Using Classroom Competitions to Prepare Students for the Competitive Business World Laurel Powell October 2014

Authors Fay Y. Gibson Doris H. Kincade Pamela Y. Frasier North Carolina State University Virginia Polytechnic Institute and State University University of North Carolina at Chapel Hill

Goals Using classroom competition and to promote active learning. Business Partners Fashion Majors

Active Learning Active learning is very popular in business fields Active Learning in the Fashion Field Interaction with Consultants and Clients Teamwork

Competition in the Classroom Reality Television Engaging and Motivating Business Schools Cooperation Concerns over negative and hostile environment

The Course Original course Lectures Short Reports Projects Redesign Competing Teams Research and Projects Industry Based Projects

Team Selection Teams of 3 to 5 Self-selected Composition impacts teamwork Student formed is preferable to instructor formed Peer Evaluations

Peer Evaluation Ten Criteria Attending meetings, communication, punctuality, quality work, ideas contributed 4 point scale

Component 1 Investigating a Product Specific Market Analyzing a Specific Market Segment Conducting Brand Analysis Research Concluded with creating a new product line for an existing brand

Component 2 Genius Bar Alumni with national companies Local Businesses, Marketing Agencies, Trade Organizations, Government Agencies Resource Librian

Component 3 Competition Process Evaluation of Projects from Component 1 Accumulation of Points Final Competition between the six highest scoring teams

Evaluation Instructor Evaluation All projects Not shared Panel Evaluation Drawn from “Genius Bar” Top Six

Results Student Evaluations Frequent negative comments over team member lateness or poor work Positive comments were praise for extra work or willingness to work Students were enthusiastic over the Genius Bar and data collection. Useful for resume expansion and future projects. Better understanding in later courses.

Results Higher grades throughout Fewer A’s More B’s No C, D or F More in depth work and enthusiasm from students

Conclusion Facilities teamwork Cooperation Improved Understanding

Questions? Thank You!