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Framing the Undergraduate Research Experience: Discovery Involvement in Retailing Undergraduate Education

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Title: Framing the Undergraduate Research Experience: Discovery Involvement in Retailing Undergraduate Education
Language: English
Authors: Sternquist, Brenda, Huddleston, Patricia, Fairhurst, Ann
Source: Journal of Marketing Education. Apr 2018 40(1):76-84.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 9
Publication Date: 2018
Document Type: Journal Articles
Reports - Evaluative
Education Level: Higher Education
Descriptors: Undergraduate Students, Retailing, Distributive Education, Research Projects, Experiential Learning, Student Participation, Teacher Researchers, Teacher Collaboration, Data Collection, Classification, Measures (Individuals), Cognitive Style
Assessment and Survey Identifiers: Learning Style Inventory
DOI: 10.1177/0273475317753864
ISSN: 0273-4753
Abstract: We provide an overview of ways to involve undergraduate business and retailing students in faculty research projects and discuss advantages of these student-faculty collaborations. We use Kolb's experiential learning cycle to provide a framework for creating an effective and engaging undergraduate research experience and use it to classify types of projects in which our undergraduate students have participated. These types of projects include (a) theory building and testing, (b) empirical research using primary or secondary data collection, (c) practitioner-oriented projects, and (d) creative projects. We provide specific examples of each type of project and then apply Kolb's experiential learning cycle roles to a variety of undergraduate research projects. We conclude with a discussion of the benefits of involving undergraduate students in research projects.
Abstractor: As Provided
Number of References: 24
Entry Date: 2018
Accession Number: EJ1173894
Database: ERIC
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  Value: <anid>AN0128656772;mke01apr.18;2018Mar26.10:20;v2.2.500</anid> <title id="AN0128656772-1">Framing the Undergraduate Research Experience: Discovery Involvement in Retailing Undergraduate Education </title> <p>We provide an overview of ways to involve undergraduate business and retailing students in faculty research projects and discuss advantages of these student–faculty collaborations. We use Kolb’s experiential learning cycle to provide a framework for creating an effective and engaging undergraduate research experience and use it to classify types of projects in which our undergraduate students have participated. These types of projects include (a) theory building and testing, (b) empirical research using primary or secondary data collection, (c) practitioner-oriented projects, and (d) creative projects. We provide specific examples of each type of project and then apply Kolb’s experiential learning cycle roles to a variety of undergraduate research projects. We conclude with a discussion of the benefits of involving undergraduate students in research projects.</p> <p>undergraduate education; discovery; Kolb’s experiential learning cycle; retailing</p> <p>Today, many universities recognize that undergraduate research is an integral part of the research activities on a university campus. Research has shown that undergraduate research increased in all majors and types of institutions from 1999 to 2004 ([<reflink idref="bib10" id="ref1">10</reflink>] ). Many universities are including language in their mission statements and strategic plans that discusses the importance of undergraduate research. For example, the [<reflink idref="bib23" id="ref2">23</reflink>] Office of Undergraduate Research Strategic Priorities 2015–2020 lists as a goal “to ensure all students are provided the opportunity for academic engagement through research-based experiences” (p. 1). According to a report by the [<reflink idref="bib3" id="ref3">3</reflink>] , undergraduate research should be included as part of a student’s plan of study and contribute to the student becoming an empowered learner.</p> <p>Involving undergraduate students in faculty research projects provides an opportunity for discovery and problem solving for both faculty and students. One study found that social science students who participated in collaborative undergraduate research with faculty early in their college program reported significant gains in their ability to (a) think analytically and logically, (b) put ideas together, and (c) learn on their own ([<reflink idref="bib11" id="ref4">11</reflink>] ). In addition, a major 1995 study of education at research universities, which was conducted by the Boyer Commission and sponsored by the Carnegie Foundation for the Advancement of Teaching, also found discovery to be an important aspect of students’ education ([<reflink idref="bib5" id="ref5">5</reflink>] ). In particular, the Commission’s report stressed the importance of using an inquiry-based approach to teaching focusing on turning the undergraduate culture of receivers into a culture of inquirers where faculty, graduate students, and undergraduates share in an adventure of discovery ([<reflink idref="bib5" id="ref6">5</reflink>] ).</p> <p>While students from all majors can gain from participation in undergraduate research projects, the focus of our article is on students studying retailing. The goal of this article is to provide examples of a variety of retail focused undergraduate research opportunities that are framed by Kolb’s experiential learning cycle. For the purpose of this article, we use the following definition of undergraduate research: An inquiry or investigation conducted by an undergraduate student that makes an original intellectual or creative contribution to the discipline ([<reflink idref="bib7" id="ref7">7</reflink>] .). The blueprint for this type of learning by discovery, Kohl’s experiential learning cycle is the basis for the undergraduate research activities discussed in this article. We discuss this framework in the next section.</p> <hd id="AN0128656772-2">Kolb’s Experiential Learning Cycle</hd> <p>[<reflink idref="bib13" id="ref8">13</reflink>] drew on the work of other 20th-century scholars (e.g., Dewey, Lewin, and Piaget) who posited that experience had a central role in human learning, to propose a four-stage model of the experiential learning process. Experiential learning theory (ELT) defines learning as “the process whereby knowledge is created through the transformation of experience. Knowledge results from the combination of grasping and transforming experience” ([<reflink idref="bib13" id="ref9">13</reflink>] , p. 41). Based on this definition, we recognize undergraduate research as a form of experiential learning.</p> <p>The modes of grasping and transforming experience form the basis of four learning roles proposed in ELT. Two of these roles are opposing modes of grasping experience, Concrete Experience (CE) and Abstract Conceptualization (AC), while the other two are opposing modes of transformation of experience, Reflective Observation (RO) and Active Experimentation (AE; [<reflink idref="bib12" id="ref10">12</reflink>] ; see Figure 1). These roles work together to form a holistic learning experience. CE involves sensory and emotional engagement in some activity ([<reflink idref="bib18" id="ref11">18</reflink>] ). AC draws connections between the observations and reflections from the RO stage ([<reflink idref="bib2" id="ref12">2</reflink>] ) and includes the integration of theories and concepts into the consideration process ([<reflink idref="bib2" id="ref13">2</reflink>] ; [<reflink idref="bib18" id="ref14">18</reflink>] ). RO requires contemplation about the CE by watching, listening to, and discussing the experience ([<reflink idref="bib2" id="ref15">2</reflink>] ; [<reflink idref="bib18" id="ref16">18</reflink>] ). AE, is the trial-and-error process in which the accumulation of sensory experience is used.</p> <p>Kolb’s experiential learning cycle. Note. CE = Concrete Experience; AE = Active Experimentation; RO = Reflective Observation; AC = Abstract Conceptualization.</p> <p>When forming an experiential learning environment, it is expected there will be “creative tension” among these four modes (CE, AC, RO, and AE) that will vary based on the situation ([<reflink idref="bib12" id="ref17">12</reflink>] ). [<reflink idref="bib13" id="ref18">13</reflink>] experiential learning cycle transforms the four learning roles into a loop that allows the learning to “touch all the bases” ([<reflink idref="bib12" id="ref19">12</reflink>] ). This loop represents an “idealized learning cycle” where a learner repeatedly engages in “experiencing, reflecting, thinking, and acting” ([<reflink idref="bib12" id="ref20">12</reflink>] , p. 194). This cycle is responsive to the context of the learning situation. Learners use CEs to frame their observations and reflections (RO). The ROs that emerge from the CE then help the learner to shape abstract concepts (AC), which in turn can then be tested (AE) and used to draw conclusions ([<reflink idref="bib12" id="ref21">12</reflink>] ). In other words, learning takes place when students complete all four stages ([<reflink idref="bib2" id="ref22">2</reflink>] ).</p> <p>In the next paragraphs, we outline two examples of how other educators have applied Kolb’s learning theory in undergraduate research experiences and discuss how the four learning stages are represented in each. The first example involves a chemical engineering context in which [<reflink idref="bib1" id="ref23">1</reflink>] used Kolb’s learning theory to test the pedagogical value of students participating in a “virtual” lab experience that covered key concepts prior to the actual process lab experience. In the second example, [<reflink idref="bib18" id="ref24">18</reflink>] drew on Kolb’s learning theory in a service learning consumer behavior course in a marketing department. Students in this example worked with various nonprofit clients (e.g., Girl Scouts) on a variety of service projects.</p> <p>In the chemical engineering setting, remote experimentation and a prelab test of material were the CEs that students were exposed to, prior to participating in the hands-on session ([<reflink idref="bib1" id="ref25">1</reflink>] ). Several opportunities, including prelab and postlab tests, hands-on sessions, and a virtual lab, were used to elicit RO ([<reflink idref="bib1" id="ref26">1</reflink>] ). AC was also present in several learning activities. Activities such as remote experimentation, prelab and postlab tests and the hands-on session were instrumental in bringing about this third learning role ([<reflink idref="bib1" id="ref27">1</reflink>] ). AE took place during the actual lab and was enhanced by the transference of knowledge via a virtual lab ([<reflink idref="bib1" id="ref28">1</reflink>] ). Specifically, the students demonstrated more in-depth learning and more interest in the hands-on session in the process lab ([<reflink idref="bib1" id="ref29">1</reflink>] ).</p> <p>In the second example, [<reflink idref="bib18" id="ref30">18</reflink>] cited face-to-face meetings with clients of a nonprofit organization as the basis for the marketing students’ CEs. RO consisted of reflecting on and discussing service provision, human resource needs, and consumption activities of a nonprofit organization ([<reflink idref="bib18" id="ref31">18</reflink>] ). AC occurred when the students were required to develop interview questions and a marketing communication plan which integrated strategic marketing concepts with those used by the nonprofit ([<reflink idref="bib18" id="ref32">18</reflink>] ). Students then displayed AE by applying marketing mix concepts to improve functions of a nonprofit and to solicit donations and sponsorships ([<reflink idref="bib18" id="ref33">18</reflink>] ). In the next section, we provide definitions of several types of retailing focused research projects that demonstrate application of the ELT.</p> <hd id="AN0128656772-3">Retail Research Projects</hd> <p>Based on the examples cited previously, we propose that research projects that include the four learning roles described above will have a greater chance for student success because learning is enhanced when students engage in a variety of learning stages ([<reflink idref="bib22" id="ref34">22</reflink>] ). Now, we discuss student research projects in which our students have participated. As there are a variety of research projects, we classified these into the following categories: (a) theory building and testing, (b) empirical research using primary or secondary data collection, (c) practitioner-oriented projects, and (d) creative projects. We briefly explain each project category.</p> <hd id="AN0128656772-4">Theory Building</hd> <p>Theory building begins with the literature relevant to the issue to be examined. From the literature, specific concepts are linked together to explain a phenomenon. There are four basic criteria for theory: conceptual definitions, domain limitations, relationship building, and predictions ([<reflink idref="bib24" id="ref35">24</reflink>] ). We build theory to generate an analytical framework that helps researchers advance their field of knowledge and study real-world problems ([<reflink idref="bib24" id="ref36">24</reflink>] ).</p> <hd id="AN0128656772-5">Empirical Research</hd> <p>Empirical research using primary data collection involves the framing of research questions (or hypotheses) by the student (or faculty mentor); data collection, either by survey, focus group, or personal interview; data analysis; and drawing conclusions. Similarly, empirical research using secondary data follows similar steps to primary data collection (framing questions, data analysis, and conclusions). The difference is that secondary data are collected by using publicly available sources (e.g., annual reports, Hoover’s Company Records) to compile a data set that can be used to answer a specific research question.</p> <hd id="AN0128656772-6">Practitioner Oriented</hd> <p>Practitioner-oriented projects are designed for students to be connected with industry partners and develop solutions to issues that industry professionals face in their retail environment. The projects include a new perspective as well as knowledge from the viewpoint of a student, both of which could be helpful to the practitioners. This type of project contributes to students’ professional development.</p> <hd id="AN0128656772-7">Creative Projects</hd> <p>Creative projects focus on showing the ability to make new things or think of new ideas. These projects generate ideas, alternatives, or possibilities that may be useful in solving problems and/or communicating with others. They can involve entertaining ourselves or others. The newness and the freshness of the creative project is not based on analysis of statistical data, but the envisioning of a new idea.</p> <hd id="AN0128656772-8">Application of Kolb’s Learning Cycle Theory to Retailing Research Projects</hd> <p>This section includes examples of various research projects our students have participated in, as well as a discussion of how Kolb’s learning theory applies to each. See [<reflink idref="bib1" id="ref37">1</reflink>] for a summary of the information included in this section.</p> <p>Application of Kolb’s Experiential Learning Cycle to Undergraduate Experiences.</p> <p> <ephtml> <table><colgroup><col align="left" /><col align="char" char="." /><col align="char" char="." /><col align="char" char="." /><col align="char" char="." /></colgroup><tr><th /><th align="center">Observing, emotion</th><th align="center">Discuss and reflect</th><th align="center">Using and incorporating theories</th><th align="center">The doing stage, construct their own thoughts</th></tr><tr><th /><th align="center">Concrete Experience</th><th align="center">Reflective Observations</th><th align="center">Abstract Conceptualization</th><th align="center">Active Experiment</th></tr><tr><td>Retail internationalization project</td><td>Students research and record a particular retailer’s expansion to other countries and the timeline for this expansion.</td><td>Students elaborate on concepts within the flowchart including why, what, where, and how companies internationalize.</td><td>Students determine if this pattern fits the 22 research propositions from SIRE.</td><td>Students identify original propositions to describe their retailer’s internationalization.</td></tr><tr><td>Men’s and women’s college student grocery shopping habits</td><td>As a result of own grocery shopping habits, students propose an investigation of shopping habits.</td><td>Students find and read relevant literature on men’s and women’s grocery shopping; students meet regularly with faculty mentor to discuss relevant literature.</td><td>Students use personal experience, observations, and literature to develop face-to-face interview questions.</td><td>Using interview questions, students conduct face-to-face interviews; students analyze data to identify relevant themes and draw conclusions; students prepare and present a poster of their findings.</td></tr><tr><td>Women in retailing: The glass ceiling effect</td><td>Students interview women retail executives about career path and perceived obstacles.</td><td>Students meet with faculty mentor to discuss whether glass ceiling effect is present; students read relevant literature and discuss with faculty mentor; students use secondary databases to collect data on number of women in senior management positions in top 100 global retail firms.</td><td>Based on literature, students frame research questions and testable hypotheses.</td><td>Students work with statistician and faculty mentor to analyze data and test hypotheses; students write results and discussion of findings; students prepare and deliver conference presentation of study findings.</td></tr><tr><td>Developing the brand essence behind the Rocky Top Collegiate brand</td><td>Students conduct focus groups to determine the meaning of the brand.</td><td>Students meet with a global marketing research firm to discuss methodology and appropriate adjectives to describe the essence of the brand.</td><td>Students use observations and branding literature to develop questions regarding purchasing behavior.</td><td>Students work with faculty sponsors to develop findings; students write up results; students prepare and present a poster of their findings.</td></tr><tr><td>Holiday purchasing: A strategy to capture the children’s market</td><td>Students research a particular retailer’s approach to driving sales and traffic throughout the holiday season.</td><td>Students brainstorm and identify ideas to capture the children’s market.</td><td>Students develop a consumer survey based on personal experience and market research.</td><td>Students conduct surveys and summarize market research; students analyze data and draw conclusions; students present findings to stakeholders.</td></tr><tr><td>Using e-commerce data from online stores to improve store experience</td><td>Students visit online and off-line store; communications with company execs in the form of guest speakers in class; research product categories and target customer.</td><td>Student teams meet to identify strengths and weaknesses of online and physical store; literature on millennials and traditional customer reviewed; specific product categories discussed.</td><td>Students review online and off-line data relative to customer purchasing behavior; current planograms reviewed.</td><td>Students analyze data and develop ideas for providing a better customer experience in the physical store to their target customer; findings presented to executives at the retail firm’s corporate office.</td></tr><tr><td>Doing business in____modules</td><td>Students will discuss and identify the issues and opportunities of doing business in a foreign country.</td><td>Students identify concepts from class content and find short videos that illustrate those concepts.</td><td>Students identify unifying generalizations such as Hofstede’s Dimensions of Difference that allow for the categorization of the cultural differences.</td><td>Students develop a script and prepare video projects incorporating the substantive issues.</td></tr></table> </ephtml> </p> <p>-1 Note. SIRE = Strategic International Retail Expansion.</p> <hd id="AN0128656772-9">Theory Building and Testing</hd> <hd id="AN0128656772-10">Internationalization of Retailing</hd> <p>This project has been used as a group project in a required undergraduate class and as an individual undergraduate honor’s project. The research in this project focuses on explaining how, when, where, and why retailers internationalize. In this project, students learn to gather, organize, and analyze data. These data are then used to support or refute research propositions.</p> <p>The Retailer Internationalization assignment requires students to select a retailer that has internationalized. They then create a flowchart of the international expansion, including dates and countries where they have expanded. Using this flowchart they answer three major questions, The three major questions are as follows:</p> <p>Is the retailer classified as a global retailer or a multinational retailer? Explain its pattern of expansion. What expansion strategy did/is the retailer use/using?</p> <p>Based on Dunning’s eclectic theory, how do ownership, locational, and internalization factors play in your retailer’s international expansion?</p> <p>What roles do cultural proximity and geographical proximity play in the retailer’s international moves?</p> <p>They then determine if their retailer’s international expansion fits with 22 research propositions ([<reflink idref="bib20" id="ref38">20</reflink>] ). Finally, they are asked if they can predict the retailer’s future international expansion. They are asked to propose some original propositions that fit the retailer’s international expansion.</p> <p>Students were aware that really outstanding cases would be selected for publication in an upcoming book ([<reflink idref="bib21" id="ref39">21</reflink>] ). Knowing that they would be authors of a book chapter motivated them to exceed normal expectations. Many students commented that authoring a book chapter was instrumental in getting their first job.</p> <p>For this project, Kolb’s learning roles are applied in the following ways. The CE is the recording of the expansion pattern for a retailer. RO includes considering a retailer’s expansion pattern without making an assessment of theoretical implications. For example, students could be asked to reflect on the early expansion pattern of Walmart to Mexico and Canada, two countries that are geographically and culturally close to Walmart’s home market. An undergraduate student without any knowledge of theories that explain retail internationalization would be able to come to a reflective generalization that cultural and geographic proximity to the home market would make them attractive targets for expansion. AC occurs when students understand which of the 22 research propositions from the Strategic International Retail Expansion model are applicable and discard those that do not apply. AE applies when students develop unique propositions that describe the retailer’s internationalization.</p> <hd id="AN0128656772-11">Empirical Research Using Primary or Secondary Data Collection</hd> <hd id="AN0128656772-12">Men’s and Women’s College Student Grocery Shopping Habits</hd> <p>For this faculty-led research project, empirical research provided students with an opportunity to pose a research question and then collect data that will provide an answer to the research question. The grocery shopping project involved three students over a 2-year period. The purpose of this empirical primary data collection project was to yield insights into college students’ grocery shopping and eating habits, marketing influences prior to and during the shopping trip, social (e.g., parents, friends) influences on food choices, and budgetary constraints. To implement this project, a qualitative approach, using face-to-face interviews, was used. The undergraduate researchers worked with the faculty mentor to develop their research questions, complete a review of relevant literature on the topic, and create an interview protocol. The undergraduate researchers took part in institutional review board (IRB) training, worked with the faculty mentor to secure IRB approval for this project, recruited student participants, conducted the interviews, and, after data transcription, analyzed the data to elicit relevant themes. The culminating experiences for this project were three poster presentations at the annual undergraduate research forum at a large Midwestern university.</p> <p>For this project, Kolb’s learning roles are applied in the following ways. The CE role of the grocery shopping project is represented in several activities. First, the student researchers examined their personal grocery shopping habits, participated in IRB training, recruited student participants, conducted the face-to-face interviews, and presented a poster of their findings to students and faculty. The RO dimension encompassed reading and integrating relevant empirical literature on student grocery shopping habits and discussion of this literature with the faculty mentor and other student researchers. The literature review discussion informed the inclusion/exclusion of study participants. AC occurred when the students used their RO of the relevant literature, combined with their CE experience of their own grocery shopping habits to develop the face-to-face interview protocol and follow-up questions during the interview. The AE stage was exemplified by the data analysis to identify relevant themes and then apply the analysis to answer their research questions and develop content for the poster presentation.</p> <hd id="AN0128656772-13">Women in Retailing: The Glass Ceiling Effect</hd> <p>This faculty-led empirical project used secondary data collection to investigate the extent to which women had made inroads into senior management executive positions in retail firms. Prior to data collection, the undergraduate researcher reviewed relevant literature, both popular press and empirical studies, to determine the current status of women in executive positions in the retail industry. Then, the undergraduate researcher and faculty mentor investigated the senior management of the top 250 global retail companies. Using Deloitte’s annual report, Global Powers of Retailing, Hoovers Company Records, company annual reports, and information from company websites, we compiled a database of 248/250 retailers including company sales, profits, country of origin, operating formats, countries of operation, number of women executives, number of total executives, and executive positions held by women.</p> <p>The undergraduate researcher worked with the faculty mentor to learn the fundamentals of the Statistical Package for the Social Sciences. They analyzed the data to compute a percentage of women executives in each company and a total percentage of females in each position. They compared percentages of women executives across different companies and analyzed potential effects of their country of origin or operating formats. The culminating experiences for this project were submission and presentation of this paper to the American Collegiate Retailing Association Conference ([<reflink idref="bib9" id="ref40">9</reflink>] ) and a poster presentation at the annual undergraduate research forum at a large Midwestern university.</p> <p>In many aspects, the Glass Ceiling project application of Kolb’s learning roles is similar to the grocery shopping study. The CE dimension included interviews of women retail executive about their career path, entering data from the Global Powers of Retailing into a database, Statistical Package for the Social Sciences statistical training and presenting a poster of findings to students and faculty. The RO dimension encompassed reading and integrating relevant empirical literature on the glass ceiling effect in the retail industry and discussion of this literature with the faculty mentor and other student researchers. AC occurred when the student used her RO of the relevant literature, combined with their CE experience of the executive interviews to frame testable hypotheses. The AE stage was exemplified by the data analysis to test the hypotheses and then using the analysis draw conclusions about the extent to which the glass ceiling effect was present in the retail industry.</p> <hd id="AN0128656772-14">Practitioner-Oriented Undergraduate Research</hd> <hd id="AN0128656772-15">Developing the Brand Essence Behind the Rocky Top Collegiate Brand</hd> <p>This class project involved working with a local retail organization to examine the brand essence of a top collegiate brand within the store’s inventory. To determine the meaning of the brand from a consumer’s perspective, student researchers conducted focus groups to develop word groupings describing the brand. A global marketing research firm worked with students to identify appropriate methodologies to identify purchasing behavior. Students collected data through qualitative methods such as consumer journals and interviews and prepared results in a written report form and a poster presentation. The outcome of this research was a presentation to the merchandising department at a Southeastern university book store and a poster presentation at a university advisory board meeting.</p> <p>Kolb’s learning theory can be applied to this project as follows: The CE role involved recruiting consumers to participate in the project, conducting focus groups, and examining their own ideas of the brand’s meaning. RO included discussions with a global marketing research firm, faculty mentor, and class members on brand image and development. Branding literature was also reviewed. RO helped AC occur in the development of a questionnaire focusing on purchase behavior of the brand being studied. AE occurred when the students applied the findings from CE and RO to identify words that represented the essence of the brand and purchasing behavior. Development of the content for dissemination of findings through poster presentations occurred at this step as well as the presentation of the findings.</p> <hd id="AN0128656772-16">Holiday Purchasing: A Strategy to Capture the Children’s Market</hd> <p>Another practitioner-oriented undergraduate research project was sponsored by a retail firm. The company requested that students conduct research on holiday purchasing in the children’s market. Students began by analyzing the sponsoring retailer’s approach to driving sales and traffic throughout the holiday season. To gather the necessary data, students developed a survey that was disseminated to a regional sample. Students then analyzed the data and drew conclusions related to strategic initiatives to engage the customer. Students used their critical thinking skills to create unique activities that the retail firm could use to increase sales in children’s merchandise, especially in the toy department, the highest sales generator during the holiday season. The students presented their ideas at a regional meeting of the sponsoring retailer that included such stakeholders as a regional director, store managers, merchandise planners, and department team leaders.</p> <p>Using Kolb’s theory, CE was derived from direct interaction with stakeholders from the retail store, store observations, and competitor observations. RO involved brainstorming and reflecting on the observations from CE. Students demonstrated AC through the development of a consumer survey and the identification of viable ideas to explore from RO.</p> <p>For this project, AE was achieved when the student applied the results of the consumer survey to provide solutions related to the project objective of driving sales. Findings were presented in a written report and oral presentation to the company stakeholders.</p> <hd id="AN0128656772-17">Using E-Commerce Data to Improve In-Store Experience</hd> <p>This project, generated by a major retail firm, was conducted in a retail merchandising class. Students were asked to examine data collected from the retailer’s website and make suggestions for in-store changes in product mix, product location in store, size of planogram and point of purchase materials. Students began with an online and physical store visit to familiarize themselves with the company. Research was also completed on the merchandise mix and target customer. Student groups met to discuss strengths and weaknesses of the company relative to the problem described. Online and off-line store data were examined along with current planograms. The retail firm asked the students to be creative, think out of the box, and conceptualize new ideas. Students created a presentation that included conclusions made from examining the data relative to providing a better customer experience in the physical store. The findings were presented to a group of executives at the retail firm’s corporate office.</p> <p>The CE dimension of Kolb’s learning theory was included in store visits, interviews with company executives, and research relative to product categories and target customers. RO involved student meetings to discuss findings from online and off-line store observations and relevant literature on product categories and target customers. AC occurred when students reviewed purchasing behavior data and planograms. The AE stage was exemplified through data analysis and conclusions presented to 50 corporate executives at the retail firm’s corporate office.</p> <hd id="AN0128656772-18">Creative Research Projects</hd> <hd id="AN0128656772-19">Doing Business in ____ Modules</hd> <p>This class project has also been used as an individual undergraduate Honor’s College option. These modules, used in an undergraduate international business class, are intended to present students with an overview of the issues and opportunities of doing business in a foreign country/region. Students meet as a team weekly to share resources and recommendations for applying theoretical concepts to the study of doing business in a foreign country.</p> <p>Students begin the project by reviewing materials on <ulink href="http://globaledge.msu.edu">http://globaledge.msu.edu</ulink> about doing business in a foreign country. globalEDGE is a repository of information about international business. One segment includes information about doing business in individual countries (a globalEDGE example for doing business in Japan, for instance, can be found at <ulink href="http://globaledge.msu.edu/content/onlinecoursemodules/3/doing-business-in-japan/player.html">http://globaledge.msu.edu/content/onlinecoursemodules/3/doing-business-in-japan/player.html</ulink>). The objective is not to duplicate the globalEDGE material but to have a concrete beginning point. Students then look more broadly for current information about doing business in the country and develop an outline of the material. The next step is to identify very high quality, short videos that illustrate important points from class and from the information they have gathered. Students identify unifying generalizations that allow the categorization of cultural elements. Students then prepare scripts for a video by incorporating important issues and searching for unanswered questions. The students who develop the videos are credited as creative content developers and encouraged to include the videos on their resume.</p> <p>For this project, Kolb’s learning roles are applied in the following ways. Reviewing the examples from globalEDGE is an example of CE. RO is practiced when the students identify appropriate videos, and AO is used when the students identify the unifying generalizations for categorization. Finally, AE is seen when the students prepare scripts and develop the videos.</p> <hd id="AN0128656772-20">Conclusions</hd> <p>Undergraduate research provides an opportunity for faculty to extend existing curriculum and intellectually engage students. Undergraduate research is a mechanism by which students can be engaged in experiential learning initiatives. Three important benefits of experiential learning are ensuring deep learning, engagement, and development of employable skills ([<reflink idref="bib6" id="ref41">6</reflink>] ). Deep learning happens with undergraduate research because students go beyond CEs and participate in RO, AC, and AE. As highlighted throughout our article, using D. Kolb’s ELT (1984) facilitate this deep learning process by creating an opportunity for a holistic learning experience. In the next sections, we discuss benefits of involving undergraduate students in research.</p> <hd id="AN0128656772-21">Benefits to the Student</hd> <p>Empirical studies have highlighted benefits of participation in undergraduate research. Early participation in collaborative research was of particular benefit for first-generation college students ([<reflink idref="bib11" id="ref42">11</reflink>] ) and for underrepresented student groups; for example, [<reflink idref="bib16" id="ref43">16</reflink>] reported that students who participated in undergraduate research experiences had higher grades, retention, and graduation rates. Those with an undergraduate research experience, when compared with those with no research experience, reported greater enhancement of important cognitive and personal skills ([<reflink idref="bib4" id="ref44">4</reflink>] ). They also had higher satisfaction with their undergraduate education and were more likely to pursue graduate school ([<reflink idref="bib4" id="ref45">4</reflink>] ). According to the [<reflink idref="bib17" id="ref46">17</reflink>] , undergraduate research is a high-impact practice that is especially beneficial to underrepresented students. Benefits to students include student learning enhanced by mentoring relationships with faculty, development of critical thinking and problem-solving skills, and intellectual independence ([<reflink idref="bib7" id="ref47">7</reflink>] .).</p> <p>Based on our own experiences and the literature, participation provides students with the opportunity for an “inside look” at how studies are conceptualized and carried out. Students gain confidence in their ability to work as research team members ([<reflink idref="bib14" id="ref48">14</reflink>] ; [<reflink idref="bib15" id="ref49">15</reflink>] ); practice in conceptualizing research problems, specific skill development (e.g., participant recruitment, using equipment, coding, etc.; [<reflink idref="bib15" id="ref50">15</reflink>] ); and development of writing, presentation and critical thinking skills ([<reflink idref="bib19" id="ref51">19</reflink>] ). According to one undergraduate student: “working in a research lab has taught me how to think critically in a way that I could never learn from a lecture in a classroom. . . . I also learned that research is a collaborative process” ([<reflink idref="bib8" id="ref52">8</reflink>] , p. 2).</p> <p>The benefits of undergraduate research can also apply to career development, as gaining research skills and competencies needed in certain fields can be directly related to securing employment ([<reflink idref="bib14" id="ref53">14</reflink>] ), enhancing professional credentials ([<reflink idref="bib19" id="ref54">19</reflink>] ), and securing letters of recommendation ([<reflink idref="bib14" id="ref55">14</reflink>] ). By becoming involved in faculty research, students gain a closer working relationship with faculty members ([<reflink idref="bib19" id="ref56">19</reflink>] ).</p> <p>The undergraduate research experiences can be designed to provide a tangible takeaway that goes beyond the project participation. Students may gain experiences they can add to their resumes, such as a conference or corporate presentation ([<reflink idref="bib19" id="ref57">19</reflink>] ), a book chapter, article ([<reflink idref="bib8" id="ref58">8</reflink>] ) or video project. This type of recognition goes beyond the classroom and is highly motivational.</p> <p>Benefits vary somewhat with the different types of projects. For example, benefits are similar for the four types of undergraduate research projects explored in this article, but for the practitioner-oriented project an added benefit could be presentations at a corporate or regional office to a wide variety of individuals within the organization such as a buyer, planner, and/or general manager. This would contribute to students’ development as a professional in the retail environment. Theory building and empirical research projects may benefit students who have aspirations to attend graduate school. These types of undergraduate research projects would be similar to research conducted in graduate school. Creative projects benefit students who enjoy thinking outside of the box and generating new perspectives and ideas that might not be appropriate in other types of projects that rely on hard data for solutions.</p> <hd id="AN0128656772-22">Benefits to Faculty</hd> <p>Faculty members benefit from working with undergraduates on their research projects. Including undergraduates as part of a research team can increase the speed of recruitment, data collection, coding, and analysis. Undergraduate research assistants with good writing skills can also assist with manuscript preparation. Undergraduate participation in research sets the stage for recruitment into graduate programs ([<reflink idref="bib19" id="ref59">19</reflink>] ). We have found that top-notch undergraduate students are intellectually equivalent to those students who choose to pursue graduate degrees. Many universities recognize the importance of undergraduate research and provide a separate pool of money dedicated to this endeavor. This could be an untapped resource for many faculty.</p> <p>Most successful undergraduate research projects involve a close working relationship between faculty and student. In this article, we have described a variety of retail focused undergraduate research projects; some were situated in a class setting, while others were conducted on an individual basis (e.g., empirical research projects). With careful planning and organization, the empirical research projects could be adapted to a classroom setting. The instructor could begin by introducing an area of research that she or he has been involved with in the past (e.g., factors affecting store loyalty). Student teams can be formed to devise a list of research questions to investigate and then the class can select the most interesting or compelling question to focus on. Then each team could gather and summarize literature related to that topic, posting the summaries to a Google Docs or course management LISTSERV. The instructor could work with each team to categorize and synthesize the literature and develop the literature review that would inform the hypotheses. Prior to the data collection phase, students might participate in IRB training, if the results are to be publicly disseminated. Each team could propose a data collection plan, with the class selecting the best proposal. Once the data collection plan was finalized, the instructor would prepare an IRB application for the proposed study. Working together, the various teams would collect the data and work with the instructor on data entry (if necessary) and data analysis. The analysis for each hypothesis/research would be shared with the class and each team would write the analysis and conclusions.</p> <p>Last, undergraduate research projects help develop skills that are valued by employers, such as interpersonal and critical thinking skills. Enhancing the aforementioned skill sets was acknowledged by one undergraduate researcher to his faculty mentor after he was hired by a software company, developed a rebranding plan, created mockups of applications in design software, and networked with local tech firms at meetings. In a personal communication to his faculty mentor he said, “I also wanted to thank you again for letting me be an undergraduate research assistant. It gave me so much experience and was a very big talking point in my interview” (P. T. Huddleston, personal communication, 2016). Involving undergraduate students in research projects that apply the learning role of Kolb’s experiential learning cycle creates long-term benefits to students and faculty.</p> <hd id="AN0128656772-23">Implications for Marketing Educators</hd> <p>Structured mentoring, as demonstrated in faculty–student research, supports the benefits of engagement. Undergraduate retail research provides an opportunity for faculty to extend existing curriculum and intellectually engage students in a holistic learning experience. Undergraduate research is a mechanism by which students can be engaged in experiential learning initiatives. Many universities set experiential learning as part of a quality enhancement plan for undergraduate education and as a result provide a separate pool of money dedicated to this endeavor. This could be an untapped resource for many faculty.</p> <p>Three important implications for incorporating experiential learning into classroom and individual research projects are deep learning, engagement, and development of employable skills ([<reflink idref="bib6" id="ref60">6</reflink>] ). Deep learning, engagement, and development of employable skills happen with undergraduate research because students go beyond CEs and participate in RO, AC, and AE ([<reflink idref="bib13" id="ref61">13</reflink>] ; [<reflink idref="bib12" id="ref62">12</reflink>] ). Last, undergraduate retail research fosters knowledge discovery and has a motivating effect on the undergraduate student.</p> <hd id="AN0128656772-24">Declaration of Conflicting Interests</hd> <p>The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.</p> <hd id="AN0128656772-25">Funding</hd> <p>The author(s) received no financial support for the research, authorship, and/or publication of this article.</p> <ref id="AN0128656772-26"> <title>References</title> <blist> <bibl id="bib1" idref="ref23" type="bt">1</bibl> <bibtext>Abdulwahed M., Nagy Z. K. (2009). Applying Kolb’s experiential learning cycle for laboratory education. Journal of Engineering Education, 98, 283-294. </bibtext> </blist> <blist> <bibl id="bib2" idref="ref12" type="bt">2</bibl> <bibtext>Akella D. (2010). Learning together: Kolb’s experiential learning theory and its application. Journal of Management & Organization, 16, 100-112. </bibtext> </blist> <blist> <bibl id="bib3" idref="ref3" type="bt">3</bibl> <bibtext>Association of American Colleges and Universities. (2002). Greater expectations: A new vision for learning as a nation goes to college. Washington, DC: Author. </bibtext> </blist> <blist> <bibl id="bib4" idref="ref44" type="bt">4</bibl> <bibtext>Bauer K. W., Bennett J. S. (2003). Alumni perceptions used to assess undergraduate research experience. Journal of Higher Education, 74, 210-230. </bibtext> </blist> <blist> <bibl id="bib5" idref="ref5" type="bt">5</bibl> <bibtext>Boyer Commission on Educating Undergraduates in the Research University. (1998). Reinventing undergraduate education: A blueprint for America’s research universities. Retrieved from https://<ulink href="http://www.adelaide.edu.au/rsd/evidence/related-articles/Boyer%5fReport.pdf">www.adelaide.edu.au/rsd/evidence/related-articles/Boyer%5fReport.pdf</ulink></bibtext> </blist> <blist> <bibl id="bib6" idref="ref41" type="bt">6</bibl> <bibtext>Canhoto A. I., Murphy J. (2016). Learning from simulation design to develop better experiential learning initiatives: An integrative approach. Journal of Marketing Education, 38, 98-106. </bibtext> </blist> <blist> <bibl id="bib7" idref="ref7" type="bt">7</bibl> <bibtext>Council on Undergraduate Research. (n.d.). Retrieved from https://<ulink href="http://www.cur.org/about%5fcur/">www.cur.org/about%5fcur/</ulink></bibtext> </blist> <blist> <bibl id="bib8" idref="ref52" type="bt">8</bibl> <bibtext>Cox D. (2015). Perspectives on involving undergraduates in research and publication. Retrieved from https://tilt.colostate.edu/oura/news/pdfs/ecoPressDeannaCox.pdf </bibtext> </blist> <blist> <bibl id="bib9" idref="ref40" type="bt">9</bibl> <bibtext>Hammer L., Huddleston P. T. (2011). Women executives in the global retail industry: Is there a glass ceiling? In Proceedings of the American Collegiate Retailing Association Conference, Boston, MA. </bibtext> </blist> <blist> <bibl id="bib10" idref="ref1" type="bt">10</bibl> <bibtext>Hu S., Kuh G., Gayles J. G. (2007). Engaging undergraduate students in research activities: Are research universities doing a better job?Innovative Higher Education, 32, 167-177. </bibtext> </blist> <blist> <bibl id="bib11" idref="ref4" type="bt">11</bibl> <bibtext>Ishiyama J. (2002). Does early participation in undergraduate research benefit social science and humanities students?College Student Journal, 36, 380-386. </bibtext> </blist> <blist> <bibl id="bib12" idref="ref10" type="bt">12</bibl> <bibtext>Kolb A. Y., Kolb D. A. (2005). Learning styles and learning spaces: Enhancing experiential learning in higher education. Academy of Management Learning & Education, 4, 193-212. Retrieved from https://people.ok.ubc.ca/cstother/Learning%20Styles%20&%20Learning%20Spaces.pdf </bibtext> </blist> <blist> <bibl id="bib13" idref="ref8" type="bt">13</bibl> <bibtext>Kolb D. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall. </bibtext> </blist> <blist> <bibl id="bib14" idref="ref48" type="bt">14</bibl> <bibtext>Lown J. (1993). Involving undergraduate students in faculty research. Advancing the Consumer Interest, 5(2), 29-31. </bibtext> </blist> <blist> <bibl id="bib15" idref="ref49" type="bt">15</bibl> <bibtext>Madan C. R., Teitge B. D. (2013). The benefits of undergraduate research: The student’s perspective. The Mentor: An Academic Advising Journal. Retrieved from https://dus.psu.edu/mentor/2013/05/undergraduate-research-students-perspective/ </bibtext> </blist> <blist> <bibl id="bib16" idref="ref43" type="bt">16</bibl> <bibtext>Nagda B. A., Gregerman S. R., Jonides J., von Hippel W., Lerner J. S. (1998). Undergraduate student-faculty research partnerships affect student retention. Review of Higher Education, 22, 55-72. </bibtext> </blist> <blist> <bibl id="bib17" idref="ref46" type="bt">17</bibl> <bibtext>National Survey of Student Engagement. (2007). Experiences that matter: Enhancing student learning and success: Annual Report 2007. Retrieved from <ulink href="http://nsse.indiana.edu/NSSE%5f2007%5fAnnual%5fReport/docs/withhold/NSSE%5f2007%5fAnnual%5fReport.pdf">http://nsse.indiana.edu/NSSE%5f2007%5fAnnual%5fReport/docs/withhold/NSSE%5f2007%5fAnnual%5fReport.pdf</ulink></bibtext> </blist> <blist> <bibl id="bib18" idref="ref11" type="bt">18</bibl> <bibtext>Petkus E. (2000). A theoretical and practical framework for service-learning in marketing: Kolb’s experiential learning cycle. Journal of Marketing Education, 22, 64-70. </bibtext> </blist> <blist> <bibl id="bib19" idref="ref51" type="bt">19</bibl> <bibtext>Robinson L. E. (2013). Integrating undergraduate students in faculty-driven motor behavior research. Journal of Physical Education, Recreation & Dance, 84(9), 28-31. </bibtext> </blist> <blist> <bibl id="bib20" idref="ref38" type="bt">20</bibl> <bibtext>Sternquist B. (2011a). International retailing: Theory and research. Haslett, MI: BSC. </bibtext> </blist> <blist> <bibl id="bib21" idref="ref39" type="bt">21</bibl> <bibtext>Sternquist B. (2011b). Retail Strategic International Expansion (SIRE2): Theory and cases. Haslett, MI: BSC. </bibtext> </blist> <blist> <bibl id="bib22" idref="ref34" type="bt">22</bibl> <bibtext>Stice J. E. (1987). Using Kolb’s learning cycle to improve student learning. Engineering Education, 77, 291-296. </bibtext> </blist> <blist> <bibl id="bib23" idref="ref2" type="bt">23</bibl> <bibtext>University of Tennessee. (2015). Strategic Priorities 2015-2020. Retrieved from <ulink href="http://ugresearch.utdev4.wpengine.com/wp-content/uploads/sites/35/2015/08/Strategic-Plan-2015.pdf">http://ugresearch.utdev4.wpengine.com/wp-content/uploads/sites/35/2015/08/Strategic-Plan-2015.pdf</ulink></bibtext> </blist> <blist> <bibl id="bib24" idref="ref35" type="bt">24</bibl> <bibtext>Wacker J. (1998). A definition of theory: Research guidelines for different theory-building research methods in operations management. Journal of Operations Management, 16, 361-385. </bibtext> </blist> </ref> <aug> <p>By Brenda Sternquist; Patricia Huddleston and Ann Fairhurst</p> </aug>
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  Data: We provide an overview of ways to involve undergraduate business and retailing students in faculty research projects and discuss advantages of these student-faculty collaborations. We use Kolb's experiential learning cycle to provide a framework for creating an effective and engaging undergraduate research experience and use it to classify types of projects in which our undergraduate students have participated. These types of projects include (a) theory building and testing, (b) empirical research using primary or secondary data collection, (c) practitioner-oriented projects, and (d) creative projects. We provide specific examples of each type of project and then apply Kolb's experiential learning cycle roles to a variety of undergraduate research projects. We conclude with a discussion of the benefits of involving undergraduate students in research projects.
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