Gaining Confidence and Competence through Experiential Assignments: An Exploration of Student Self-Efficacy and Spectrum of Inquiry

Abstract

Producing students high in self-efficacy and competence are desirable outcomes of marketing programs. In this study, the authors investigate the potential of experiential assignments to instill these traits. Quantitative and qualitative data collected from students in the Consumer Behavior course revealed that, if properly designed, such exercises can produce both. To instill self-efficacy, students must clearly perceive the completed assignments to apply theory to business practice. To instill competence a combination of self-directed and instructor-directed learning elements are critical. Self- directed learning elements showed to foster greater inquiry depth, whereas other-directed learning elements seem to induce greater inquiry breadth. Suggestions for assessing self-efficacy and competence are presented.