Purpose

The purpose of this paper is to investigate how to overcome the dilemma of the lack of student workforce readiness upon graduation. Based on experiential learning theory, the authors propose an innovative three-step approach to marketing curriculum to help address this dilemma.

Design/methodology/approach

This study examines both quantitative and qualitative data. First, quantitative results were obtained from 5,222 end-of-course surveys of students taking an experiential learning course at a southeastern United States public university. Results were also obtained from 111 end-of-course surveys of students taking experiential learning courses in marketing. Second, qualitative results were obtained through a critical review of self-reflection assignments from over 1,000 students taking a variety of experiential learning marketing courses.

Findings

The authors identify a three-step process that can be used to develop curriculum that will better prepare students for entering the workforce. The advantages and disadvantages associated with this type of curriculum are also discussed. The outcomes indicate that an entire curriculum focused on experiential learning, self-reflection and ePortfolios will allow students to not only be better prepared for the workforce but also will help them be better communicators on what they have learned.

Originality/value

In this paper, the authors contribute to the literature by providing a curriculum-based approach to learning in order to minimize the gap between academic knowledge and workforce preparedness. Sample course projects, reflective prompts and grading rubrics are provided to aid others in the implementation of this type of curriculum.

中文翻译：

---

开发营销课程，让学生为劳动力做好准备

目的

本文旨在探讨如何克服学生毕业后劳动力准备不足的困境。基于体验式学习理论，作者提出了一种创新的三步营销课程方法，以帮助解决这一难题。

设计/方法/方法

本研究考察了定量和定性数据。首先，定量结果是从 5,222 名在美国东南部公立大学参加体验式学习课程的学生的课程结束调查中获得的。还从对参加市场营销体验式学习课程的学生进行的 111 次课程结束调查中获得了结果。其次，通过对参加各种体验式学习营销课程的 1,000 多名学生的自我反思作业进行批判性审查，获得了定性结果。

发现

作者确定了一个三步过程，可用于开发课程，让学生更好地为进入劳动力市场做好准备。还讨论了与此类课程相关的优缺点。结果表明，专注于体验式学习、自我反思和电子档案的整个课程不仅可以让学生为就业做好更好的准备，而且还可以帮助他们更好地传达所学知识。

原创性/价值

在本文中，作者通过提供基于课程的学习方法为文献做出贡献，以尽量减少学术知识和劳动力准备之间的差距。提供示例课程项目、反思提示和评分标准，以帮助其他人实施此类课程。