Pub Date : 2023-04-25DOI: 10.1177/02734753231166414
Christine Ye, Yuna Kim, Yoon-Na Cho
Advances in digital technologies coupled with the explosion of data are transforming the marketing education landscape at a rapid pace. Given the scale and speed of digital disruption in today’s industry, marketing academics face ongoing challenges of addressing the theory–practice gap, which will only accelerate. The purpose of the current study is to gain a better understanding of the current state of digital/social media marketing and analytics education through a review of past pedagogical research in the realm of digital/social media marketing and marketing analytics. The collected database ( N = 54) was analyzed based on their category and scope, and sub-themes within each category. Our findings indicate that while business schools have been diligent in introducing important skill sets to their curriculum, the approach has been predominately tactical, rather than driven by an overarching strategic plan. Based on the findings, we discuss the implications for marketing educators and directions for future research that can help bridge the theory–practice gap as we proceed in the future data-driven digital environments.
{"title":"Digital Marketing and Analytics Education: A Systematic Review","authors":"Christine Ye, Yuna Kim, Yoon-Na Cho","doi":"10.1177/02734753231166414","DOIUrl":"https://doi.org/10.1177/02734753231166414","url":null,"abstract":"Advances in digital technologies coupled with the explosion of data are transforming the marketing education landscape at a rapid pace. Given the scale and speed of digital disruption in today’s industry, marketing academics face ongoing challenges of addressing the theory–practice gap, which will only accelerate. The purpose of the current study is to gain a better understanding of the current state of digital/social media marketing and analytics education through a review of past pedagogical research in the realm of digital/social media marketing and marketing analytics. The collected database ( N = 54) was analyzed based on their category and scope, and sub-themes within each category. Our findings indicate that while business schools have been diligent in introducing important skill sets to their curriculum, the approach has been predominately tactical, rather than driven by an overarching strategic plan. Based on the findings, we discuss the implications for marketing educators and directions for future research that can help bridge the theory–practice gap as we proceed in the future data-driven digital environments.","PeriodicalId":46987,"journal":{"name":"Journal of Marketing Education","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47859905","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 : 2023-04-20DOI: 10.1177/02734753231166710
Stern Neill, Mark Bieraugel
Understanding how to support creative ideation is an important, yet, elusive, issue for marketing educators. To shed light, this study proposes ideation as a malleable state influenced by “outside-the-brain” resources. By examining venture concept ideation, this study captures the ideation–environment relationship using experience sampling to tap into the daily lives of student entrepreneurs. The findings identify how entrepreneurial ideas emerge from specific external interactions and engagements, which are contextualized using two Japanese conceptualizations of space, ba (場) and ma (間). The results inform both marketing education and entrepreneurial marketing.
{"title":"Light Bulb Moments: Where Do Student Entrepreneurs Get Their Ideas","authors":"Stern Neill, Mark Bieraugel","doi":"10.1177/02734753231166710","DOIUrl":"https://doi.org/10.1177/02734753231166710","url":null,"abstract":"Understanding how to support creative ideation is an important, yet, elusive, issue for marketing educators. To shed light, this study proposes ideation as a malleable state influenced by “outside-the-brain” resources. By examining venture concept ideation, this study captures the ideation–environment relationship using experience sampling to tap into the daily lives of student entrepreneurs. The findings identify how entrepreneurial ideas emerge from specific external interactions and engagements, which are contextualized using two Japanese conceptualizations of space, ba (場) and ma (間). The results inform both marketing education and entrepreneurial marketing.","PeriodicalId":46987,"journal":{"name":"Journal of Marketing Education","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47680894","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 : 2023-03-31DOI: 10.1177/02734753231162610
S. Laurie, K. Mortimer, Matthew Holtz, Billy Little
The rapid growth of social media popularity and consequently social media marketing is creating a challenge in terms of the appropriate teaching strategy. Advances in technology are racing ahead of clear terminology. The definitions of Public Relations (PR) and Advertising are being widened to encompass more digital activities and this turf war is causing confusion within the industry, the academic world, and the classroom. This article addresses the need for more research on teaching social media marketing from a strategic perspective based on Integrated Marketing Communications (IMC) objectives. It explores the use of the Paid/Owned/Earned Media (POEM) framework as a form of engaged pedagogy and part of the Active Blended Learning framework. Adopting a Participatory Action Research (PAR) approach, 40 student applications of the POEM framework were analyzed, and the results indicate that it enables students to identify activities within an integrated campaign and their impact on the customer journey. These results were supported by a qualitative analysis of the views of three experienced educators in this field. It is proposed that the application of classifications, such as Paid, Owned, and Earned media, are more useful when teaching social media marketing within IMC than the classifications of Advertising and PR.
{"title":"Enhancing Students’ Understanding of Social Media Marketing and the Use of Advertising and Public Relations Terminology Within IMC: A Participatory Action Research Project","authors":"S. Laurie, K. Mortimer, Matthew Holtz, Billy Little","doi":"10.1177/02734753231162610","DOIUrl":"https://doi.org/10.1177/02734753231162610","url":null,"abstract":"The rapid growth of social media popularity and consequently social media marketing is creating a challenge in terms of the appropriate teaching strategy. Advances in technology are racing ahead of clear terminology. The definitions of Public Relations (PR) and Advertising are being widened to encompass more digital activities and this turf war is causing confusion within the industry, the academic world, and the classroom. This article addresses the need for more research on teaching social media marketing from a strategic perspective based on Integrated Marketing Communications (IMC) objectives. It explores the use of the Paid/Owned/Earned Media (POEM) framework as a form of engaged pedagogy and part of the Active Blended Learning framework. Adopting a Participatory Action Research (PAR) approach, 40 student applications of the POEM framework were analyzed, and the results indicate that it enables students to identify activities within an integrated campaign and their impact on the customer journey. These results were supported by a qualitative analysis of the views of three experienced educators in this field. It is proposed that the application of classifications, such as Paid, Owned, and Earned media, are more useful when teaching social media marketing within IMC than the classifications of Advertising and PR.","PeriodicalId":46987,"journal":{"name":"Journal of Marketing Education","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48914568","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 : 2023-03-22DOI: 10.1177/02734753221146713
Victoria L. Crittenden
{"title":"The (R)evolution of Marketing Education","authors":"Victoria L. Crittenden","doi":"10.1177/02734753221146713","DOIUrl":"https://doi.org/10.1177/02734753221146713","url":null,"abstract":"","PeriodicalId":46987,"journal":{"name":"Journal of Marketing Education","volume":"45 1","pages":"3 - 4"},"PeriodicalIF":2.4,"publicationDate":"2023-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43917830","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 : 2023-03-16DOI: 10.1177/02734753231159010
Aimee S. Riedel, A. Beatson, U. Gottlieb
This paper reports on a systematic review into inclusivity and diversity in the higher education marketing discipline. Thirty-one studies met the inclusion criteria and are analyzed to identify the inclusion and diversity identities that have been studied, synthesize strategies that have been identified as successful in supporting inclusion and diversity in the classroom and propose a future research agenda to further scholarly understanding within the marketing discipline. The findings suggest that most prior studies have focused on cultural diversity or diversity in general, and the strategies identified as effective were (a) utilizing technology to support inclusion and diversity, (b) developing curriculum that takes into consideration the diverse society we live in, (c) integrating projects into curriculum that are focused on diversity and inclusion, and (d) considering extra-curricular activities to deepen students’ inclusivity and diversity skills.
{"title":"Inclusivity and Diversity: A Systematic Review of Strategies Employed in the Higher Education Marketing Discipline","authors":"Aimee S. Riedel, A. Beatson, U. Gottlieb","doi":"10.1177/02734753231159010","DOIUrl":"https://doi.org/10.1177/02734753231159010","url":null,"abstract":"This paper reports on a systematic review into inclusivity and diversity in the higher education marketing discipline. Thirty-one studies met the inclusion criteria and are analyzed to identify the inclusion and diversity identities that have been studied, synthesize strategies that have been identified as successful in supporting inclusion and diversity in the classroom and propose a future research agenda to further scholarly understanding within the marketing discipline. The findings suggest that most prior studies have focused on cultural diversity or diversity in general, and the strategies identified as effective were (a) utilizing technology to support inclusion and diversity, (b) developing curriculum that takes into consideration the diverse society we live in, (c) integrating projects into curriculum that are focused on diversity and inclusion, and (d) considering extra-curricular activities to deepen students’ inclusivity and diversity skills.","PeriodicalId":46987,"journal":{"name":"Journal of Marketing Education","volume":"45 1","pages":"123 - 140"},"PeriodicalIF":2.4,"publicationDate":"2023-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44381559","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 : 2023-02-04DOI: 10.1177/02734753231152156
Nicole Beachum, Alexandra Krallman
Social media is rapidly growing and evolving from the introduction of new platforms to platform-specific innovations. The dynamic nature of social media makes it difficult for even practitioners to keep up; therefore, the gap between academia and industry continues to grow. This gap presents significant challenges for marketing educators to keep course content current so students are ready for the workforce. To identify which types of social media pedagogical assessments best meet industry needs and make recommendations for bridging this gap, this article uses a three-study approach consisting of content analysis of job descriptions, practitioner interviews, and student perceptions of two commonly used pedagogical assessments: simulations and client-based projects. Results show the critical need for social media meta-skills and technical skills, with client-based projects significantly improving meta-skill acquisition by undergraduate students compared with simulations alone. Practical implications for helping educators improve market-ready graduates for entry-level jobs with a social media component are discussed.
{"title":"Simulations or Client Projects? Aligning Social Media Skills Development to Industry Expectations","authors":"Nicole Beachum, Alexandra Krallman","doi":"10.1177/02734753231152156","DOIUrl":"https://doi.org/10.1177/02734753231152156","url":null,"abstract":"Social media is rapidly growing and evolving from the introduction of new platforms to platform-specific innovations. The dynamic nature of social media makes it difficult for even practitioners to keep up; therefore, the gap between academia and industry continues to grow. This gap presents significant challenges for marketing educators to keep course content current so students are ready for the workforce. To identify which types of social media pedagogical assessments best meet industry needs and make recommendations for bridging this gap, this article uses a three-study approach consisting of content analysis of job descriptions, practitioner interviews, and student perceptions of two commonly used pedagogical assessments: simulations and client-based projects. Results show the critical need for social media meta-skills and technical skills, with client-based projects significantly improving meta-skill acquisition by undergraduate students compared with simulations alone. Practical implications for helping educators improve market-ready graduates for entry-level jobs with a social media component are discussed.","PeriodicalId":46987,"journal":{"name":"Journal of Marketing Education","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49188550","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 : 2022-12-13DOI: 10.1177/02734753221141637
Adesegun Oyedele, Emily S. Goenner, Maria Guadalupe Alba Aguilar, Robert H. Scarlett
The purpose of this study was to fill the gaps in the literature in terms of understanding how marketing and international entrepreneurship educators have responded to the impact of the pandemic on experiential learning pedagogy in developing countries. To address these gaps in the literature, this article conceptualizes a Classroom-run Virtual Startup Incubator (CVSI) program as a virtual learning space for seamless collaboration, networking and relationship building among multiple stakeholders across borders to inspire students to create startups and marketing alliances in marginalized communities. This article extends the KNOW-DO-BE model to include the OPERATE dimension to encourage innovation, experimentation, failure, and collaboration opportunities among the participants on the CVSI platform. Also, the study shows that relational/network approaches such as the resource dependence theory are important lenses for understanding participants’ experiences on the CVSI platform. These theoretical contributions are based on the analysis of the qualitative case studies gathered from the experiential learning experiences of students and mentors who participated in the CVSI program.
{"title":"Using Classroom-Run Virtual Startup Incubator to Facilitate Experiential Learning Experiences and Global Marketing Alliances","authors":"Adesegun Oyedele, Emily S. Goenner, Maria Guadalupe Alba Aguilar, Robert H. Scarlett","doi":"10.1177/02734753221141637","DOIUrl":"https://doi.org/10.1177/02734753221141637","url":null,"abstract":"The purpose of this study was to fill the gaps in the literature in terms of understanding how marketing and international entrepreneurship educators have responded to the impact of the pandemic on experiential learning pedagogy in developing countries. To address these gaps in the literature, this article conceptualizes a Classroom-run Virtual Startup Incubator (CVSI) program as a virtual learning space for seamless collaboration, networking and relationship building among multiple stakeholders across borders to inspire students to create startups and marketing alliances in marginalized communities. This article extends the KNOW-DO-BE model to include the OPERATE dimension to encourage innovation, experimentation, failure, and collaboration opportunities among the participants on the CVSI platform. Also, the study shows that relational/network approaches such as the resource dependence theory are important lenses for understanding participants’ experiences on the CVSI platform. These theoretical contributions are based on the analysis of the qualitative case studies gathered from the experiential learning experiences of students and mentors who participated in the CVSI program.","PeriodicalId":46987,"journal":{"name":"Journal of Marketing Education","volume":"1 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2022-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45453831","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 : 2022-11-29DOI: 10.1177/02734753221138956
T. Louie, Marissa Y. H. Nishijima
This research explores if student and faculty ethnic similarity produces more favorable teaching evaluations, and if the effect is enhanced when ethnic group representation on campus is low. When student and faculty ethnicity was similar, (a) students from low-representation groups provided the highest evaluations, and (b) students from high-representation groups showed both “more favorable” and “less favorable” evaluations. Evidence suggests that the pattern of findings was strong for qualitatively oriented courses, with the results for quantitative classes less conclusive. Discussion focuses on potential influences to ethnic similarity effects, applications to real-world settings, and future research.
{"title":"Examining the Effects of Student–Faculty Ethnic Similarity and Level of Group Representation on Teaching Evaluations","authors":"T. Louie, Marissa Y. H. Nishijima","doi":"10.1177/02734753221138956","DOIUrl":"https://doi.org/10.1177/02734753221138956","url":null,"abstract":"This research explores if student and faculty ethnic similarity produces more favorable teaching evaluations, and if the effect is enhanced when ethnic group representation on campus is low. When student and faculty ethnicity was similar, (a) students from low-representation groups provided the highest evaluations, and (b) students from high-representation groups showed both “more favorable” and “less favorable” evaluations. Evidence suggests that the pattern of findings was strong for qualitatively oriented courses, with the results for quantitative classes less conclusive. Discussion focuses on potential influences to ethnic similarity effects, applications to real-world settings, and future research.","PeriodicalId":46987,"journal":{"name":"Journal of Marketing Education","volume":"45 1","pages":"141 - 154"},"PeriodicalIF":2.4,"publicationDate":"2022-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46584449","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 : 2022-11-08DOI: 10.1177/02734753221119010
{"title":"Special Issue Call for Papers: How Well Does Your Sales Curriculum Sell? Research Focused on (Re)Designing Sales Curriculum","authors":"","doi":"10.1177/02734753221119010","DOIUrl":"https://doi.org/10.1177/02734753221119010","url":null,"abstract":"","PeriodicalId":46987,"journal":{"name":"Journal of Marketing Education","volume":"44 1","pages":"402 - 402"},"PeriodicalIF":2.4,"publicationDate":"2022-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46178424","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 : 2022-11-08DOI: 10.1177/02734753221101758
Joya A. Kemper, Emily M . Moscato, Ann-Marie Kennedy
We need to “hack the system” to infuse environmental and social issues into marketing education. This requires reconfiguration and restructuring of marketing education, as expectations of key stakeholders—students, businesses, nongovernmental organizations (NGOs), governments, communities, and the environment—have changed to demand social impact and systemic thinking. However, pressing collectivewell-being issues, which treat each person as a whole within their context, are still underrepresented in the curricula. Climate change, pandemics, racism, discrimination, social justice, poverty, mental health, and capitalism, along with political tension and division, are the top issues among young adults today (Annie & Casey Foundation, 2021; Jenkins & Galvin, 2020). Such change implores educators and marketers to engage in macro-level thinking in the traditionally taught managerialist (micro) subject of marketing. The largescale action required for curriculum change is only possible with equally substantial changes in mindset. Through a Macromarketing lens, marketing educators can hack the system and create real change. They can do this by overhauling the marketing micromanagement rhetoric that currently dominates the curricula of business schools. Macromarketing is the study of marketing systems. Specifically, Macromarketing considers the functioning of marketing systems and how these marketing systems interact with society (Hunt, 1981). By focusing on this interaction, Macromarketing scholars have investigated a range of outcomes, such as (a) the effects of externalities (costs or benefits of economic activities experienced by “unrelated” third parties), (b) economic development, (c) poverty alleviation, (d) globalization, (e) sustainability (including consumption), (f) quality of life, (g) distributive justice, (h) consumer vulnerability, (i) natural and human-induced disasters, and (j) marketing ethics and responsibility (DeQuero-Navarro et al., 2020). The “purpose of Macromarketing is to save the world” (Fisk, 2001, p. 121), that is, to envision a sustainable, ethical, peaceful, and equitable world. Thus, key to Macromarketing is sustainability—in its broadest and most holistic definition (Mittelstaedt et al., 2014). It is with this in mind that we introduce this special issue on Hacking the System: Sustainability and Macromarketing in Marketing Education. The aim of this special issue is to add to available resources with scholarship on envisioning, proposing, and providing evidence for “hacking” marketing education for the benefit of society, students, business, and educators. To introduce this special issue, we begin by exploring the status quo of marketing education and efforts toward reshaping it through Systems Thinking and Sustainable Education approaches. We argue for a circular economy framework with accountability as an embedded guiding principle. Last, we provide pedagogical suggestions based on transformative learning (advanced in Sus
我们需要“破解系统”，将环境和社会问题注入营销教育。这需要市场营销教育的重新配置和重组，因为主要利益相关者——学生、企业、非政府组织(ngo)、政府、社区和环境的期望已经改变，要求社会影响和系统思考。然而，在课程中，将每个人作为一个整体来对待的紧迫的集体福祉问题仍然没有得到充分的体现。气候变化、流行病、种族主义、歧视、社会正义、贫困、心理健康和资本主义，以及政治紧张和分裂，是当今年轻人面临的首要问题(安妮和凯西基金会，2021年;詹金斯和高尔文，2020)。这种变化要求教育工作者和营销人员在传统的营销管理(微观)学科中进行宏观层面的思考。课程改革所需要的大规模行动只有在心态发生同样重大的变化的情况下才有可能实现。通过宏观营销的视角，营销教育者可以破解系统并创造真正的改变。他们可以通过彻底改革目前在商学院课程中占主导地位的营销微观管理论调来做到这一点。宏观营销是对营销系统的研究。具体来说，宏观营销考虑了营销系统的功能以及这些营销系统如何与社会互动(Hunt, 1981)。通过关注这种相互作用，宏观营销学者调查了一系列结果，如(a)外部性的影响(“不相关的”第三方所经历的经济活动的成本或收益)，(b)经济发展，(c)扶贫，(d)全球化，(e)可持续性(包括消费)，(f)生活质量，(g)分配正义，(h)消费者脆弱性，(i)自然和人为灾害，(i)自然和人为灾害。(j)营销伦理与责任(DeQuero-Navarro et al.， 2020)。“宏观营销的目的是拯救世界”(菲斯克，2001年，第121页)，也就是说，设想一个可持续的，道德的，和平的，公平的世界。因此，宏观营销的关键是可持续性——在其最广泛和最全面的定义中(Mittelstaedt等人，2014)。正是考虑到这一点，我们推出了这个特别的问题:黑客系统:营销教育中的可持续性和宏观营销。本期特刊的目的是为社会、学生、企业和教育工作者提供关于“黑客”营销教育的设想、建议和证据，以增加可用的学术资源。为了介绍本期专题，我们首先探讨市场营销教育的现状，以及通过系统思维和可持续教育方法重塑市场营销教育的努力。我们主张建立一个以问责制为指导原则的循环经济框架。最后，我们提出了基于转型学习的教学建议(可持续教育;斯特林，2011)，以取消主导社会范式(DSP)要素的营销。
{"title":"Hacking the Marketing Education System: Using Macromarketing and the Circular Economy to Make a Better World","authors":"Joya A. Kemper, Emily M . Moscato, Ann-Marie Kennedy","doi":"10.1177/02734753221101758","DOIUrl":"https://doi.org/10.1177/02734753221101758","url":null,"abstract":"We need to “hack the system” to infuse environmental and social issues into marketing education. This requires reconfiguration and restructuring of marketing education, as expectations of key stakeholders—students, businesses, nongovernmental organizations (NGOs), governments, communities, and the environment—have changed to demand social impact and systemic thinking. However, pressing collectivewell-being issues, which treat each person as a whole within their context, are still underrepresented in the curricula. Climate change, pandemics, racism, discrimination, social justice, poverty, mental health, and capitalism, along with political tension and division, are the top issues among young adults today (Annie & Casey Foundation, 2021; Jenkins & Galvin, 2020). Such change implores educators and marketers to engage in macro-level thinking in the traditionally taught managerialist (micro) subject of marketing. The largescale action required for curriculum change is only possible with equally substantial changes in mindset. Through a Macromarketing lens, marketing educators can hack the system and create real change. They can do this by overhauling the marketing micromanagement rhetoric that currently dominates the curricula of business schools. Macromarketing is the study of marketing systems. Specifically, Macromarketing considers the functioning of marketing systems and how these marketing systems interact with society (Hunt, 1981). By focusing on this interaction, Macromarketing scholars have investigated a range of outcomes, such as (a) the effects of externalities (costs or benefits of economic activities experienced by “unrelated” third parties), (b) economic development, (c) poverty alleviation, (d) globalization, (e) sustainability (including consumption), (f) quality of life, (g) distributive justice, (h) consumer vulnerability, (i) natural and human-induced disasters, and (j) marketing ethics and responsibility (DeQuero-Navarro et al., 2020). The “purpose of Macromarketing is to save the world” (Fisk, 2001, p. 121), that is, to envision a sustainable, ethical, peaceful, and equitable world. Thus, key to Macromarketing is sustainability—in its broadest and most holistic definition (Mittelstaedt et al., 2014). It is with this in mind that we introduce this special issue on Hacking the System: Sustainability and Macromarketing in Marketing Education. The aim of this special issue is to add to available resources with scholarship on envisioning, proposing, and providing evidence for “hacking” marketing education for the benefit of society, students, business, and educators. To introduce this special issue, we begin by exploring the status quo of marketing education and efforts toward reshaping it through Systems Thinking and Sustainable Education approaches. We argue for a circular economy framework with accountability as an embedded guiding principle. Last, we provide pedagogical suggestions based on transformative learning (advanced in Sus","PeriodicalId":46987,"journal":{"name":"Journal of Marketing Education","volume":"44 1","pages":"311 - 321"},"PeriodicalIF":2.4,"publicationDate":"2022-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48705744","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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