Business Lunch as a practical activity in the course Business Understanding

The activity is built around a visit to the Business Lunch career fair, held at SDU Kolding.

The teaching programme follows a three-step format: 

1. Before the career fair visit (approx. 60 minutes):

The instructor introduces the students to an academic theme within business understanding. The task is to identify and analyse companies’ strategies in marketing, organisation, and positioning – and how these strategies are expressed at a career fair.

The students prepare by working with observation techniques and interview/questioning techniques and are tasked with collecting empirical data during the fair visit itself.

2. During the career fair visit (approx. 15–30 minutes)

The students attend Business Lunch with a focus on:

• collecting empirical data.
• interacting professionally with companies.
• building their first professional network.

Here, companies take on the role of both cases and sources of empirical data, and the students try applying the subject in a concrete, practice-based setting.

3. After the career fair visit (approx. 30–45 minutes):

In class, the students’ observations, notes, and experiences are reviewed. The focus is on:

• reflection on how theory can be applied in practice.
• comparison of different companies’ strategies.
• discussion of networking behaviour and professional communication.

Explore the case in more detail below.

• Objective of the activity

  The purpose of the activity is to strengthen the students’ ability to:

  • apply their academic knowledge in an authentic context
  • engage in academic dialogue with external stakeholders and collect, systematise, and analyse empirical data from a practice-based situation

  A specific sub-goal is to introduce students to the importance of professional networking. This is particularly relevant in relation to student jobs, project collaborations, and internships.

• Connection to the course and academic programme

  The activity supports the course learning objectives by providing students with:

  • a concrete setting for empirical data collection.
  • experience with observation and interaction in a professional context.
  • the opportunity to test academic concepts related to business models, marketing, and organizational understanding in real companies.

  As the course takes place in the first semester, the activity is also designed for students with no prior experience in either empirical data collection or contact with companies.

• Participants

  • Instructor: Plans the activity, introduces theory and methods, scaffolds the assignment, and facilitates follow-up activities in the classroom.
  • Students: Collect empirical data, observe company practices, and engage in academic dialogues with the companies.
  • Companies/organisations: Participate as cases and sparring partners at the fair.
  • SDU RIO: Markets the fair to instructors, provides support during the event, prepares companies for the task, and is available to students on the day.
• How did the activity create value?

  The activity created:

  • short empirical observations by the students
  • academic reflections on companies’ business and marketing strategies
  • increased awareness of networking competencies
  • practical experience in interacting with external stakeholders

  The parties involved pointed out that the activity generates high motivation, as students encounter authentic companies early in their programme of study.

• Can the activity be applied in a new master’s programme format?

  Yes.

  The activity is flexible and can be expanded at master’s level, for example through:

  • more in-depth analytical assignments
  • longer-term collaborations with companies
  • the inclusion of theory on, for example, stakeholder management, organizational design, or strategic communication
  • the use of multiple empirical methods (interviews, field studies, company cases)

  There may also be opportunities to involve RIO as a supporting resource, for example in the form of presentations or workshops that prepare students to participate professionally in networking and fair-based activities.

  The activity can be organized:

  • as a short course consisting of one teaching session or
  • as a more comprehensive course with several sessions before, during, and after the fair.

  Point of attention: As the activity is linked to externally scheduled events – such as career fairs and other relevant networking or career activities – it may require flexibility from the instructor in terms of scheduling. The activities will not necessarily take place on a regular teaching day.