Teaching undergraduate marketing students using 'hot seating through puppetry': An exploratory study

Glenn Pearce, Nigel Hardiman

Research output: Contribution to journalArticlepeer-review

3 Citations (Scopus)


Changes in preferred methods of learning among many students in recent years have challenged educators to introduce more interactive and experiential teaching methods. 'Hot seating' - where a person, such as an invited subject expert is interviewed by an audience - is a well-established interactive method of learning, but is often limited by availability of willing and suitable interviewees. In this exploratory study, university business undergraduates were required to interact with a lecturer-operated puppet representing a corporate client interviewee in a simulated sales presentation. Reflective diaries were used to gain insights into students' perceptions of this teaching technique. Results suggest that students: (i) gained practical business skills; (ii) were exposed to commercial responsibilities and (iii) assimilated relevant academic theory. Benefits and limitations of 'hot seating through puppetry' and its possible contribution to teaching and learning in a variety of contexts are discussed, together with suggestions for further research.

Original languageEnglish
Pages (from-to)437-447
Number of pages11
JournalInnovations in Education and Teaching International
Issue number4
Publication statusPublished - Nov 2012


  • drama
  • hot seating
  • puppets
  • role play
  • theatre

ASJC Scopus subject areas

  • Education


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