Using New Case Studies for Evaluation of Marketing Student’s Academic Performance

Abstract

Case method has been a popular pedagogy in management education. It is a preferred evaluation tool which is inherently subjective in nature. This article compares the results of case-based evaluation in marketing discipline, in announced and unannounced settings, for full-time and part-time management programmes and discusses its implications. The data were collected from the formal evaluation made by a faculty of an Association of MBAs (AMBA) accredited management institute of India.

The results suggests that for full-time residential MBA programmes, use of relative marks for grading each component of the evaluation is likely to be a more robust evaluation mechanism than using just the marks or using the consolidated marks for final grading. However, neither surprise quiz nor announced quiz provide any robust and unbiased method of evaluating the performance of the students of part-time non-residential MBA programme as the result are also dependent on variables like work and family, which are extraneous to the student’s interest and proficiency in the subject.

Keywords

Evaluation of Marketing Courses Evaluation Using Case Study Students Performance Evaluation Using Cases MBA Programme Evaluation Using Case Studies

Get full access to this article

View all access options for this article.

References

Azorlosa

J. L.

(2011). The effect of announced quizzes on exam performance: II. Journal of Instructional Psychology, 38(1), 3–8.

Azorlosa

J. L.

(2012). The effect of announced quizzes on exam performance: Quiz content. Journal of Instructional Psychology, 39(1), 12.

Basioudis

I. G.

(2008). The introduction of ‘surprise tests’ in teaching accounting. Accounting Education: An International Journal, 17(2), 205–208.

Brodowsky

G. H.

, & Lawson

G. W.

(2010). From grading to reviewing: Providing meaningful feedback in a case-based MBA marketing course. Ethics & Critical Thinking Journal, 2010(3), 117–131.

Bruce

G. D.

(2009). Exploring the value of MBA degrees: Students’ experiences in full-time, part-time, and executive MBA programs. Journal of Education for Business, 85(1), 38–44.

Cinneide

B. O.

(1997). The role and effectiveness of case studies: Student performance in case study vs ‘theory’ examinations. Journal of European Industrial Training, 21(1), 3–13.

De Paola

(2009). Does teacher quality affect student performance? Evidence from an Italian university. Bulletin of Economic Research, 61(4), 353–377.

Eskew

R. K.

, & Faley

R. H.

(1988). Some determinants of student performance in the first college-level financial accounting course. Accounting Review, 63(1), 137–147.

Gropper

D. M.

(2007). Does the GMAT matter for executive MBA students? Some empirical evidence. Academy of Management Learning & Education, 6(2), 206–216.

10.

Harrison

R. T.

, Leitch

C. M.

, & Chia

(2007). Developing paradigmatic awareness in university business schools: The challenge for executive education. Academy of Management Learning & Education, 6(3), 332–343.

11.

Koku

P. S.

, & Qureshi

A. A.

(2004). Overconfidence and the performance of business students on examinations. Journal of Education for Business, 79(4), 217–224.

12.

Ohanian

, Tashchian

, & Beard

L. H.

(1992). Constructing marketing examinations that are reliable and valid measures of student performance. Marketing Education Review, 2(1), 14–20.

13.

Perera

, & Richardson

(2010). Students’ use of online academic resources within a course web site and its relationship with their course performance: An exploratory study. Accounting Education: An International Journal, 19(6), 587–600.

14.

Pesta

B. J.

, & Scherer

R. F.

(2011). The assurance of learning tool as predictor and criterion in business school admissions decisions: New use for an old standard? Journal of Education for Business, 86(3), 163–170.

15.

Reed

S. A.

, & Holley

J. M.

(1989). The effect of final examination scheduling on student performance. Issues in Accounting Education, 4(2), 327–344.

16.

Sappington

, Kinsey

, & Munsayac

(2002). Two studies of reading compliance among college students. Teaching of Psychology, 29(4), 272–274.