Experiential Marketing Projects: Student Perceptions of Live Case and Simulation Methods

Abstract

While experiential projects have been documented as powerful pedagogical tools for linking theory to practice, it is unknown whether students prefer the experience to be real or hypothetical. This paper explores the impact of a real client-based project versus a simulated client project on students’ perceptions and ratings of the marketing project. Student perceptions of learning are also investigated. Results indicate that both formats are effective in fostering perceptions of reality, favorable project evaluations, and enhanced perceptions of learning.