Research‐informed teaching and teaching‐informed research: the Contemporary Marketing Practices (CMP) living case study approach to understanding marketing practice

Purpose – This paper aims to demonstrate how a Contemporary Marketing Practices (CMP)‐based living case study approach can be used to enhance student learning, and to develop new theory about marketing practice. Design/methodology/approach – The paper compares and contrasts teaching cases and research cases to create context. It then describes two examples of the living case study approach: one project directed at understanding the impact of information technologies (IT) on marketing practice, and the other at examining managerial understandings of customer value. Findings – The study finds that a living case approach extends insight into antecedents and consequences of marketing practice, consistent with CMP research objectives. New conceptual frameworks for the IT adoption process and conceptions of customer value are co‐created by executive students and the authors. It shows that managers are able contributors to theory development. The paper concludes that the living case approach provides a rich “zone of mutuality” between research and teaching. Research limitations/implications – Action learning can be used in business schools to enhance theoretical and practical understanding of complex process‐based phenomena. Practical implications – The living case study is suited to post‐experience students rather than undergraduates. In addition to considering the nature of the student body, faculty should also consider fit with their personal competencies and the curriculum prior to taking this approach. However, it should be done so advisedly. Originality/value – The study stimulates reflection on alternative approaches to teaching and learning in executive education, and to theory development in marketing practice.