Making it Real: Client-Based Projects Encourage the Independent Thinking Required in the Workplace
The work we do in classrooms and in our jobs generally falls into one of two categories: algorithmic or heuristic. In algorithmic work, an individual follows a detailed set of instructions with standard protocols to achieve predictable outcomes. The rewards in the workplace are typically a compliment or extra pay for good performance. Similarly, students who perform algorithmic tasks receive higher grades for getting the right answers on exams and lower grades for wrong answers. Traditional classrooms, where a professor lectures from the front of class while students take notes, do a good job of preparing students for algorithmic jobs. The problem is that such positions represent only about 30 percent of U.S. job growth. The remaining 70 percent are heuristic jobs, where recipes and step-by-step instructions do not exist.
Heuristic jobs call for the application of knowledge and the synthesis of information to form novel solutions. Heuristic workers must be self-motivated, independent learners, versatile and resilient. They must be committed to always learning. The work itself is the reward. Heuristic jobs tend to be more rewarding than those that follow a standard process and yield predictable results. To prepare for heuristic jobs, students must learn content in ways that apply to this kind of work. Higher order thinking is required, and classrooms must adapt to make this possible.
Client-based projects are a proven method for facilitating this way of thinking. They provide students with a safe environment in which to learn and apply knowledge. Such projects are a major component of many of the business courses I teach. By working in groups to solve known client problems or to identify growth opportunities, students learn how to function effectively as a team. The clients are real, and the experiences prepare students for what we
frequently refer to as “the real world.”
Over the years, students in my classes have completed projects for local companies, mobile-application developers, not-for-profit organizations and Colby-Sawyer. This spring, the Consumer Behavior and Marketing Research class (BUS 415) conducted research to explore perceptions of a brewpub on campus.
A committee met in February to consider the feasibility of putting a brewpub in Lethbridge Lodge and of offering a supplemental Brewing Science class. The committee wanted feedback from students, staff and faculty, so class researchers used their knowledge of consumer behavior and marketing research principles to develop and launch a survey using the Qualtrics program.
My students analyzed the data and developed the final report. Of 515 responses received, 91 percent thought the pub was a good idea, and 65 percent said they would like to take the Brewing Science course. Students, while excited about the idea of a pub on campus, were sensitive to any initiative that could lead to excessive drinking and the inappropriate behavior that can result. About a third of the survey respondents expressed concerns about underage drinking and the detriments of excessive drinking.
The college administration is using the survey results to develop operational and marketing strategies for the pub and the Brewing Science course. (The Pub at Lethbridge Lodge opened in February 2015 to students, faculty, staff and their guests. SCI250: Brewing Science made its debut during the fall 2014 semester. Read more about the course at: The Science, and Art, of Brewing.)
The BUS 415 class undertook a second project this year on behalf of the nonprofit organization Good Beginnings in Claremont, N.H., which provides services to women and children. Its services are partially funded by profits from the organization's thrift shop, Second Beginnings Children's Boutique. As a result of increased competition, and possibly compounded by a recent move to another area in Claremont, thrift shop sales and profits are down. The director of Good Beginnings and Second Beginnings asked for our help in determining the cause of lost sales.
The class traveled to Claremont to conduct exploratory research through observational case studies. Students spent time at Second Beginnings and at competitors' sites to compare and contrast facilities, products and pricing. The organization will use the findings to identify short-term actions it can take to increase sales. We also shared the research results with Colby-Sawyer Enactus (formerly SIFE), which is considering the organization for its signature project next year.
Both projects showcased the strength of client-based projects. Students gained hands-on experience with consumer behavior and marketing research principles, managing client projects and working in teams. They did so by applying their knowledge in a real-world setting to find unpredictable results, the very definition of heuristic work. And they did so while reaping a tremendous award: They helped an organization succeed. With every challenge they encounter in the business world, those students will continue to learn and find creative solutions.
- by William Spear, associate professor of Business Administration. Professor Spear holds an M.B.A. from Norwich University and a D.B.A. from Walden University College of Management and Technology. He joined the faculty in 2008.
About Colby-Sawyer College
Colby-Sawyer College is a comprehensive college that integrates the liberal arts and sciences with professional preparation. The College's faculty, staff and students strive for excellence in an engaged teaching and learning community that fosters students' academic, intellectual, and personal growth. With a strong emphasis on learning outcomes, including breadth and depth of knowledge, self-growth, creative and critical thinking, and effective communication, Colby-Sawyer prepares students to thrive post-graduation and make a positive impact upon a dynamic, diverse, and interdependent world.
Founded in 1837, Colby-Sawyer is located in the scenic Lake Sunapee Region of central New Hampshire. Learn more about the College's vibrant teaching and learning community at www.colby-sawyer.edu.
