Designing and Implementing Course-Based Research in the Undergraduate Curriculum to Enhance Active Learning

Abstract

Gaining experience of research in an undergraduate course equips students with analytical skills that are relevant to solving real-life problems. This article introduces the design and implementation of qualitative research activities in an undergraduate general education capstone course titled Children as Consumers: Marketing to the Youth. The course was delivered in a blended learning mode. Undergraduate students interviewed an informant about his or her favorite retail shop and compared the results with the assigned reading on the consumption habits of adolescents. Students in groups then participated in an empirical study using qualitative interviews to explore financial literacy among children and teens. Research activities include preparing applications for institutional ethical approval, designing interview questions, conducting qualitative interviews, analyzing qualitative data, and applying the research findings in the design of marketing campaign messages. In addition to the instructor’s assessment, students received comments from the marketing professionals from the Investor and Financial Education Council, who reviewed all the presentation videos. Feedback from students was analyzed to examine their perceptions of the research activities and the research project. External reviews of the course design and implementation are presented. These research activities can be scaled up for larger classes or conducted in an online setting. Recommendations for implementing course-based research are provided in the conclusion.