserman, E.A., & Miller, R.R. ( 1997). What’s elementary about associative learning? Annual Review of Psychology, 48, 573-607.
55.
Weaver, R.R., & Qi, J. ( 2005). Classroom organization and participation: College students’ perceptions. Journal of Higher Education, 76(5), 570-601.
56.
Wilen, W.W. ( 2004). Refuting misconceptions about classroom discussion. The Social Studies, 95, 33-39.
57.
Young, J. ( 2007). Small group scored discussion: beyond the fishbowl, or, everybody reads, everybody talks, everybody learns. History Teacher, 40(2), 177-181.
58.
Young, M.R. ( 2005). The motivational effects of the classroom environment in facilitating self-regulated learning. Journal of Marketing Education, 27(1), 25-40.
59.
Young, M.R., & Murphy, J.W. ( 2003). Integrating communications skills into the marketing curriculum: A case study. Journal of Marketing Education, 25(1), 57-70.
