John Miller

Frank Veltri

Case Studies in Sport Marketing: Insight into Case Teaching Methods        
Written by Frank R. Veltri (University of Colorado) & John Miller (Texas Tech University)

Introduction
Case studies have been used in education for many years, their use being particularly widespread in management education (Fulmer, 1992; Wines, Carnegie, Boyce, & Gibson, 1994; Droge & Spreng, 1996). Numerous definitions of case studies are found in the marketing education literature (Weil, Oyelere, Yeoh, & Firer, 2001). Moore (1999) described a case as a problem description or a presentation of a decision situation designed for analysis. Easton (1992) defined case study method as a means to provide practice in problem solving and decision making in a simulated situation. The case method is primarily a vehicle for developing skills which are vital for effective decision making.

In business schools, case studies are considered to be valuable teaching tools because of the opportunity they present for mimicking real life practical problems and situations. They enable students to develop and/or improve upon a range of skills required for dealing with day-to-day business decisions (Weil, Oyelere, Yeoh, & Firer, 2001). These skills are built through the challenges generated by case content, and by the active learning process that occurs while students solve case problems. Merely listening to lectures in the classroom often leads to passivity, failure of intellectual contributions, and an inability to apply the concepts/material being presented (Chapman, 1995; LeClair & Stottinger, 1999). Consequently, the lecture format often fails to impart enduring knowledge, and leaves students disinterested in pursuing further study. Case studies go beyond standard lecture formats when it comes to classroom learning. Case studies, as a form of experiential learning, provide participants opportunities to develop and build critical thinking, analytical, and decision-making skills (Viscione & Aragon, 1978; Smith & Peterson, 1997; Celuch & Slama, 1999).

The case method emphasizes the process of reaching a solution. The case method starts with an entirely different purpose and ends with an entirely different result (Ardalan, 2006). The case teacher hopes that students develop the ability to make decisions and support them with appropriate analysis, and to communicate ideas both orally and in writing (Droge & Sprenge, 1996). The case method is also intended to develop critical thinking skills in students by teaching them to defend their ideas from criticism. Most colleges and universities endorse the educational objective of developing individuals with high-level literacy skills needed in marketing and other fields, such as the ability to think, communicate, solve problems, and make decisions (Bridges, 1999). These skills may be particularly critical in sport marketing, which has heavy emphasis on formulating marketing strategies (Campbell & Smith, 1991) and incorporates presentations, team projects, and cases that either replace or supplement more traditional assignments focused on knowledge acquisition (Bridges, 1999).

Furthermore, student learning outcomes have become benchmarks for faculty performance and effectiveness. This prompts the need to recognize that various methods of instruction are important to the inherent nature of learning and student outcomes, especially the active learning techniques employed in classrooms such as the case method of instruction (Iyer, 2004).

Purpose of the Study
The purpose of this study is the examination of sport marketing educators’ selection of sites (web sites, books, journals) of case studies, and what teaching skills the instructor employees in teaching a sport marketing courses. According to a review of literature, cases in sport marketing seem to lack significant empirical verification in the sport management discipline. The case method is an excellent mechanism for developing the critical thinking skills essential for effective decision-making (McEwen, 1994), and is a form of action learning (i.e. learning through experience) (Smith & Peterson, 1997).

Case Study Teaching Methods
The use of case studies generates a wide variety of teaching methods, from animated class discussion, to the generation of student participation. The instructor may use a number of methods to secure the learning process: individual case analysis, group analysis, group presentations, professor-lead discussion, and student-lead discussion. For the case teacher, each class is a new experience, which is one of the reasons teachers can teach the same case many times. The case should empower students by giving them control of and responsibility for their learning (Adler, Whiting, & Wynn-Williams, 2004).

Professor-Lead Discussion: A professor-lead approach directs the case discussion, and tends to lead the discussion down a path that allows for the introduction of sport marketing concepts. The case method is a group or individual enterprises in which the emphasis is on self discovery by the class, working with the guidance of the teacher (Carlson & Schodt, 1995). To successfully navigate the use of case methods, teachers may employ one of these four styles: a) lecturing the case, b) theorizing a case, c) illustrating a case and, d) choreographing a case (Crittenden, Crittenden, & Hawes, 1999). Regardless of the style utilized by the professor, there are two necessary outcomes: a) student preparations and b) class participation.

Professor-lead approaches are not without problems. Concerns from students revolve around the possible difficulties students may have contributing to the case discussion. To solve this problem, a student should receive timely feedback on both the deficiencies and the positive aspects of their classroom participation (Crittenden, Crittenden, & Hawes, 1999). Instructors have incorporated the use of note-cards (student name and picture) to keep track of student participation, and others have used a check-off system designating which students contributed to the discussion and provided quality information.

Individual Student-Lead Approach: Individual student-lead class discussion takes students through a sequence of prepared and unprepared questions from the professor. Students come prepared with an array of different styles and approaches and present their findings during class discussion. The case studies encourage students to take a deeper and more thoughtful approach to their learning (Mauffette-Leenders, 1997) and develop leadership and intuitive problem solving skills. When successfully implemented, the student-lead approach can provide a unique opportunity for students to become intimately involved in the case study and develop a more independent learning style (Viscione & Aragon, 1978).

The benefits of student-lead approach are categorized as a) development of communication and leadership skills and b) risk taking: students accepting responsibility for their conclusions (Droge & Spreng, 1996). In a study by Smith and Peters (1997) it was found that student-lead approach emphasizes personal responsibility for learning and therefore helps students grow to become independent learners. Such independent learning allows the student to incorporate both oral and written communication skills and portray real-world dynamics in the classroom.

Group Presentations: In group presentations, students work in groups to analyze and present their case solution. Group presentation can be considered a version of the professor-lead approach because the professor still controls the process, group cases analysis, and presentation format. In a study conducted by Cullen, Richardson, & O’Brien, (2004), team presentations were used by 64% of professors that used case studies as a teaching method. However, group presentations have evolved as the generally accepted format for teaching cases (Cullen, Richardson, & O’Brien, 2004). Shaw (1971) described the many benefits of using group presentations: a) increased motivation of all students, b) groups produce better solutions than individuals, and c) students learn to work in group environment as is common in corporations. As in the corporate world, group presentations allow student to work with cultural and ethnic differences in situations where the case is multi-cultural. In forming the groups, the professor has the opportunity to build diversity into the class environment through careful selection.

The group experience can be very frustrating for students and professors may receive complaints about students who do not contribute to the project (Crittenden, Crittenden, & Hawes, 1999). Unequal contribution can lead to conflict and tension within the group and dislike for group work. The success of group work depends upon the professor adding structure to the group and requiring each group member serve in at least one official role. Furthermore, peer-evaluation forms can serve as an important feedback mechanism for each member’s contribution.

Written Case Paper Followed by Class Discussion: The individual case analysis approach can add to the learning experience by allowing students to share their personal knowledge and interpretation of the case. After a written analysis of the case by each student, class discussion involves researching, developing, and presenting on the important issues involving the case situation (Chapman, 1995). To encourage class discussion, the instructor should prepare specific issues and questions from the case.

Methodology and Data Collection
To explore methods used in case study teaching in sport marketing courses a questionnaire was developed based on a previous study by Weil, Oyelere, Yeoh, and Firer (2001), which examined “students' perceptions of the usefulness of case studies for the development of finance and accounting-related skills and knowledge.” The main part of the questionnaire contained questions that measured sport marketing educators’ methods of teaching with case studies in sport marketing courses. To generate a high return rate of surveys, researchers collected data through invitation sampling through the listserv. The survey was promoted to sport management websites through announcements sent to website Listservs that educators, who teach in the discipline of sport management and/or sport marketing, would subscribe to for information. Two websites, The Sport Marketing Association (www.sma.com) and the North American Society of Sport Management (www.nassm.com) provided the researchers the opportunity to send email concerning the survey.

Data for this study were collected from individuals that presently teach, or formerly taught, sport marketing courses. An online survey administration was deemed to be acceptable because the population of interest was considered literate and had access to the listserv. The intent of this study was not to generate a random sample, but to attract educators who would be more likely to teach sport marketing. This study’s respondents can be classified as a convenience sample of educators that teach sport marketing and are members of either the SMA or NASSM.

Findings
Usable responses were obtained from 89 educators that presently teach or formerly taught sport marketing course. The information presented in Table 1 indicate that only 47% of the respondents indicated that there were enough case studies in the area of sport marketing that justified their use in the classroom. In addition educators were asked to indicate the numbers of years they have been teaching sport marketing, and the methods they use in the classroom. Table 1 shows that one third of the respondents (35%) indicated that they spend 1 to 5 hours of case preparation time when using student lead discussion. The results indicated that 30% of the respondents used student group presentations and 29% used professor-lead discussion in teaching sport marketing.

The information presented in Table 1 indicated that a vast majority (26.9%) of the educators used 1 to 5 cases per semester and were more likely to use one of the four methods in teaching sport marketing. Overall, younger educators (25%) were more likely to use one or more of the four methods in teaching sport marketing. Finally, the respondents were asked their level of teaching and twenty-one percent of the instructors that taught at the graduate level indicated that they used student-lead-presentations when teaching with cases in sport marketing.

Discussion
This article has attempted to shed light on the different methods used in teaching sport marketing. An educator’s decision to use case studies must take into consideration the course learning objectives. Case preparation is an in-depth process that can take hours to prepare. The majority of time is spent on case analysis, organization of problems, conclusion and evaluation, and possible recommendations. The case may be short, 1 to 5 pages, or a fully developed case that requiring a full class period to explore all the reasonable solutions. The number of case materials selected in the course depends on the educator’s format for the course, case directed course or case and lecture course combination. Using case material at the graduate or undergraduate levels may constitute big changes in the students learning experience. Many educators that use case material are fighting against years of students listening to lectures and the taking notes.

Educators have developed four different approaches to teaching with cases (1) student groups presentations, (2) student lead discussion, (3) professor lead discussion, and written case analysis followed by discussion (Lamb & Baker 1993; Dorge & Sprengs, 1996). The student group presentations would be most appropriate to develop group dynamics and communication skills. Professor-led may be appropriate when the course objective is to disseminate/illustrate sport marketing concepts, and student-led discussion may be appropriate when the course objective is to develop analytical and communication skills (Lamb & Baker, 1993). Student written analysis and discussion may be appropriate when the instructor’s objective is to develop written and communication skills. Many sport marketing educators may be familiar with one or more of these approaches and may use a combination of the methods in their teaching approach.

The most interesting and enjoyable cases are the ones in which the student and the instructor bring relevant information from various sources to the topic. The use of cases in sport marketing embraces a number of pedagogic issues that have gone unnoticed. The case method is an excellent format for sport marketing educators to develop a number of student skills.

Table 1
Cases in Sport Marketing
There are enough cases studies in the area of sport marketing to justify their use:

Yes 42 (47.2%)
No 26 (29.2%)
Not sure 21 (23.6%)

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