Enjoy Your Favourite Book as a Movie: Using an Experiential Learning Exercise to Improve Student Understanding of Brand Extensions and Marketing Plan Preparation

Abstract

Marketers frequently use brand extensions to introduce new products and services. However, educators have limited resources to simulate the challenges of this strategy in classrooms. Using the scenario of a book being turned into a movie, we describe an experiential learning activity that guides students through the many stages of developing a brand extension. In this project, they also have the opportunity to put themselves in the shoes of a marketing manager in the preparation of a thorough plan for expanding an established brand to a new target market. The outcomes of its implementation in a marketing course, as well as the implications for marketing educators, are reviewed.

Keywords

Experiential learning brand extensions marketing plan marketing education classroom exercise movie industry

Introduction

Brand extension is a popular branding technique that involves launching a new product under an existing brand name (Aaker & Keller, 1990; Wang & Liu, 2020). Around 82 percent of all new product launches employ this method (Henseler et al., 2010). Justifiably, academic research has also studied the topic extensively (e.g.: Loken et al., 2010; Miniard et al., 2018; Morein, 1975). However, instructional resources on the topic remain insufficient. One reason could be the challenges faced in developing classroom projects that model the real-world (Bal et al., 2016; Reddy et al., 2014). The landscape remains the same, despite graduates’ strong ratings for instructional methods that integrate knowledge and skills in solving marketing problems (Cheong, 2013; Craciun & Corrigan, 2010). Practitioners also expect such skills during their recruitment endeavours (Kemp et al., 2019). Hence, innovative approaches to teaching, including experiential methods, should be employed to achieve three major objectives: encourage participation in class, develop theoretical and applied frameworks, and use skills to solve marketing problems.

To address the aforesaid concerns, we present an experiential classroom project that can be used in brand management and marketing modules. Using the entertainment industry as a backdrop, this semester-long project aims to improve the knowledge of various ideas covered in these units. The practice of adapting bestselling books into movies and extending successful films into sequels is prevalent in the entertainment industry (Joshi & Mao, 2012) making it an ideal context for our exercise. Market statistics show that the top 10 commercially successful movies of 2019 were all sequels or spin-offs, with revenues of around $4.3 billion domestically (Box Office Mojo, 2020). Insights from entertainment industry can be used to better appreciate other industries that share similar characteristics (e.g., Bruce et al., 2012; Eliashberg et al., 2006). Extending a book into a movie is also a suitable scenario to explore how technology and experiential goods interact in the digital age. The impact of online review sites on movie consumption, for example, can help us understand general consumer behaviour and brand management (e.g., Chakraborty & Bhat, 2018). According to previous studies, managers in other areas encounter many of the same issues as managers in the creative industries. They are increasingly being asked to boost efficiency while also being encourages to be creative (Perretti & Negro, 2007).

The pre- and post-exercise quizzes, as well as student feedback, demonstrated that this exercise is an effective tool for attaining our goals. Our study contributes to marketing education and the literature on experiential learning. By providing a detailed description and structure of the exercise, we answer the call for more experiential programmes within the business curriculum (McCarthy & McCarthy, 2006). This study also adds to the current body of knowledge on pedagogical techniques in the classroom by analysing student perceptions on the benefits of experiential learning.

The article unfolds as follows: we start with a brief discussion of brand extensions and experiential learning, then present an overview of the classroom exercise (the detailed description and templates are available in the Appendices section). Following this, we highlight findings from quizzes conducted before and after running the exercise, and consider student feedback about the learning experiences from the exercise. Finally, we discuss the implications for educators and conclude with the limitations of the study.

Theoretical Background

Brand Extensions

Extant research in marketing considers the company’s motivation to leverage the equity of established brands as one of the primary rationales for the popularity of brand extension strategy (Miniard et al., 2018; Vukasovič, 2012). For example, Maggi capitalizes on the success of its popular noodles by selling soups, ketchup and seasonings under the same brand name. Prestige image, high quality, and wide brand breadth of parent brands help in launching successful extensions (Boush & Loken, 1991; Monga & John, 2010). The reverse effect is also evident, which implies that a successful extension can influence the image of the parent brand and its sales in other categories. According to Loken et al. (2010), this strategy can be used to revitalize brands, boost usage occasions and innovation avenues, achieve first-mover advantages in new categories, and enhance consumer perceptions When high advertising costs and increasing competition for shelf space make it more difficult for new products to succeed, the equity of a well-known brand can be exploited, capitalizing on recognition, goodwill and any positive associations. Thus, managers use brand extensions as a risk-reduction strategy (de Chernatony & McDonald, 1998).

Scholars have also explored several consumer-level factors behind successful brand extensions. The extension’s perceived similarity to its parent brand is a significant driver of favourable consumer evaluations (Aaker & Keller, 1990; Wang & Liu, 2020). This similarity can arise from product categories and attributes such as product features, user imagery and usage situations. When consumers perceive similarity or ‘fit’ between the brand and its extended product category, they transfer the positive affect associated with the brand to the new extension (Aaker & Keller, 1990). In the case of high-fit brand extensions, the strong links formed between the more established brand and the new extension reduce the uncertainty in the minds of consumers (Kim & Yoon, 2013; Völckner & Sattler, 2006). Along similar lines, a brand extension is found to be more acceptable when consumers sense trust, commitment, and liking from its parent brand; and when it is in confirmation with the core image and associations of the parent brand (Loken et al., 2010).

Aaker (1990) reported that 61 out of the 93 supermarket products that amassed over $15 million were extensions of already existing brands. However, despite the strategy’s popularity and the research attention it has received, brand extensions are still not failproof as evidenced even by several big brands. For instance, extensions in the fast-moving consumer goods category failed 80% of the time (Xie, 2012). This reality points to the need for proper appreciation of the various challenges when extending a brand, which is one of the objectives of the classroom exercise presented in this article.

Experiential Learning

Around the world, marketing courses currently steer away from traditional pedagogies such as lectures and case analyses to a more active, hands-on approach to learning (Kemp et al., 2019). The Association to Advance Collegiate Schools of Business (AACSB) vouches for ‘learning through practice rather than through traditional classroom-based pedagogies’.

Experiential learning is identified as an effective pedagogy that can connect concepts in business education with experiences gained from active involvement in a realistic setting (Alam, 2014; Kemp et al., 2019). Based on the experiential learning theory (Kolb, 1984), this approach presents a more direct and personal experience to students compared to conventional learning methods. The learner goes through an idealized learning cycle of doing, feeling, watching and thinking. Cronin (2011) observes the use of management games, role-playing, simulations, group projects and classroom exercises as popular tools of experiential learning for marketing educators.

Several researchers have observed that experiential methods bring real-world relevancy into classroom settings, and they enhance motivation, involvement and learning for students (Barr & Mcneilly, 2002; Rajasulochana & Ganesh, 2019). Other benefits documented in the marketing literature include improving communication, critical thinking and decision-making skills (Bridges, 1999; Craciun & Corrigan, 2010; Razzouk et al., 2003). Many of these approaches involve group work, which in itself is considered to be a learning enhancement tool (Razzouk et al., 2003). Working in groups helps students in gaining learning experience and team skills. Students also get an opportunity to compare their views with those expressed by other members of the group (Kolb, 1998; Lavy, 2017). Besides, experiential learning pedagogy can combine process-oriented exercises with outcome-oriented information, and this is a major benefit for assessment purposes (Kemp et al., 2019).

Against this backdrop of the benefits of experiential learning, we present a classroom group exercise that can be used to impart conceptual knowledge and experience on brand extensions and the preparation of marketing plans. Although experiential teaching methods have been employed in teaching marketing and brand management (e.g.: Belei et al., 2011), this study is one of the first attempts to discuss the teaching of brand extensions and marketing plans specifically by experiential learning approach.

Books to Movies Extension: Class Exercise and Marketing Plan

In this section, we illustrate the exercise’s implementation in a foundational marketing course for MBA (Master of Business Administration) students. In order to generate some generalizations from the results, the study was conducted in two universities in India—one in the northern state of Punjab and the other in the southern state of Kerala.

The project incorporated experiential learning elements by providing students with the opportunity to connect marketing concepts to an extension scenario, namely, making a movie from an already popular book. Groups were expected to collect data from primary and secondary sources, create promotional materials such as movie trailers, write reports and deliver a final presentation within a deadline, similar to an actual client pitch. These settings were to create a ‘sense of realism’ for students (Craciun & Corrigan, 2010) and to bridge the gap between what they learn in classrooms and apply in the field.

Table 1.

Sample Overview: Demographics

	University 1	University 2
Mean age	24.5	25.6
Gender	Male = 63%	Male = 59%
Mean industry experience	2.3	1.5

Source: The authors.

Objectives

The classroom exercise had three key learning objectives: encourage participation in class, evolve a framework to manage brand extensions and develop foundational skills in planning for the launch of brand extensions. We sought to increase student engagement in the classroom by transforming students from passive learners to active participants. In this group activity, students travelled through the stages of a marketing plan for launching a brand extension, in the form of a movie based on a book. Another externality was the appreciation of the operations and challenges of the movie/entertainment industry. Moreover, the exercise was broadly designed on the understanding that an active learning approach through a classroom exercise would help enhance understanding of core marketing concepts.

Structure and Contents of the Project

This was a semester-long project, introduced at the start of the marketing course. Deadlines were set for each stage of the project and a brief presentation of the work was delivered on the final day of the course, along with the submission of a detailed report. Please see the Appendices for a detailed description and template of the project.

The extant literature in marketing offers several prescriptive works on the procedures and formats or marketing planning (e.g., Kerin et al., 1990; Melchiorre & Johnson, 2017). We aligned our plan format on such works, including Pride and Ferrell (2016), which suggested the following as the components of a marketing plan:

Environmental analysis: market situation, target market/s and competition analysis

Key issues: SWOT

Marketing objectives: quantitative and qualitative metrics

Marketing strategy: details about the marketing mix

Implementation: activities, responsibilities and timeline

Performance evaluation: financial, personnel performance and monitoring

Team Formation

Students were allowed to form four-to-six-person teams on their own. The exercise was given to them at the beginning of the term so that they have a reasonably good time to work on the project. The team members were advised to first read the book in its entirety and then work on the project.

Books Selection

An indicative list of books and the movies based on them was given to the students at the beginning of the term (see Appendix A). However, they were also given the freedom to select a book of their own choice, and not necessarily stick to the list. The idea was to give as much room for groups to apply their creativity.

Student Deliverables and Evaluation

The class exercise was structured to have several key deliverables. First, the students had to read the book, watch the movie and write reviews in line with the framework given in Appendix A. Second, they had to prepare the brand extension marketing plan report. An indicative table of contents and guidelines for this report is given in Appendix B. Next, based on the learnings from the first two stages, they had to come out with a movie launch plan. Finally, they had to present the report and the key findings at the end of the semester. A presentation not exceeding 10 slides that cover the detailed plan for movie launch was required. This should be essentially a derivative of the report and no additional information was to be included here.

Method: Effect of the Classroom Exercise on Learning

While a report and class presentation were the final deliverables for grading purposes, we attempted to examine the classroom project’s effect on student’s understanding of the concepts discussed. With a pre and post quiz method (e.g. Dwyer & Klebba, 1980; Karpova et al., 2011), we evaluated students’ conceptual clarity on brand extensions and marketing plans. Besides, the subsequent post-exercise interviews also had some open-ended questions on the same.

Results & Discussion

Student Performance

Though the exercise aimed at an understanding of several marketing concepts, the modules on brand extensions and marketing plans in the course were predominantly discussed through the exercise. Therefore, assessing the learnings of these two modules would automatically show the effectiveness of the classroom exercise.

The pre and post quizzes had 15 multiple-choice questions each and were administered to students during class hours (n=196). To check whether students can use the learnings of the exercise in other contexts, we designed the questions around industries such as fast-moving consumer goods, technology, etc. where brand extensions are prevalent.

We found the difference between pre and post quiz scores to be significant (M_pre = 7.806 vs. M_post = 9.959, t (195) = –13.618, p = 0.000). We also discovered that the results hold true when we look at the data separately for both universities. That is, scores in University 1 (M_pre = 8.075 vs. M_post = 10.011, t (92) = –8.175, p = 0.001) and University 2 (M_pre = 7.563 vs. M_post = 9.912, t (102) = –11.139, p = 0.000) increased significantly after the exercise was completed. Thus, we present this classroom project as an effective tool to facilitate learning on brand extensions and marketing planning.

Student Feedback

We conducted semi-structured interviews with five students (three from University 1 and two from University 2) to get a pulse of their learning experiences and to invite suggestions for improvement. The students were contacted two months after the completion of the group project and were asked a series of open-ended questions related to brand extensions, marketing plans and general experiences related to the exercise. Though sub-questions vary based on their responses, some of the starting questions were as follows:

Did you find the exercise interesting? Why?

What did you learn about brand extensions from this exercise? What is the main reason behind brands going for extensions?

What is the most important factor in favourable consumer evaluations of brand extensions?

What did you learn about the marketing plan from this exercise?

While drawing up a marketing plan, what would you recommend a firm to do first?

Would you be able to apply the concepts learned in this exercise to another brand extension/marketing plan?

What were your expectations from this exercise when your instructor introduced it in your class? Was the exercise successful in meeting them? If not, why?

Our focus was on the depth of the interviews in order to complement the depth of case-oriented research (Sandelowski, 1996). When themes began to reappear, we decided to stop sampling after five people. According to the criterion of informational redundancy, when no new information emerges from further sampling, the researcher can stop collecting data (Lincoln & Guba, 1985). Furthermore, we included students from each grade category so that we could discover probable reasons for the disparities in performance. This is consistent with previous studies, which demonstrated that qualitative samples could be purposeful and chosen based on their ability to give richly textured data (Vasileiou et al., 2018).

We find it encouraging that students find the exercise engaging and interesting. The books-to-movies context was one of the reasons they found it to be so. A student related it to the connection they could make to the specific context:

[R]eading actually the book always get the real value. The real picture comes to mind. Then seeing the thing in your movie, it’s like whatever we thought in our thought moving in front of us.

They also referred to the comprehensiveness of the project on many occasions:

We thought that we will get some projects related to any one topic of the subject. But it was like covering every topic of the subject…this was interesting and extensive.

Though the exercise is easily adaptable to take a holistic view of the subject, teaching brand extensions was one of the primary topics providing a context to this group project. All students whom we interviewed correctly defined what a brand extension is, and some described it using examples:

[T]o target different sections of the consumers. Like, if you are making soap for a common person, and if you want to target consumers who want sophisticated soaps, you will make premium soaps.

[L]everaging an already created brand to get into a different category of products, using the same name or the company name. For example, I am Cello I am already very good at plastics so the brand name I have created in the market will help me winning customer’s trust and so that they can buy my other products also.

When quizzed about factors leading to favourable consumer evaluations, a student could develop an imaginary situation for explaining the fit between the parent brand and its extension. This is in line with past research that has established the extension’s perceived similarity to its parent brand as a significant driver of positive consumer evaluations (Aaker & Keller, 1990; Wang & Liu, 2020).

If Mercedes Benz starts manufacturing chairs, they may not be very much liked by the customers because the level of products also matters.

Bal et al. (2016) have proposed that students’ recall is high when studying in a real-world situation or using simulations. We find it rewarding that some students recall the nuances of the topics covered or are confident of doing so. One student opined:

[B]ecause the other projects we get in MBA generally are regarding making presentations and applying, as in using the theory copying from the internet but this was going through…for a project like this you need to spend some time and when you spend some time then you realize that at least after a month or two also I remember some of the parts which I did and that shows that I learned something and that stays with me.

The confidence derived from working in groups was another theme that emerged from our interviews. This validates one of the benefits of experiential exercises of promoting team building, listening and problem-solving skills (Kemp et al., 2019).

I have gained the confidence that I can try something like this. I don’t know how successful it would be but I can definitely try…because 4 of us could come up with a marketing plan for this. So from an organizational perspective, we could definitely do it.

[B]efore that even if I had heard this topic just the definition and a little bit about from the professor but actually what happens inside it and how much effort goes into it…to evaluate you need so much data with that I have pretty much confidence that I will be able to go through the initial phase of the brand extension evaluation at least.

The majority of students felt confident that they could complete a similar project for a brand. This is promising, as there is increasing pressure for marketing educators to make course content that is relevant beyond the classrooms (Bal et al., 2016; Donthu et al., 2021). Two of our interviewees mentioned the real-world feel of the project:

This was more like the actual project as in this is, in the same way, a probably a company would also do it.

Several suggestions came up on how to improve this classroom exercise related to the books given and also about assessments based on the exercise. Some major suggestions included:

I would like that the book should be new, on which a movie has not been made. It should be interesting like some books were very classical, it was difficult to understand, you have to give much more time. So, it was difficult for us due to time constraints.

As far as I remember, the quizzes only asked about technicality-as in the theory part of it, as in what is brand extension, what you know about the brand extension. But the actual framework as in the application part was not there in the quizzes, just evaluating what that student knows about the brand extension. I believe that is only a part of learning so basically the major focus should be on the student’s learning about the application part. That has not been tested by the quizzes.

[P]robably a case-based paper if that is feasible, as in a small case let and certain questions up on that. That would have been a better way to evaluate the application part of learning.

Implications for Educators

The results of this classroom study support the use of experiential learning theory to improve student engagement and knowledge of concepts in preparation for real-world application. As a result, this research contributes to the literature on experiential learning by discussing a student-centred exercise. This semester-long project requires students to identify and seek resources, characterize challenges and produce solutions, in keeping with previous research on the effective use of experiential approaches (e.g.: Butler et al., 2019).

This exercise may be used by a marketing educator to deliver on multiple learning objectives, one key objective being to achieve a greater appreciation among students of the challenges of extending to a new target segment or introducing a new product/service. As evidenced by the 80% failure rate in the market (Henseler et al., 2010; Völckner & Sattler, 2006), an extension strategy is a challenging proposition for any brand.

While the focus is on brand extensions, the exercise also encourages a comprehensive understanding of several other central areas in marketing (e.g., marketing research, sales & distribution management, consumer behaviour, etc.). Therefore, although the authors use this exercise in a foundational marketing course, instructors can adapt it to be used in other courses including services marketing, marketing research and strategy, brand management and promotion management. Craciun and Corrigan (2010) consider collaborating the subject matter of a new course with other courses as one of the solutions to the functional silo approach in marketing education. Students often approach courses in isolation, overlooking the links among their topics, and thus fail to practice and solidify prior knowledge (Young & Murphy, 2003). Consequently, linking this classroom exercise with other course/s in the same semester or to completed courses would be a good avenue for integrative experiential learning, as recommended by numerous researchers (e.g. Craciun & Corrigan, 2010; Elam & Spotts, 2004).

Finally, educators may rely on this project to provide students with knowledge related to the preparation of marketing plans, which is a representative activity for projects they will be expected to do in the real world (Black et al., 2014). To achieve this objective, the project could be turned into a platform for industry engagement where the faculty can partner with practitioners to share their challenges on brand extensions or preparation of marketing plans. In such cases, the books to movies context could be replaced by other scenarios faced by the practitioners or sponsoring companies in their markets.

Limitations and Future Research

The present exercise and research have numerous limitations. First, issues can arise from a group’s impact on individual learning. Past research has indicated that ‘collaborative loafing’ among students prevents them from gaining a holistic understanding of the concepts applied in group work (Bacon et al., 1998; Treen et al., 2016). In this exercise, one student might focus only on the situational analysis, another on marketing mix and so on, and thus fail to be exposed to the marketing plan that is the exercise’s whole premise. Similarly, they may not read the book and instead try to deduce the contents of the book from the movie. (For this specific point, we recommend instructors to examine the section on differences between the book and the movie in depth). Gremler et al. (2000) opine that experiential learning can be a ‘messy process’ and this classroom exercise also suffers from several inherent limitations of any experiential learning method. For example, it might be best suited for a classroom with some previous work experience or familiarity with the concepts discussed. To overcome such limitations, past research suggests combining experiential approach with traditional methods (e.g., Hawtrey, 2007; Rajasulochana & Senthil Ganesh, 2019).

Second, this project runs in a post-graduate foundational marketing course delivered in face-to-face mode at two universities. Therefore, the findings may not be generalizable to other levels or in an online environment. Differences may emerge in execution in terms of class composition, availability of instructional materials (e.g., books to be made into movies, in this case), and live projects from practitioners. Another question to generalizability can arise from the fact that movies is an experiential category (Cooper-Martin, 1991) that can capture students’ interest easily. Therefore, further research is warranted to confirm the exercise’s effectiveness in improving student learning in a variety of classroom settings and with contexts other than movies, such as FMCG brand extensions.

Third, we have not obtained feedback from students who have graduated and are working in the marketing field on whether the learnings from the exercise are actually found useful in their work. Rather, our evaluation of the exercise was through the pre and post quizzes and the student interviews after the completion of the exercise. Comparing the data we obtained to a control group or results from the implementation of other pedagogical tools could be a more efficient way to judge the merit of this experiential learning method.

Footnotes

Authors’ Note

G. Sridhar (Professor, IIM Kozhikode), Anandakuttan B. Unnithan (Professor, IIM Kozhikode), and Aravind Reghunathan (Assistant Professor, Bournemouth University) designed an earlier version of this classroom exercise from research, experience and several sources. The exercise is modified in order to place it as an exhibit in the manuscript.

Declaration of Conflicting Interests

The authors declared no potential conflicts of interest with respect to the research, authorship and/or publication of this article.

Funding

The authors received no financial support for the research, authorship, and/or publication of this article.

Indicative List of Books and Movies

Group	Movie	Book
1	The Godfather	‘The Godfather’ by Mario Puzo
2	The Silence of the Lambs	‘The Silence of the Lambs’ by Thomas Harris
3	Goodfellas	‘Wise Guy’ by Nicolas Pillegi
4	Fight Club	‘Fight Club’ by Chuck Palahniuk
5	The Girl With The Dragon Tattoo	‘The Girl With The Dragon Tattoo’ by Steig Larsson
6	Silver Linings Playbook	‘The Silver Linings Playbook’ by Matthew Quick
7	Rambo: First Blood	‘First Blood’ by David Morrell
8	Slumdog Millionaire	‘Q & A’ by Vikas Swarup
9	The Da Vinci Code	‘Da Vinci Code’ by Dan Brown
10	The Hitchhiker’s Guide to the Galaxy	‘The Hitchhiker’s Guide to the Galaxy’ by Douglas Adams
11	Jurassic Park	‘Jurassic Park’ by Michael Crichton
12	The Lord of the Rings: The Fellowship of the Ring	‘The Lord of the Rings’ by J.R.R.Tolkien
13	Dracula	‘Dracula’ by Bram Stocker
14	Shawshank Redemption	‘Rita Hayworth and Shawshank Redemption’ by Stephen King
15	Forrest Gump	‘Forrest Gump’ by Winston Groom

Books to Movies as Brand Extension: Classroom Exercise’s Detailed Description and Template

You might have come across that interesting situation of your favourite book being made into a movie. It is a given that you rush for the first day first show; sometimes you come out of the theatre satisfied, and sometimes you don’t, unfortunately! Bu, have you thought about the marketing catch of a popular book being ‘extended’ to a movie? Read on!

Book and Movie Review

Read the book that you have been assigned. Write down as many different things as you can, which might get you interested in that book (about 200 words max.). Summarize about the author of the book, plot, key characters and any important features (about 200 words max.). Our experience indicates that if you read and analyse the book as many times as possible, your creativity will increase (sometimes even to the point of coming up with elements that were not considered in the actual movie’s marketing!).

Why do you believe the producer and director considered making a movie out of the book (about 200 words max.)?

What do you think about the book getting converted to a movie? Write some of your expectations from the movie (about 200 words).

Now you are all set to watch the movie. Write down where it is different from the book. What might have prompted such a change? Look out for any specific marketing advantage/s brought about by this change. You may structure your arguments using the template given here.

As you would have already guessed, marketing a movie is an altogether different challenge than marketing a book. Find out what are the salient differences between marketing of these two formats. This will help you in understanding and refining your marketing plan. Remember to highlight aspects of promotion and distribution in the following template:

Brand Extension Marketing Plan Report Guidelines

Movie launch plan template

Appendix C

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