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Five Principles for Workable Client-Based Projects: Lessons from the Trenches

Department of Management and Marketing, College of Business, at the University of Southern Mississippi, Box 5091, Hattiesburg, MS 39406, lopez{at}cba.usm.edu

Renée Gravois Lee

Department of Marketing and Advertising, School of Business, at Quinnipiac University, 275 Mt. Carmel Ave., Hamden, CT 06518, Renee.Gravois.Lee{at}quinnipiac.edu

Despite the wide-ranging benefits of using client-based projects (CBPs) in the classroom, such projects can be overwhelming for instructors, and many shy away from the considerable workload and time commitment often required by CBPs. This article is designed to help marketing educators overcome such apprehensions and provide them with concrete tools to simplify CBPs and make them easier to manage. The authors discuss five principles they have developed for creating and implementing workable client projects. Their principles come directly "from the trenches" of their own experiences in planning and managing client-based projects across multiple courses. They address, for example, ways to customize CBPs to fit within specific course and professor time constraints, tips to manage the client relationship and students’ expectations, and strategies to streamline the feedback process. They offer workbench-level insights and practices drawn from their own experiences that instructors can put into practice immediately.

Key Words: experiential learning • client projects • course design • marketing education • business education

Journal of Marketing Education, Vol. 27, No. 2, 172-188 (2005)
DOI: 10.1177/0273475305276840


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