AN EXAMINATION OF THE ATTITUDES OF CLIENTS AND STUDENTS IN THE SBI CASE SITUATION Eugene L. O'Connor, Cal Poly State University John C. Rogers, Cal Poly State University ABSTRACT A study was conducted to examine the attitudes of clients and students in the SBI case situation. The results indicate that both the student and the client receive benefits. The study suggests that although the benefits are high it appears that it is necessary to better educate the client regarding the purpose and procedures involved in SBI projects. Additionally, it appears that the students should be better educated with regard to communication skills, mainly the art of listening. INTRODUCTION Client-student projects are rather common in colleges of business today. Most colleges of business have some form of client-student type projects either through marketing research classes or via SBI projects. The literature has addressed numerous aspects of client-student research projects, mostly with regard to the implementation in marketing research classes. Discussions have been concerned mainly with methods of implementation, inherent problems, guidelines for instructors to follow, etc. (Browne 1979; Humphreys 1981; Richardson 1980; McCain and Lincoln (1982) (1), (3), (4), (6). The existing literature has for the most part, neglected the investigation of the positive aspects of the student-client project. Henke (1985) (2) made an attempt to measure the success of a project by examining student perspectives, however, his evaluation was simply a number of quotes gathered at the end of a semester. Ramocki (1987) (5) attempting to assess the effectiveness of the applied marketing attempted to measure attitudes toward research project solicited the attitudes of both client and student. Ramocki concluded that the approach has a profound effect on student learning and futhermore the client should receive major benefits. To reiterate, most studies concerning the client-student project have centered on the marketing research class. Thus, utilizing Ramocki's methodology, the primary purpose of this study is to explore the attitudes of both client and student regarding the SBI case situation. THE STUDY The study was initiated in April 1987 and completed in June 1987 at the conclusion of the spring quarter. A total of 18 students participated in groups of two or three, consulting with seven clients. The projects were quite representative of the typical SBI cases. They included a lumber company, a small research lab, a travel agency, a door manufacturer, a motel, a video production company, and an equipment rental company.

Two different questionnaires were employed, one for the students and one for the clients. The participants were unaware that a formal study was in progress and the questionnaires were completed at the conclusion of the projects. The Student and Client Questionnaires The student and client questionnaires were constructed somewhat differently because of the different perspective of the two different groups. However, both questionnaires utilized Likert scales to measure attitudes toward the SBI case situation. The client questionnaire attempted to measure attitudes toward the student, results of the project, and community relations. The student questionnaire measured attitudes toward the client, research ability, learning, effectivenss of the project, and behavioral characteristics. The essence of the questionnaires may be seen in Table 1 and 2 (although abbreviated because of space limitations). TABLE 1 CLIENTS' ATTITUDES TOWARD THE SBI PROJECTS Constructs and Descriptors

(1) S.D.

(3) N.

(4) A.

(5) S.A.

43 43

43 14 28 14

57 86 29

43 43 28

43 57 72

3. Projects Results: a. Meaningful b. Effective Oral c. Effective Written

43 28 28

57 72 72

4. Community Relations: a. Desirable Service

43

57

1. Perceived student competence: a. Interest b. Professional c. Capable d. Reservations

(2) D.

43

2. Methodology: a. Listened b. Data Analysis c. Study Overall

Percentage of Clients Expressing the Attitude (N=7)

14

TABLE 2 STUDENTS' ATTITUDES TOWARD THE SBI PROJECTS Constructs and Descriptors

(1) S.D.

1. Client's knowledge/ behavior: a. Goals b. Enthusiasm c. Cooperative d. Helpful e. Confidence 2. Self-perceived ability/ confidence: a. Communicate b. Study Doubts c. Knowledge d. Helpful e. Confidence 3. Learning: a. Beneficial b. Insights c. Oral d. Similar Study 4. Effectiveness: a. Goals b. Clients Pleased 5. Behavioral: a. Group b. Individual c. Effort

(2) D.

(3) N.

(4) A.

(5) S.A.

6

17 21

56 17 39 28 56

21 62 50 44 39

28

17

66 28 78 72 56

17 6 6

50 44 62 62

50 39 33 33

6

78 62

17 39

6 17 17

72 61 44

22 22 39

11 28 6

6

28

6 39 17

6 28 28

Percentage of Students Expressing the Attitude (N=18) RESULTS AND DISCUSSIONS The results indicate that the SBI case situation (i.e., an applied research approach) is very worthwhile from both the students' perspective and the clients' perspective. Table 1 shows the clients' attitudes toward the SBI projects and indicates the clients perceived the cases as being very successful. Clients perceived the students to be responsible and competent however the clients had mixed feelings as to whether the students were capable of acting as management consultants. This latter result is probably a reflection of

the students' ages and the "classroom situation," as the clients scored the students very high on methodology. Additionally, the clients felt that project results were meaningful and that the service provided was desirable. It is important to note that the clients appeared to have some reservations about the client-student relationship at the start of the projects but no reservations at the end of the projects. These reservations could be due to the uncertainty and lack of client understanding about SBI projects. At any rate it would appear that clients need to be better educated as to the purpose and procedures of SBI cases. One further note seems appropriate, it seems that the students could listen a little more attentively to the clients. Table 2 depicts the students' attitudes toward the research projects and indicates that the client-student cases were successful from a pedagogical perspective. Clients were seen to be supportive and cooperative in general. However, there were some clients not as cooperative and helpful as is hoped. This, of course, is critical to the whole process and is necessary if the client-student relationship is to culminate in a mutual beneficial experience. This observation seems to be in coincidence with the finding from the client questionnaire indicating that client education may be necessary. Students perceived themselves as being able to perform the study tasks but did have some doubts as to the outcome of the study. This latter finding is not surprising considering that most of the students had never before been thrust into this type of client-student situation. Learning, which is of primary importance to the instructor, appears to have occurred. All students agreed that the experience was beneficial and most believed that could now perform a similar study solo. The students considered the effectiveness of the study as being very good and indicated that the client was pleased. This seems to confirm the notion that learning in fact did occur. The behavioral dimension is somewhat difficult to interpret. While most students felt this type of project required more effort than a normal class, there seemed to be some discord within the groups. This finding although not unusual is cloudy in its interpretation. It probably reflects the normal conflict that is suggested by group theory. Overall, the students attitudes were very positive toward the SBI projects. Comparative Results Two constructs were employed to match clients' and students' perceptions. The constructs are whether the project achieved its purpose and whether the results were useful. Table 3 provides the comparative results of clients' and students' attitudes concerning project purpose and usefulness and indicates considerable agreement. The agreement between clients and groups concerning purpose and usefulness is very high. This correlation reinforces the results and conclusions presented so far, as it adds some validity to the obtained responses. Interestingly, the clients believed more strongly than did the students that both the purpose of the project was achieved and that the results were useful. Some light as to the reason for these slightly different perceptions may have been shed earlier in the paper. A likely explanation for the clients attitudes may be that they were unsure as to the purpose and procedures of the project. Further they were most likely dubious of the students. Again reinforcing the notion that the clients need education concerning SBI projects. It would seem that, as indicated earlier, the students felt less strongly about purpose and usefulness than did the clients due to less than optimal communication between the clients and students.

TABLE 3 RESULTS OF INDIVIDUAL GROUP VERSUS CLIENT ASSESSMENTS OF ACHIEVED PURPOSE AND USEFULNESS Project Project 1 Project 2 Project 3 Project 5 Project 6 Project 7

Achieved Purpose* Results Useful** Client Mean Group Mean Client Mean Group Mean 4 4 4 5 5 4

4 4 4 4.7 4.3 4

4 4 4 5 5 5

4.5 4 4.3 4.3 4 4.3

* Responses indicate degree to which the project achieved its intended purpose. A Likert scale was employed with 1 being strongly disagree to 5 being strongly agree. ** Responses indicate degree to which the results will be useful to the client. The same Likert scale was used. CONCLUSIONS Certainly there are some limitations concerning generalizations that can be made from this study due to the relatively small sample size. However, the group of cases sampled in this study are representative of the typical SBI case that these authors have experienced. Additionally, the results are intuitively comfortable. The results strongly imply that both the client and the student receive benefits from the client-student situation in the SBI case situation. Students completing the course demonstrate high levels of learning and satisfaction. Clients are pleased with the assistance they received and believe it to be very beneficial. In general SBI projects seem to strengthen relations between community small businesses and the college. Furthermore, the study suggests a few prescriptive guidelines for instructors and/or SBI directors. It would appear that a better effort is necessary in education the client regarding the purpose and procedures involved in SBI projects. This seems to be an important step in order to relieve anxieties of clients that could interfere with the client-student relationship. Additionally it appears that the students should be better educated with regard to communication skills, mainly listening. REFERENCES (1) Browne, William G. (1979), "Using Corporate Sponsored Marketing Management Projects," Journal of Marketing Education, 1 (November), 39-47. (2) Henke, John W. (1985), "Bringing Reality to the Introductory Marketing Student," Journal of Marketing Education, 7 (Fall), 59-71.

(3) Humphreys, Marie (1981), "Client-Sponsored Projects in a Marketing Research Course," Journal at Marketing Education, 3 (Fall), 7-12. (4) McCain, Gary and Douglas Lincoln (1982), "Choice Criteria Model for Selecting Live-Case Marketing Research Class Projects." Journal of Education, 4 (Fall), 47-53. (5) Ramocki, Stephen (1987), "Measured Effectiveness of Client-Sponsored Consulting Projects in the Marketing Research Course," Journal of Marketing Education, 9 (Spring), 24-30. (6) Richardson, Neil and Sion Raveed (1980), "A Live-Case Program for Teaching Marketing Research," Journal of Marketing Education, 2 (April), 38-42.