Social marketing AS pedagogy

IF 3.1 4区 管理学 Q2 BUSINESS Journal of Social Marketing Pub Date : 2022-02-14 DOI:10.1108/jsocm-08-2021-0192
Ann-Marie Kennedy, E. Veer, Joya A. Kemper
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引用次数: 2

Abstract

Purpose This study aims to share the use of social marketing as pedagogy and provide a transformative social marketing pedagogy for social marketing educators. By this, the authors mean the same principles used by social marketers to improve the well-being of a person or group are used as a pedagogic tool to bolster students’ learning and understanding of social marketing. In the described course, students are asked to choose one area of their lives to try and change using concepts taught to them in class. They are then asked to reflect on their personal change journey and apply it to others in the form of a social marketing plan. Design/methodology/approach The authors share a conceptual journey using social marketing as pedagogy following the evolution of a marketing for behavioural change undergraduate course. Benchmark criteria for social marketing are used to discuss and conceptualise a transformative social marketing pedagogy. The authors take a reflexive approach to explore course development, motivations, assumptions and activities to expand on their approach. Findings Social marketing as pedagogy suggests that behaviour change is not just taught through course content but also embedded throughout the course as a learning tool and outcome. A social marketing course can encourage individual behaviour change by asking students to critically reflect on their own behaviour change journey to fully experience and understand the underpinnings and implications for social marketing. In this way, the authors adopt transformative learning as the outcome of social marketing AS pedagogy. The authors suggest through experiential learning, including active learning and reflexivity, students are able to change their frame of reference or how they interpret the world around them, in regard to complex social issues, which may encourage behaviour change. Originality/value As social marketers, the authors must reflect not only on what they teach students (Kelly, 2013) but also on how they teach them. Previous literature has not provided any unique pedagogy for how to teach social marketing. This article provides the first pedagogy for social marketing education – the Transformative social marketing pedagogy which views social marketing AS pedagogy. The authors present the value of experiential learning as a three-pronged approach incorporating Interpretive Experiences, Transformative Experiences and developing Praxis, which includes elements of feeding forward and authentic assessment. This approach provides a unique contribution to the area by providing a pedagogical approach that goes beyond mere knowledge acquisition to transformative learning.
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社会营销学
目的本研究旨在分享社会营销作为教育学的运用,为社会营销教育者提供一种变革性的社会营销教育学。作者的意思是,社会营销人员用来提高个人或群体福祉的相同原则,也被用作一种教学工具,以加强学生对社会营销的学习和理解。在所描述的课程中,学生被要求选择他们生活中的一个领域,尝试用课堂上教给他们的概念来改变。然后,他们被要求反思自己的个人改变之旅,并以社会营销计划的形式将其应用于他人。设计/方法论/方法作者分享了一个概念之旅,使用社会营销作为教育学跟随行为改变营销本科课程的演变。社会营销的基准标准用于讨论和概念化变革的社会营销教学法。作者采取反思性的方法来探索课程发展、动机、假设和活动,以扩展他们的方法。社会营销作为一种教育学表明,行为改变不仅是通过课程内容教授的,而且作为一种学习工具和结果贯穿整个课程。社会营销课程通过要求学生批判性地反思他们自己的行为改变之旅,以充分体验和理解社会营销的基础和含义,从而鼓励个人行为改变。通过这种方式,作者将变革性学习作为社会营销教学法的结果。作者建议,通过体验式学习,包括主动学习和反身性,学生能够改变他们的参考框架,或者他们如何解释周围的世界,关于复杂的社会问题,这可能会鼓励行为改变。作为社会营销人员,作者不仅要反思他们教学生什么(Kelly, 2013),还要反思他们如何教学生。以往的文献并没有为如何教授社会营销提供任何独特的教学法。本文提出了社会营销教育的第一种教育学——将社会营销视为教育学的变革型社会营销教育学。作者将体验式学习作为一种三管齐下的方法,将解释性经验、变革性经验和发展性实践结合起来,其中包括前馈和真实评估的要素。这种方法通过提供一种超越单纯的知识获取到变革性学习的教学方法,为该领域提供了独特的贡献。
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来源期刊
CiteScore
4.60
自引率
29.20%
发文量
33
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