The impact of implementing a design-thinking project in the sales classroom
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Lindsay R. L. Larson
Georgia Southern University College of Business, Department of Marketing Linda G. Mullen Georgia Southern University Stefan Sleep Georgia Gwinnett College Michael Thomas Georgia Southern University Corresponding Author: Lindsay R. L. Larson, LindsayLarson@GeorgiaSouthern.edu |
ABSTRACT
Experiential instruction has been implemented in classrooms as a method of learning and reinforcing complicated material. This study introduces a design-thinking project taken from a University Art & Design Program and adapted for a sales course. ‘Pre’ and ‘post’ comprehension testing of students on the SPIN selling approach was completed to establish the value of this project, and the study further investigates its impact on student interest and engagement. Results suggest that this project not only helps to reinforce key concepts, but also student confidence, level of interest, and perceptions of sales people as customer-oriented and benevolent service providers.
Keywords: sales education, design-thinking, active learning
Experiential instruction has been implemented in classrooms as a method of learning and reinforcing complicated material. This study introduces a design-thinking project taken from a University Art & Design Program and adapted for a sales course. ‘Pre’ and ‘post’ comprehension testing of students on the SPIN selling approach was completed to establish the value of this project, and the study further investigates its impact on student interest and engagement. Results suggest that this project not only helps to reinforce key concepts, but also student confidence, level of interest, and perceptions of sales people as customer-oriented and benevolent service providers.
Keywords: sales education, design-thinking, active learning
Preferred Citation: Larson, L. R. L., Mullen, L. G., Sleep, S. and Thomas, M. (2020). The impact of implementing a design-thinking project in the sales classroom. International Journal for Business Education, 159, 9 - 19.
