Pub Date : 2021-01-17DOI: 10.1177/0273475320987295
K. LaTour, Hayden Noel
The online classroom is self-directed, where students decide when and how often they access their course material. Even in the traditional classroom, students have shown a propensity to shift their time allocation to the last minute, so it is not clear what happens when they have full control over their learning schedules. Our interest is whether this self-directed learning environment produces similar harmful binge behavior as observed with online television, where memory and satisfaction with the experience decrease over time. With access to clickstream data from an online e-educator, we found 62% of the sample binged their learning by concentrating their studies within the semester rather than distributing their online activity throughout. Two types of binge learning emerged as significant: Front-bingers, who accessed the majority of their education early, performed more similarly over time to those who spaced their learning activities. Back-bingers, who accessed the majority of their material late in the semester, did not perform as well. To help us better understand these findings, we used a relatively new measure of behavior called “clumpiness” to summarize their overall online activity. We discuss our findings and their implications for online education and marketing course design.
{"title":"Self-Directed Learning Online: An Opportunity to Binge","authors":"K. LaTour, Hayden Noel","doi":"10.1177/0273475320987295","DOIUrl":"https://doi.org/10.1177/0273475320987295","url":null,"abstract":"The online classroom is self-directed, where students decide when and how often they access their course material. Even in the traditional classroom, students have shown a propensity to shift their time allocation to the last minute, so it is not clear what happens when they have full control over their learning schedules. Our interest is whether this self-directed learning environment produces similar harmful binge behavior as observed with online television, where memory and satisfaction with the experience decrease over time. With access to clickstream data from an online e-educator, we found 62% of the sample binged their learning by concentrating their studies within the semester rather than distributing their online activity throughout. Two types of binge learning emerged as significant: Front-bingers, who accessed the majority of their education early, performed more similarly over time to those who spaced their learning activities. Back-bingers, who accessed the majority of their material late in the semester, did not perform as well. To help us better understand these findings, we used a relatively new measure of behavior called “clumpiness” to summarize their overall online activity. We discuss our findings and their implications for online education and marketing course design.","PeriodicalId":46987,"journal":{"name":"Journal of Marketing Education","volume":"43 1","pages":"174 - 188"},"PeriodicalIF":2.4,"publicationDate":"2021-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0273475320987295","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46411872","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-28DOI: 10.1177/0273475320979632
Matthew M. Lastner, Duleep Delpechitre, Emily A. Goad, J. M. Andzulis
Peer learning, a pedagogical approach whereby students are partnered together to have one student actively help another student learn predetermined content or skills, has long been utilized as an effective complement to more traditional instructional methods across a wide range of educational disciplines. This approach has been found to reduce the stress of learning, increase student engagement, and yield benefits to both the tutor and the tutee to a roughly equal degree. Yet, pedagogical research to this point has mostly failed to explore the usefulness of this approach to marketing and sales education. In the present research, we examine the effectiveness of peer-learning applications in a sales context and discuss marketing educators' implications. More specifically, we assess college sales students’ perceptions of peer-learning role-play exercise and further examine whether peer-learning exercises can improve students’ abilities. The results indicate that peer-learning exercises are not only enjoyed by students but are capable of producing objective performance improvement for both introductory and advanced students.
{"title":"Thank You for Being a Friend: A Peer-Learning Approach to Marketing Education","authors":"Matthew M. Lastner, Duleep Delpechitre, Emily A. Goad, J. M. Andzulis","doi":"10.1177/0273475320979632","DOIUrl":"https://doi.org/10.1177/0273475320979632","url":null,"abstract":"Peer learning, a pedagogical approach whereby students are partnered together to have one student actively help another student learn predetermined content or skills, has long been utilized as an effective complement to more traditional instructional methods across a wide range of educational disciplines. This approach has been found to reduce the stress of learning, increase student engagement, and yield benefits to both the tutor and the tutee to a roughly equal degree. Yet, pedagogical research to this point has mostly failed to explore the usefulness of this approach to marketing and sales education. In the present research, we examine the effectiveness of peer-learning applications in a sales context and discuss marketing educators' implications. More specifically, we assess college sales students’ perceptions of peer-learning role-play exercise and further examine whether peer-learning exercises can improve students’ abilities. The results indicate that peer-learning exercises are not only enjoyed by students but are capable of producing objective performance improvement for both introductory and advanced students.","PeriodicalId":46987,"journal":{"name":"Journal of Marketing Education","volume":"43 1","pages":"216 - 232"},"PeriodicalIF":2.4,"publicationDate":"2020-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0273475320979632","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42054766","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-01DOI: 10.1177/0273475319852756
L. Spiller, Dae-hee Kim, Troy Aitken
Based on the industry need to hire qualified salespeople, a call to expand sales education at universities has been continuously echoed. This article provides an updated overview of the sales education landscape in the United States and offers insight into both the curriculum offerings and the practices of marketing educators who teach sales courses at colleges and universities with sales programs. This research assesses the current state of sales education by critically evaluating recently published sales education literature, reviewing university websites of the University Sales Center Alliance members located in the United States, surveying professors who are members of the Sales Educators Foundation and/or the University Sales Center Alliance, and examining sales course syllabi of sales faculty. This article describes the findings of these research investigations. Understanding the pedagogical choices, teaching practices and perspectives on curriculum of the educators of leading sales programs is valuable to those educators contemplating launching a sales program at their respective universities.
{"title":"Sales Education in the United States: Perspectives on Curriculum and Teaching Practices","authors":"L. Spiller, Dae-hee Kim, Troy Aitken","doi":"10.1177/0273475319852756","DOIUrl":"https://doi.org/10.1177/0273475319852756","url":null,"abstract":"Based on the industry need to hire qualified salespeople, a call to expand sales education at universities has been continuously echoed. This article provides an updated overview of the sales education landscape in the United States and offers insight into both the curriculum offerings and the practices of marketing educators who teach sales courses at colleges and universities with sales programs. This research assesses the current state of sales education by critically evaluating recently published sales education literature, reviewing university websites of the University Sales Center Alliance members located in the United States, surveying professors who are members of the Sales Educators Foundation and/or the University Sales Center Alliance, and examining sales course syllabi of sales faculty. This article describes the findings of these research investigations. Understanding the pedagogical choices, teaching practices and perspectives on curriculum of the educators of leading sales programs is valuable to those educators contemplating launching a sales program at their respective universities.","PeriodicalId":46987,"journal":{"name":"Journal of Marketing Education","volume":"42 1","pages":"217 - 232"},"PeriodicalIF":2.4,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0273475319852756","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46966933","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-01DOI: 10.1177/0273475320941917
Shannon Cummins, Blake E. Nielson, J. Peltier, Dawn Deeter-Schmelz
In this article, we review the recent expansion within the sales education literature from five primary journals and the business literature at large. The five primary journals are the Journal of Marketing Education, Marketing Education Review, Journal for the Advancement of Marketing Education, Journal of Education for Business, and the Journal of Personal Selling & Sales Management. Of the 119 identified articles published in the past 15 years, experiential learning, career development, and assessment were the three most prominent topics. Of these, 69% were published after the Cummins et al. review article “A Critical Review of the Literature for Sales Educator,” which was published in Journal of Marketing Education as a means of expanding sales education research. Future research opportunities in sales education are offered with suggested hypotheses for investigation. A reference table of classroom innovations is provided as an easy guide to instructors seeking vetted pedagogical enhancements.
{"title":"A Critical Review of the Literature for Sales Educators 2.0","authors":"Shannon Cummins, Blake E. Nielson, J. Peltier, Dawn Deeter-Schmelz","doi":"10.1177/0273475320941917","DOIUrl":"https://doi.org/10.1177/0273475320941917","url":null,"abstract":"In this article, we review the recent expansion within the sales education literature from five primary journals and the business literature at large. The five primary journals are the Journal of Marketing Education, Marketing Education Review, Journal for the Advancement of Marketing Education, Journal of Education for Business, and the Journal of Personal Selling & Sales Management. Of the 119 identified articles published in the past 15 years, experiential learning, career development, and assessment were the three most prominent topics. Of these, 69% were published after the Cummins et al. review article “A Critical Review of the Literature for Sales Educator,” which was published in Journal of Marketing Education as a means of expanding sales education research. Future research opportunities in sales education are offered with suggested hypotheses for investigation. A reference table of classroom innovations is provided as an easy guide to instructors seeking vetted pedagogical enhancements.","PeriodicalId":46987,"journal":{"name":"Journal of Marketing Education","volume":"42 1","pages":"198 - 216"},"PeriodicalIF":2.4,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0273475320941917","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47748755","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-11-03DOI: 10.1177/0273475320952587
{"title":"Special Issue Call for Papers: Tales of the Unexpected: Teaching Turmoil and Triumphs in Times of Crisis","authors":"","doi":"10.1177/0273475320952587","DOIUrl":"https://doi.org/10.1177/0273475320952587","url":null,"abstract":"","PeriodicalId":46987,"journal":{"name":"Journal of Marketing Education","volume":"42 1","pages":"339 - 339"},"PeriodicalIF":2.4,"publicationDate":"2020-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0273475320952587","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42840978","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-28DOI: 10.1177/0273475320968252
V. Dikčius, S. Urbonavičius, Karina Adomavičiūtė, Mindaugas Degutis, Ignas Zimaitis
Online learning is a powerful option for professional development in various careers, including marketing. However, massive open online courses (MOOCs) tend to face an issue of course dropouts, and this cannot only be attributed to factors like course content or value. Social interactions among students and interest-generating elements of MOOCs are equally important elements of online learning ecosystems. Therefore, this study approaches the problem from the perspective of the social exchange theory with insights into the cognitive evaluation theory to predict the effects of social interactions and gamification rewards on the process of studies. The data from an experiment and a subsequent survey of marketing course participants were used to analyze student satisfaction and dropouts through the lens of the social exchange theory and to see the effects of expected and unexpected gamification rewards. This contributes to the knowledge about factors that influence online course discontinuation, provides managerial and educational insights on dropout reduction, and specifies directions for further studies on the use of gamification elements in MOOCs.
{"title":"Learning Marketing Online: The Role of Social Interactions and Gamification Rewards","authors":"V. Dikčius, S. Urbonavičius, Karina Adomavičiūtė, Mindaugas Degutis, Ignas Zimaitis","doi":"10.1177/0273475320968252","DOIUrl":"https://doi.org/10.1177/0273475320968252","url":null,"abstract":"Online learning is a powerful option for professional development in various careers, including marketing. However, massive open online courses (MOOCs) tend to face an issue of course dropouts, and this cannot only be attributed to factors like course content or value. Social interactions among students and interest-generating elements of MOOCs are equally important elements of online learning ecosystems. Therefore, this study approaches the problem from the perspective of the social exchange theory with insights into the cognitive evaluation theory to predict the effects of social interactions and gamification rewards on the process of studies. The data from an experiment and a subsequent survey of marketing course participants were used to analyze student satisfaction and dropouts through the lens of the social exchange theory and to see the effects of expected and unexpected gamification rewards. This contributes to the knowledge about factors that influence online course discontinuation, provides managerial and educational insights on dropout reduction, and specifies directions for further studies on the use of gamification elements in MOOCs.","PeriodicalId":46987,"journal":{"name":"Journal of Marketing Education","volume":"43 1","pages":"159 - 173"},"PeriodicalIF":2.4,"publicationDate":"2020-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0273475320968252","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49001101","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-22DOI: 10.1177/0273475320960501
Eileen Bridges
This article looks back over the past two decades to describe how teaching of undergraduate marketing research has (or has not) changed. Sweeping changes in technology and society have certainly affected how marketing research is designed and implemented—but how has this affected teaching of this important topic? Although the purpose of marketing research is still to better understand target customer needs, the tools are different now: customer data are typically collected using technology-based interfaces in place of such instruments as mailed, telephone, or in-person surveys. Observational techniques collect more data electronically rather than requiring a human recorder. Similarly, sampling has changed: sample frames are no longer widely used. Many of these changes are not yet fully discussed in marketing research courses. On the other hand, there is increasing interest in and availability of courses and programs in marketing data analytics, which teach specialized skills related to analysis and interpretation of electronic databases. Perhaps even more importantly, new technology-based tools permit greater automation of data collection and analysis, and presentation of findings. A critical gap is identified in this article; specifically, effort is needed to better integrate the perspectives of data collection and data analysis given current research conditions.
{"title":"The Undergraduate Marketing Research Course: Two Decades of Change","authors":"Eileen Bridges","doi":"10.1177/0273475320960501","DOIUrl":"https://doi.org/10.1177/0273475320960501","url":null,"abstract":"This article looks back over the past two decades to describe how teaching of undergraduate marketing research has (or has not) changed. Sweeping changes in technology and society have certainly affected how marketing research is designed and implemented—but how has this affected teaching of this important topic? Although the purpose of marketing research is still to better understand target customer needs, the tools are different now: customer data are typically collected using technology-based interfaces in place of such instruments as mailed, telephone, or in-person surveys. Observational techniques collect more data electronically rather than requiring a human recorder. Similarly, sampling has changed: sample frames are no longer widely used. Many of these changes are not yet fully discussed in marketing research courses. On the other hand, there is increasing interest in and availability of courses and programs in marketing data analytics, which teach specialized skills related to analysis and interpretation of electronic databases. Perhaps even more importantly, new technology-based tools permit greater automation of data collection and analysis, and presentation of findings. A critical gap is identified in this article; specifically, effort is needed to better integrate the perspectives of data collection and data analysis given current research conditions.","PeriodicalId":46987,"journal":{"name":"Journal of Marketing Education","volume":"43 1","pages":"285 - 297"},"PeriodicalIF":2.4,"publicationDate":"2020-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0273475320960501","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43702495","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-31DOI: 10.1177/0273475320950015
Scott A. Inks, K. Barber, T. Loe, Lukas P. Forbes
Since their inception, university sales competitions have been key learning and educational components of university sales education. Over the past two decades, the oldest and one of the largest sales competitions in the United States has been held in a face-to-face format. However, due to the educational environment created from the COVID-19 pandemic, this competition was forced to convert to a virtual format over a 16-day period. This research outlines the steps taken to convert this event to virtual format and presents insights for other universities endeavoring to produce virtual sales competition events. Finally, research implications and direction for future research are presented.
{"title":"Running With Your Hair on Fire: Lessons Learned From Transitioning a National University Sales Competition From Face-to-Face to Virtual in 16 Days","authors":"Scott A. Inks, K. Barber, T. Loe, Lukas P. Forbes","doi":"10.1177/0273475320950015","DOIUrl":"https://doi.org/10.1177/0273475320950015","url":null,"abstract":"Since their inception, university sales competitions have been key learning and educational components of university sales education. Over the past two decades, the oldest and one of the largest sales competitions in the United States has been held in a face-to-face format. However, due to the educational environment created from the COVID-19 pandemic, this competition was forced to convert to a virtual format over a 16-day period. This research outlines the steps taken to convert this event to virtual format and presents insights for other universities endeavoring to produce virtual sales competition events. Finally, research implications and direction for future research are presented.","PeriodicalId":46987,"journal":{"name":"Journal of Marketing Education","volume":"42 1","pages":"257 - 271"},"PeriodicalIF":2.4,"publicationDate":"2020-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0273475320950015","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49529288","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-20DOI: 10.1177/0273475320952316
J. Peltier, Dawn Deeter-Schmelz
Welcome to this special issue of the Journal of Marketing Education (JME) on Sales Education and Training 2.0. This special issue is a result of the tremendous response received for the first JME special issue on Sale Education and Training (Volume 36, Issue 2, August 2014). The first special issue provided outstanding research on recruiting, developing the student mindset, self-efficacy, and sales pedagogy. The current issue continues to expand our understanding of sales education with a renewed emphasis on sales education and pedagogy, and an expanded focus on sales competitions, technology, and student perceptions of sales education and a sales career. A few articles also address the impact of the COVID-19 pandemic. Since the publication of the first special issue, sales education has continued to experience tremendous growth, driven in part by strong industry demand. For example, the Manpower Group routinely identifies the sales representative role as one of the most challenging jobs to fill (Manpower Group, 2018). Furthermore, in their 2018 Sales Talent Study, CSO Insights reports that only 16% of sales executives are confident they have the appropriate sales talent in place (Williams, 2018). While industry demand has been negatively affected in the short-term by the COVID-19 pandemic, the long-term trend should remain positive. Industry demand, in turn, has contributed to the ongoing growth in university sales centers and institutes. Emblematic of this growth, the University Sales Center Alliance grew from 30 universities in 2014 to 59 as of September 2020 (University Sales Center Alliance, 2020). Although the growth in sales education is trending in a positive direction, long-term demand outweighs supply, and much work remains. As noted in our Call for Papers for this special issue, although JME has increased its focus on sales education and training, we have only tapped the surface of this growing domain. The nine articles featured in this issue make a considerable contribution to our understanding of sales education and training, and we expect they will inspire researchers to investigate related topics instrumental to the growth of our discipline. We divided this special issue into three topical areas: (1) the State of Sales Education, (2) Sales Pedagogy and Competitions, and (3) Perceptions and Intentions to Pursue a Sales Career. The State of Sales Education
{"title":"Sales Education and Training 2.0","authors":"J. Peltier, Dawn Deeter-Schmelz","doi":"10.1177/0273475320952316","DOIUrl":"https://doi.org/10.1177/0273475320952316","url":null,"abstract":"Welcome to this special issue of the Journal of Marketing Education (JME) on Sales Education and Training 2.0. This special issue is a result of the tremendous response received for the first JME special issue on Sale Education and Training (Volume 36, Issue 2, August 2014). The first special issue provided outstanding research on recruiting, developing the student mindset, self-efficacy, and sales pedagogy. The current issue continues to expand our understanding of sales education with a renewed emphasis on sales education and pedagogy, and an expanded focus on sales competitions, technology, and student perceptions of sales education and a sales career. A few articles also address the impact of the COVID-19 pandemic. Since the publication of the first special issue, sales education has continued to experience tremendous growth, driven in part by strong industry demand. For example, the Manpower Group routinely identifies the sales representative role as one of the most challenging jobs to fill (Manpower Group, 2018). Furthermore, in their 2018 Sales Talent Study, CSO Insights reports that only 16% of sales executives are confident they have the appropriate sales talent in place (Williams, 2018). While industry demand has been negatively affected in the short-term by the COVID-19 pandemic, the long-term trend should remain positive. Industry demand, in turn, has contributed to the ongoing growth in university sales centers and institutes. Emblematic of this growth, the University Sales Center Alliance grew from 30 universities in 2014 to 59 as of September 2020 (University Sales Center Alliance, 2020). Although the growth in sales education is trending in a positive direction, long-term demand outweighs supply, and much work remains. As noted in our Call for Papers for this special issue, although JME has increased its focus on sales education and training, we have only tapped the surface of this growing domain. The nine articles featured in this issue make a considerable contribution to our understanding of sales education and training, and we expect they will inspire researchers to investigate related topics instrumental to the growth of our discipline. We divided this special issue into three topical areas: (1) the State of Sales Education, (2) Sales Pedagogy and Competitions, and (3) Perceptions and Intentions to Pursue a Sales Career. The State of Sales Education","PeriodicalId":46987,"journal":{"name":"Journal of Marketing Education","volume":"42 1","pages":"195 - 197"},"PeriodicalIF":2.4,"publicationDate":"2020-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0273475320952316","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41936171","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-17DOI: 10.1177/0273475320948570
Sc Cowley, William F Humphrey, C. Muñoz
Technology and media have created skill needs that modern educators are compelled to address to stay relevant. As a result, an emerging educational tool in marketing and media courses is the integration of third-party certifications that give students an industry credential for current topics or media platforms (i.e., Google, HubSpot, Hootsuite, etc.). To understand the diffusion of these certifications among educators, how they are being integrated, and current perceptions of their effectiveness, we conducted a cross-disciplinary survey of 122 college faculty who teach digital marketing and media topics. Findings revealed that certifications enjoy high awareness, with a small number receiving higher adoption rates. Users report a variety of benefits to themselves and students, along with some challenges. We also identify sources of major perception gaps between users and nonusers. These findings suggest that certifications are a permanent course fixture and are perceived as directly contributing to job and career readiness. An understanding of current perceptions and practices can guide educators in improving their use of certifications as well as industry partners looking to facilitate adoption and positive educator experiences.
{"title":"Industry Certifications in Digital Marketing and Media Education: An Examination of Perceptions and Use Among Educators","authors":"Sc Cowley, William F Humphrey, C. Muñoz","doi":"10.1177/0273475320948570","DOIUrl":"https://doi.org/10.1177/0273475320948570","url":null,"abstract":"Technology and media have created skill needs that modern educators are compelled to address to stay relevant. As a result, an emerging educational tool in marketing and media courses is the integration of third-party certifications that give students an industry credential for current topics or media platforms (i.e., Google, HubSpot, Hootsuite, etc.). To understand the diffusion of these certifications among educators, how they are being integrated, and current perceptions of their effectiveness, we conducted a cross-disciplinary survey of 122 college faculty who teach digital marketing and media topics. Findings revealed that certifications enjoy high awareness, with a small number receiving higher adoption rates. Users report a variety of benefits to themselves and students, along with some challenges. We also identify sources of major perception gaps between users and nonusers. These findings suggest that certifications are a permanent course fixture and are perceived as directly contributing to job and career readiness. An understanding of current perceptions and practices can guide educators in improving their use of certifications as well as industry partners looking to facilitate adoption and positive educator experiences.","PeriodicalId":46987,"journal":{"name":"Journal of Marketing Education","volume":"43 1","pages":"189 - 203"},"PeriodicalIF":2.4,"publicationDate":"2020-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0273475320948570","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44404641","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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