Using Classroom-Run Virtual Startup Incubator to Facilitate Experiential Learning Experiences and Global Marketing Alliances

Autor/inn/en	Oyedele, Adesegun; Goenner, Emily; Alba Aguilar, Maria Guadalupe; Scarlett, Robert H.
Titel	Using Classroom-Run Virtual Startup Incubator to Facilitate Experiential Learning Experiences and Global Marketing Alliances
Quelle	In: Journal of Marketing Education, 45 (2023) 3, S.247-267 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Oyedele, Adesegun)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0273-4753
DOI	10.1177/02734753221141637
Schlagwörter	Experiential Learning; Marketing; Teaching Methods; Computer Simulation; Innovation; Case Studies; Networks; Learning Management Systems; Mentors; Student Attitudes; In Person Learning; Disadvantaged; Foreign Countries; Small Businesses; American Indians; Study Abroad; Exchange Programs; COVID-19; Pandemics; Educational Change; Undergraduate Students; International Trade; Handicrafts; Mexico; United States + Suchen Sie Ihr Suchwort? Experiental learning; Erfahrungsorientiertes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Computergrafik; Computersimulation; Case study; Fallstudie; Case Study; Schülerverhalten; Ausland; Kleingewerbe; American Indian; Indianer; Studies abroad; Auslandsstudium; Exchange programme; Exchange program; Exchange programmes; Austauschprogramm; Bildungsreform; Trade; International relations; Handel; Internationale Beziehungen; Handwerk; Mexiko; USA
Abstract	The purpose of this study was to fill the gaps in the literature in terms of understanding how marketing and international entrepreneurship educators have responded to the impact of the pandemic on experiential learning pedagogy in developing countries. To address these gaps in the literature, this article conceptualizes a Classroom-run Virtual Startup Incubator (CVSI) program as a virtual learning space for seamless collaboration, networking and relationship building among multiple stakeholders across borders to inspire students to create startups and marketing alliances in marginalized communities. This article extends the KNOW-DO-BE model to include the OPERATE dimension to encourage innovation, experimentation, failure, and collaboration opportunities among the participants on the CVSI platform. Also, the study shows that relational/network approaches such as the resource dependence theory are important lenses for understanding participants' experiences on the CVSI platform. These theoretical contributions are based on the analysis of the qualitative case studies gathered from the experiential learning experiences of students and mentors who participated in the CVSI program. (As Provided).
Anmerkungen	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: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01