Consuming design in the marketing classroom

This paper presents a pilot study of undergraduate marketing students reflections on design principles embedded within a marketing curriculum. The project involved a multi-method experimental approach within a second-year consumer behaviour course. Data was collected using a pre- and post-test questionnaire that examined attitudes towards the course, vividness, critical reflection, and perceived usefulness of two standard consumer behaviour theories and two design thinking theories. Qualitative data was also collect and analysed from the reflective journals of 23 students to understand their analysis, interpretation and application of design thinking. The results showed while there was no overall impact on the evaluation of the concepts taught in the course, design thinking allows for more pervasive benefits to student learning, including making deeper level connections between theory and practice. These results offer positive support for embedding design thinking within the marketing curriculum.