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|Title:||Efforts to Solve Real-Life Marketing Problems and Related Learning Activities|
|Author(s):||Buckmaster, Annette Helen|
|Doctoral Committee Chair(s):||Farmer, James A.|
|Department / Program:||Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
|Subject(s):||Education, Adult and Continuing|
|Abstract:||The problem focus of this study is: What is the relationship between efforts to solve real-life marketing problems and the problem solver's learning activities? The study contributes to theoreticans' and educators' understanding of the relationship between education and performance by: (a) revealing significant associations between learning activities and problem solving and (b) providing a new model which describes the problem-solving situations that motivate learning activities.
Data was collected through in-depth interviews with the owners and/or managers of 25 different types of organizations. Each interviewee described the solution of a specific marketing problem. The data was content analyzed. Quantitative data analysis was conducted using Fisher Exact Tests and McNemar Tests.
Significant differences were found between problem-solving phases in the learning activities rated helpful. Nonprofit and for profit organizations differed significantly in their problem solving and in the learning activities rated helpful. Problem solvers motivated by gap- as compared with stimulus-driven problem situations found different learning activities helpful. When ready-made solutions were used, external colleagues often helped the problem solvers make a transition from stimulus- to gap-driven problem situations. Problem solvers who found courses and conferences helpful were frequently in stimulus-driven problem situations. Successful problem-solving efforts concluded with learning motivated by gap-driven problem situations. Successful solutions that involved perspective change were assisted by role models, past experience with similar problems, and mentor guided learning.
The results imply that continuing educators should let the state of the learner's understanding of the problem and the degree to which the problem has already been solved determine the nature of educational interventions. For example, when a ready-made solution exists, problem-solving assistance should involve interactions with persons who have implemented the solution. Learning activities should focus on similar, real-life problems.
When a ready-made solution does not exist, educators should provide broad, problem-solving frameworks and use heuristic strategies to assist development of custom-made solutions.
Courses and conferences should be designed and promoted for problem-solvers in stimulus-driven situations.
Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1987.
|Date Available in IDEALS:||2014-12-15|