Project Description

In Gereffi’s Marketing and Management capstone course, undergraduate students collect and analyze data involving several key North Carolina industries, helping Gereffi and his team (the Center on Globalization, Governance and Competitiveness) create visualizations like value chains and maps for the public and highly-visible North Carolina and the Global Economy website.

CIT is providing funding and support to help Gereffi and his team develop interactive representations of value chains using tools like Flash, and to explore the use of mapping tools like Google Earth to rethink the way industry data can be presented visually in a more global context. The resulting developments will in turn create more and varied projects for undergraduate students in Gereffi’s capstone course.

Project Started: May 4, 2007
Funding: $11,000

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Martha Reeves received support to integrate examples of advertising/promotional campaigns (print ads, websites, podcasts, direct mail campaigns, advertising short films, etc) into her course MMS 170: Integrated Marketing Communication. Compiling such materials required student assistance for digitizing and organizing content, as well as to review materials for copyright clearance. Creating such a resource would provide the faculty member with a large collection of appropriate and available content to draw from and include in lectures, Powerpoint presentations, or even online using Blackboard.

Funding was provided for a graduate student who could collect and integrate these materials. CIT provided training and support, enabling the student to use various software, such as Picasa for photo-organization, to complete the project. Funding also resulted in the development of a compilation DVD of course materials, including digitized commercials from advertising agencies, resulting in improved organization of course resources and accessibility for students.

Project Start Date: 4/11/2006
Funding awarded: $2500

Additional Information

Poster from CIT Showcase 2007

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Instead of assigning a final paper in his Organizations and Global Competitiveness course, Duke Professor Gary Gereffi has teams of students develop Web sites that analyze global industries. In a 2001 paper on Teaching Website Design in Business Classes, Gereffi explained the assignment’s goals: “integrate theory and empirical research … create, analyze and present information for a general audience (and) develop teamwork skills.” When he first gave the assignment in 2000, he never dreamed these projects might influence international policy. But they have.

Yerbol Orynbayev, a native of Kazakhstan, was a Public Policy graduate student at Duke in 2002 when he took Gereffi’s course and helped create the Vegetable Oil Industry Web site pictured below as part of an online report for Professor Gary Gereffi’s Organizations and Global Competitiveness course.

Orynbayev was so impressed with the course, that when he returned to Kazakhstan and became the country’s deputy minister for economy and budget planning, he asked Gereffi to travel to Kazakhstan during his sabbatical to help implement the country’s new economic strategy. Gereffi agreed and, as part of that work, taught a short course on industry analysis to Kazakh businessmen and government officials.

At the end of that course, the participants turned in PowerPoint presentations (similar to the Duke students’ Web sites) that analyzed various industries in Kazakhstan and proposed economic development plans. Below are two examples: Electric Power in the Oil and Gas Sector of Kazakhstan and Pipe Line Value Chain & Pipe Market Analysis.

“[Gereffi’s] class offers practical tools and instruments to use the value chain concept for real-life industry analysis,” says Orynbayev, now the CEO of the Center for Marketing and Analytical Research in Kazakhstan. “The Web site assignment is a salient example of such an instrument.”

Challenging students to create a Web site with up-to-date industry analysis “gets them into this research mode,” Gereffi says. “You’re not just absorbing material that the instructor is giving you, but you’re creating resources that can actually be useful to people.”

Support for Gereffi’s global industry Web site assignment came from Duke’s Center for Instructional Technology (CIT) and a GE Foundation grant. For more examples of technology being used in the classroom at Duke, see CIT’s project examples.

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Project description

Reeves participated in a Faculty Fellows group focused on teaching large classes. This fellowship group discussed a number of techniques, described in McKeachie’s Teaching Tips: Strategies, Research, and Theory for College and University Teachers and Classroom Assessment Techniques.

Reeves explored the use of the Blackboard discussion board to obtain student feedback about their learning in the class and for student engagement. Group presentations where students explained how and why specific advertisements were effective, and team activities in which students investigated ethical issues in marketing and advertising products in specific industries. Reeves reported that the activities were successful and she would use similar activities in future classes.

Project start date: January 1, 2006
Funding awarded: $1,000

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Project Description

Gold received funding to explore Blackboard as a means to improve access to materials and increase student participation in her course Sociology 164: Death and Dying. Using group features in Blackboard, students accessed different sets of readings based on their exposure and interests, making the course material more meaningful. Blackboard discussion boards were used to encourage student participation, while timely feedback was generated via a class service journal assignment.

Project Start Date: 05/01/04
Funding awarded: $1250

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