Take a Hike: Promoting Interdisciplinary Learning and Sustainable Value with Design Thinking
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| Title: | Take a Hike: Promoting Interdisciplinary Learning and Sustainable Value with Design Thinking |
|---|---|
| Language: | English |
| Authors: | Blocker, Christopher P. (ORCID |
| Source: | Marketing Education Review. 2023 33(2):149-155. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 7 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Interdisciplinary Approach, Thinking Skills, Design, Sustainability, Problem Solving, Business Schools, Business Administration Education, Educational Objectives, Active Learning, Learning Activities, Marketing, College Students |
| DOI: | 10.1080/10528008.2023.2198503 |
| ISSN: | 1052-8008 2153-9987 |
| Abstract: | This generation of students enters a workforce that increasingly demands interdisciplinary thinking to solve complex problems and create sustainable value. The global pandemic, climate crisis, and state of social inequality call for future business leaders to practice a broader intellectual vision to "see" across domains and apply diverse lenses. However, the traditional silos within universities, business colleges, and marketing curriculum constrain student exposure to narrower paradigms. To help address this challenge, this paper introduces a field-based exercise called "Designing a Greenspace for Sustainable Value." The exercise promotes learning objectives for interdisciplinary mind-sets, sustainable innovation, and developing value propositions in teams. Experimental results reveal positive effects on a scale measuring students' Interdisciplinary Competence. Moreover, qualitative feedback uncovers students' experiences, perceived barriers for interdisciplinary thinking, and reflective paths forward. The exercise can be incorporated into a variety of marketing courses, and it has been effectively implemented in both undergraduate and graduate contexts as well as in-person and digital modes of delivery. To promote retention, students are encouraged to literally and metaphorically "take a hike" to other fields to develop their interdisciplinary mind-set for solving complex problems. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1388922 |
| Database: | ERIC |
| Abstract: | This generation of students enters a workforce that increasingly demands interdisciplinary thinking to solve complex problems and create sustainable value. The global pandemic, climate crisis, and state of social inequality call for future business leaders to practice a broader intellectual vision to "see" across domains and apply diverse lenses. However, the traditional silos within universities, business colleges, and marketing curriculum constrain student exposure to narrower paradigms. To help address this challenge, this paper introduces a field-based exercise called "Designing a Greenspace for Sustainable Value." The exercise promotes learning objectives for interdisciplinary mind-sets, sustainable innovation, and developing value propositions in teams. Experimental results reveal positive effects on a scale measuring students' Interdisciplinary Competence. Moreover, qualitative feedback uncovers students' experiences, perceived barriers for interdisciplinary thinking, and reflective paths forward. The exercise can be incorporated into a variety of marketing courses, and it has been effectively implemented in both undergraduate and graduate contexts as well as in-person and digital modes of delivery. To promote retention, students are encouraged to literally and metaphorically "take a hike" to other fields to develop their interdisciplinary mind-set for solving complex problems. |
|---|---|
| ISSN: | 1052-8008 2153-9987 |
| DOI: | 10.1080/10528008.2023.2198503 |
