Natalie Sarrasin

Professionalizing higher education is particularly suitable for teaching and learning activities that place the learner at the center of the process. In this article we present a pedagogical innovation based on a dual focus : the first one being the learning of our students in an applied marketing lesson while the second one is on the reinforcement of the pedagogical skills of the teachers of this course, based on the reference frame of competences of teachers in higher education.

According to the Gartner 2022 report, “the pandemic has been creating the space for consumers to ask big questions and test alternative ways to live”. Today’s consumers are now looking for meaning and added value in their consumption.

Following two years of remote teaching during the COVID-19 crisis, both students and teachers are looking for meaning and fulfilment resulting in a shift in mindset. The solution imagined by two HES-SO Valais teachers is to work only with local non-profit organizations (NPOs) for one semester. The 78 students are studying economics and are in their second semester of a six semester full-time program.

This approach is based on three axes:
(1) the objectives of the module are respected,
(2) students are going through experiential learning using the Google Ads platorm and
(3) participation in the Global Online Marketing Challenge (GOMAC) is required.

For non-profit marketing, the first steps to take are to apply for the Google Ad Grants in order for the NPO to benefit from the free Google Ads. It is not an easy process which is why it is more beneficial to explore it in groups during a lesson. If funding is not applicable, the association will have to finance a campaign up to $100.

The result of this first experience is encouraging : 28 non-profit organizations have been supported in their digital marketing approach, 11 of them will benefit from free Google Ads as long as the quality conditions are respected, and finally 8 are still in the application process.. At the end of the semester, the students shared with us the elements of their learning which were overwhelmingly positive. Helping an NPO has provided them with a great deal of satisfaction and fulfilment.

As for the teachers' experience, the repository of pedagogical competencies in higher education is articulated around four main themes which will be the axes around which the results of this project’s impact will be presented:
(1) the design of the course,
(2) the implementation,
(3) the professional development and finally the last axis:
(4) the commitment.

Working with a diverse panel of NPOs created meaning in our teaching and in student learning. The local impact of our actions was significant,visible and easily measurable. It reinforced the students' learning because they not only wanted to learn new concepts but also to transfer them quickly to their association.

Finally, this remarkable commitment was also revealed in the participation in the international marketing competition GOMAC as 5 groups out of 28 were selected on the basis of their impressive results for the second round of the evaluation process. As we come to the end of the semester, we are convinced of the value of this project for all stakeholders and plan to renew it for next year with several improvements to enhance the effectiveness of our teaching in order to improve the learning of our students and ultimately strengthen the impact on the local economy.

Professionalizing higher education is particularly suitable for teaching and learning activities that place the learner at the center of the process. In this article we present a pedagogical innovation based on a dual focus : the first one being the learning of our students in an applied marketing lesson while the second one is on the reinforcement of the pedagogical skills of the teachers of this course, based on the reference frame of competences of teachers in higher education.

According to the Gartner 2022 report, “the pandemic has been creating the space for consumers to ask big questions and test alternative ways to live”. Today’s consumers are now looking for meaning and added value in their consumption.

Following two years of remote teaching during the COVID-19 crisis, both students and teachers are looking for meaning and fulfilment resulting in a shift in mindset. The solution imagined by two HES-SO Valais teachers is to work only with local non-profit organizations (NPOs) for one semester. The 78 students are studying economics and are in their second semester of a six semester full-time program.

This approach is based on three axes:
(1) the objectives of the module are respected,
(2) students are going through experiential learning using the Google Ads platorm and
(3) participation in the Global Online Marketing Challenge (GOMAC) is required.

For non-profit marketing, the first steps to take are to apply for the Google Ad Grants in order for the NPO to benefit from the free Google Ads. It is not an easy process which is why it is more beneficial to explore it in groups during a lesson. If funding is not applicable, the association will have to finance a campaign up to $100.

The result of this first experience is encouraging : 28 non-profit organizations have been supported in their digital marketing approach, 11 of them will benefit from free Google Ads as long as the quality conditions are respected, and finally 8 are still in the application process.. At the end of the semester, the students shared with us the elements of their learning which were overwhelmingly positive. Helping an NPO has provided them with a great deal of satisfaction and fulfilment.

As for the teachers' experience, the repository of pedagogical competencies in higher education is articulated around four main themes which will be the axes around which the results of this project’s impact will be presented:
(1) the design of the course,
(2) the implementation,
(3) the professional development and finally the last axis:
(4) the commitment.

Working with a diverse panel of NPOs created meaning in our teaching and in student learning. The local impact of our actions was significant,visible and easily measurable. It reinforced the students' learning because they not only wanted to learn new concepts but also to transfer them quickly to their association.

Finally, this remarkable commitment was also revealed in the participation in the international marketing competition GOMAC as 5 groups out of 28 were selected on the basis of their impressive results for the second round of the evaluation process. As we come to the end of the semester, we are convinced of the value of this project for all stakeholders and plan to renew it for next year with several improvements to enhance the effectiveness of our teaching in order to improve the learning of our students and ultimately strengthen the impact on the local economy.

This paper presents the results of an action resear ch project carried out in a first-year year marketing course over an entire semester. The plan ning stage during which a traditional course was reviewed and a completely revised course developed are reported. The impetus for the change came from exploratory research with first-year students and Business School faculty. The change in the course was guided by the work of Lebrun (2007) and Mazur (1997) to result in an instructional style along the lines of the “flipped classroom”. Studen t reaction was gauged throughout the semester through class observation and informal feedback and measured quantitatively through a self-report questionnaire (Lee & Tsai, 2011) at the end of the semester. The follow-up reflection stage has called for a further iteration and a review of the design to be implemented in the next semester

This paper presents findings from a mixed-method action research study the objective of which was to examine the use of Web 2.0 technologies in the higher education classroom to promote self-reg ulation, information-seeking and exchange, and collaborative learning. The research was carried out with 1st year (n=85) business degree students. Qualitative analysis, through observation, discussion, student feedback and class evaluation suggests that students, at least at the outset of higher education, are far from ready to shoulder the responsibility for their own learning. Quantitative results, using the Participant Perception Inventory-Internet versus Traditional Learning (PPI-IvT) (Lee & Tsai, 2011), instrument show that statistically there are few d ifferences perceived between th e two classroom situations and significant differences (p<.05) are found only in regard to information-seeking & exchange and, collaborative learning. These findings suggest that today's digital nat...

Education and the way it is delivered is undergoing profound change. The advent of digital technologies and their increasingly ubiquitous nature has not only educators, but students and administrators alike, on the shifting sands of paradigms in transition. In addition to this, there is a certain amount of conjecture about what is actually happening on the ground. This paper presents research that originates in the practice of sixteen digital technology "champions", all lecturers in the higher education management classroom. The main objective of the research was to explore the impact of technology on teaching practice. Qualitative inquiry, through the use of semi-structured interviews (n=16), provided the methodology for the study. The findings presented in this paper identify issues of major importance to the participants and relate them to the learner-centred paradigm of education. Directions for future paradigm change are discussed and suggestions made for the successf...

Comment innover lors de la mise sur le marche d’un vin ? L’objectif vise est de developper une demarche nouvelle afin de guider notre public-cible dans une decouverte emotionnelle et polysensorielle des vins.Cette demarche a ete developpee grâce a une approche pluridisciplinaire alliant l’evaluation sensorielle et le marketing. Si la sensorialisation est aujourd’hui largement utilisee pour dynamiser le point de vente, elle est encore peu developpee pour « donner du sens » a un evenement. L’article decrit la methodologie d’enquete hedonique utilisee comme base de travail, ainsi que la transcription des observations en stimuli visuels, auditifs et tactiles.

This chapter explores issues that affect the uptake and integration of Technology in Higher Education, developing a framework to overcome some of the barriers. Technological adoption varies across disciplines. The authors consider disciplines as tribes, where some find technology acceptable and an enabler, whilst for others it is alien and deemed inappropriate. Some territories reflect technology as an area to defend and expand, whilst for others the imposition of technology and associated practices are considered a hostile intrusion into discipline practice. Within the framework, the authors reflect on various perspectives: practitioners', students', and support teams' perspectives within the wider eco-systems and structures. Practitioner concerns reflect discipline traditions and practices, from teaching through to assessment and how to manage the Wikipedia generation. Students' needs in a technological age reflect the demands of the Netizen as student, and the ris...

The research presented in this paper reports on making change happen and the challenge of turning educators into change agents. The project is being carried out at the University of Applied Sciences & Arts Wester Switzerland, where there are over 20'000 students. It is an action research project related to the inclusion of technology in the higher education classroom to add value to course design and delivery, and preparing educators for the next generation classroom. Following a phase of exploratory research, a series of four workshops have been developed and are currently being delivered across the 28 schools in the University. This project is the implementation of a programme which hopes to make such change becomes a reality and spread throughout the institute. A description of the programme, its implementation and feedback from those involved provides the basis for discussion and suggestions are made for enabling change in the higher education arena.

This paper presents the findings from the early stages of a mixed-methods, multi-phase research project which examines the integration of Web 2.0 tools in the higher education classroom to increase student information seeking, collaboration, and self-regulation. Exploratory research using in-depth semi-structured faculty (n=5) interviews and student (n=17) focus groups suggested that both faculty and students alike are looking for alternative methods of course delivery more in line with the connected world that we are living in. These findings informed the redesign of an undergraduate marketing course trialled throughout one full semester. In order to collect data on the student (n=85) perceptions a French version of the PPI-IvT (Lee & Tsai, 2011) questionnaire was used. The results rather surprisingly suggest that students are not as ready for change as they might purport to be. The paper closes with suggestions for educators who might want to head down this path.

This paper presents the findings from the exploratory phase of a mixed-methods, multi-phase research project that is evaluating the use of Web 2.0 by faculty and students at two schools at the University of Applied Sciences and Arts of Western Switzerland. Preliminary results from two undergraduate student (n=17) focus groups and a series of semi-structured interviews (n=5) with experienced faculty are presented. In order to provide a pedagogically informed analysis, an adaptation of Dabbagh and Kitsankis’ (2012) three-level framework based on that of Zimmerman’s (1989) model of self-regulation is used The findings suggest that once the barriers to adoption are overcome educators will have an increasingly important role to play in the co-creation of knowledge. Educators will need to re-evaluate their methods of course delivery and institutes of higher education to rise to the challenge of today’s changing society

This paper examines the results of a research project the focus of which was the use of digital technologies in the higher education classroom through the lens of adding value. Multi-phase qualitative research carried out with bachelor-degree students (n=17), teaching faculty (n=20), administrative, and pedagogical services personnel (n=9) shows a certain incoherence in the manner in which technology is either viewed or used to enhance the overall learning experience. This highlights the need for scaffolding for both the students and the educators and more importantly supports the idea that change really needs to be driven by the institute in order that technology enhanced learning fulfils the promise of adding value to education today.