Research Methodology 2.0: A Hybrid Theoretical-Pedagogical Model for Postgraduate Marketing Education

Abstract

The teaching of research methodology in postgraduate marketing education has long relied on traditional, linear, and largely instrumental approaches, which often emphasise procedural compliance over deep conceptual understanding and critical engagement. While such approaches may adequately convey technical skills, they frequently fail to foster the higher-order analytical, reflective, and self-directed competencies required of marketing postgraduates to navigate complex, real-world research challenges. Despite the proliferation of hybrid and technology-enhanced learning environments in higher education, scholarship on research methodology pedagogy in business and management remains largely fragmented, with limited conceptual frameworks that integrate theory-driven learning principles into hybrid teaching models. Addressing this gap, this paper proposes Research Methodology 2.0, a theoretically grounded conceptual framework for hybrid research methodology education tailored to postgraduate marketing students and related disciplines. The framework is developed through the synthesis of Constructivist Learning Theory (CLT) (Fosnot, 2013; Vygotsky, 1978) and Experiential Learning Theory (ELT) (Kolb, 2015; Kolb et al., 2014), two complementary pedagogical paradigms that together provide a robust theoretical foundation for hybrid teaching. Constructivist Learning Theory emphasises active knowledge construction, cognitive scaffolding, and the contextualisation of learning within authentic disciplinary practices, thereby enabling students to develop critical thinking and reflective capacities. Experiential Learning Theory, in turn, foregrounds learning through iterative cycles of experience, reflection, conceptualisation, and experimentation, supporting students’ ability to apply methodological knowledge to dynamic marketing research contexts. By integrating these theories, Research Methodology 2.0 moves beyond a purely procedural orientation, foregrounding the interplay between conceptual understanding, practical application, and reflective synthesis. The conceptual framework delineates three interrelated components: (1) Knowledge Construction, emphasising theory-practice alignment and learner agency; (2) Experiential Engagement, incorporating real-world, problem-based scenarios and virtual simulations; and (3) Reflective Integration, fostering metacognition and continuous self-directed learning. Relationships between these constructs highlight the recursive, iterative nature of research skill development, wherein engagement with authentic tasks informs conceptual understanding, and reflective practice reinforces experiential learning. The theoretical contribution of this paper lies in reconceptualising research methodology pedagogy for the digital and hybrid era, offering a coherent, integrative model that bridges the divide between constructivist principles and experiential praxis. Practically, the framework provides actionable guidance for curriculum design, instructional strategies, and assessment in postgraduate marketing programmes, promoting deeper engagement, critical reasoning, and transferable research competencies. The framework also offers a foundation for the systematic integration of hybrid and technology-enhanced learning tools without compromising the rigour and reflective depth of methodology education. Finally, Research Methodology 2.0 opens new avenues for scholarly inquiry and pedagogical innovation by providing a theoretically grounded basis for empirical testing, cross-disciplinary application, and further conceptual development. By articulating a structured, theory-driven approach, it enhances the quality and impact of research methodology education, while foregrounding the dynamic tension between theoretical reasoning and methodological practice, and demonstrating how ontological positioning and pedagogy shape epistemological understanding.