Students As Case Protagonists: Empowering Students Through Connecting Personal Experiences with Sustainability Challenges

As educators, we constantly strive to prepare our students for the challenges they will face in the real world. While embedding student-generated cases in the Sustainability Marketing, Ethics and CSR module, we have witnessed the transformative power of this approach in bridging the gap between classroom theory and professional practice. Inspired by students who constantly brought their own experiences to the classroom, it was important to give students the opportunity to develop and present case studies based on their personal and professional experiences, offering a unique perspective on sustainability challenges, and the complexities of driving change.

What Did We Do?

Before class, I encouraged interested students to reflect on challenging scenarios from their past experiences with sustainability marketing that they would like to share with their peers. They developed a one-page narrative that highlighted the context, the sustainability challenge(s) faced, their role, and the efforts made to enact change. This was co-created through an ongoing dialogue facilitated by one-on-one meetings between the educator and the student, resulting in a short deck of slides (story) to be shared in class. During class, students presented their cases in 15 minutes, focusing on the context, the problem/challenge faced, and the implemented solution, sparking lively discussions moderated by the educator and led by “What would you do differently?”.  After class, students were encouraged to reflect on this learning experience, comparing their initial understanding of the class’s topic to their refined insights gained through the class discussions. In providing insight into this journey, Thanatcha Akarachaiwat, a student who acted as a case protagonist, offered the following observations:

"Playing the role of the protagonist in our sustainability marketing class was an enriching experience for me to take ownership of my learning journey, collaborate effectively with my professor and classmates, and contribute meaningfully to class discussions on sustainability marketing. It allowed me to take charge of the learning process and engage with them more proactively. I continued to engage with them to reflect on key takeaways, discuss any lingering questions, and brainstorm ideas for applying sustainability marketing principles in real-world scenarios."

How Did It Go?

For both educators and students, the benefits of this approach were noticeable. Students were empowered to become protagonists in their learning journey, drawing from personal experiences to tackle real-world sustainability challenges related to overconsumption, packaging, and consumer acceptance. In line with both programme-level and module-level learning outcomes, they developed critical thinking skills, learned to think systemically, and gained a deeper understanding of the complexities of leadership and change management when it comes to sustainability. Furthermore, the encouragement extended by students to their classmates who are acting as the case protagonists serves as another indicator of enhanced peer-to-peer support within the class. While commenting on this learning experience, Diba Hashemi, an MSc Student specializing in International Marketing and Business Strategies, stated that:

“Attending class sessions featuring classmates' experiences with sustainability marketing challenges enriches my understanding by linking theoretical knowledge to real-world applications. These personal accounts offer diverse perspectives on overcoming sustainability obstacles in marketing, highlighting the practical implications and strategies used in the field. Such discussions not only broaden my comprehension but also inspire me to think creatively about my future role in sustainability efforts”.

However, the journey was not without its challenges. Educators and students acting as protagonists need to devote enough time to co-develop this experience before, during and after class. Another challenge is to prepare the protagonist for taking questions, if any, and the audience for expecting a “no specific answer” to their questions, and curiosities about the protagonist’s experience. Nevertheless, it was through these moments of uncertainty and unexpectedness that profound insights emerged, fostering growth and transformation for both students and educators. For example, it was very fulfilling to witness students engaging with the case led by one of their peers in subsequent classes, continuing to reference it over time.

So what?

Through innovative approaches like positioning students as case protagonists and embedding student-generated cases, we are contributing to engaged, empowered, and socially conscious professionals who are ready to make a difference in the world.

At SBM, excellence in engagement, student voice, and inclusivity are central to our education strategy and Active Curriculum for Excellence. By encouraging students to draw from their own experiences, we create a learning environment that is inclusive and diverse, honouring the unique perspectives and backgrounds of each student. Through lively discussions with their peer, students are actively engaged in the learning process, and empowered to contribute their voices and insights. This approach also fosters a sense of belonging and ownership, allowing our students to learn, create, and lead from the classroom. The following Image depicts the Idea in brief Focusing on the Obstacle, Opportunity, and Outcome (3Os).

Contributor profile

Dr Sayed Elhoushy (PhD, BSc, MSc, MRes, FHEA) is a lecturer (assistant professor) in marketing at Queen Mary University of London, School of Business and Management. He holds a PhD in Management-Business Economics from Ca' Foscari University of Venice, Italy, along with two master's degrees: MRes in Management and an MSc in Hotel Management. Sayed has research experience as a Visiting Research Fellow at the leading School of Hospitality and Tourism Management, University of Surrey, UK, and the Faculty of Economics (FEP), University of Porto, Portugal. Before his academic career, he worked in sales and marketing. Sayed has also consulted for both businesses and NGOs.

Sayed's research interests revolve around three areas: sustainability marketing, consumer behaviour, and the intersection of technology adoption and customer experience. Specifically, his research focuses on how to motivate, facilitate, and maintain sustainable consumer behaviours and understanding consumer journeys related to sustainable services, second-hand and refurbished goods, and food waste.