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The extended case study method of assessment in marketingeducation

This paper advances the literature on the pedagogic role of the extended case study method of assessment in marketing education. It commences by outlining the traditional case study approach of assessment, and outlines its limitations. This critique leads to a discussion of the 'middle ground approach' of the extended case study, and consideration as to how it can be deployed in marketing assessment. The centrality of secondary research to the extended case study method is discussed. The article concludes by summarising what the author regards as some of the principal benefits emanating from the extended case study methodology of assessment. Introduction This paper seeks to explore a method of assessment that I have utilised (along with colleagues) in my teaching practice; that being the extended case study method of assessment. The method of assessment has been used in a final year undergraduate module in Marketing Management and a Postgraduate module in Strategic Marketing Management. In keeping with a commonly used case study approach, students are presented with a printed case study, and the tutor sets questions for them to address. However the approach I adopt differs from many other marketing assessment case study methodologies utilised, in that students are required not to 'stop' at the case study in producing their responses, but rather to engage in systematic secondary data compilation and analysis in order to formulate their