Pub Date : 2022-11-08DOI: 10.1177/02734753221119009
{"title":"Special Issue Call for Papers: Marketing Education and the UN Sustainable Development Goals: Are Marketing Students and Faculty Prepared to be Agents of Change for Sustainability?","authors":"","doi":"10.1177/02734753221119009","DOIUrl":"https://doi.org/10.1177/02734753221119009","url":null,"abstract":"","PeriodicalId":46987,"journal":{"name":"Journal of Marketing Education","volume":"44 1","pages":"403 - 403"},"PeriodicalIF":2.4,"publicationDate":"2022-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47121649","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 : 2022-08-01DOI: 10.1177/02734753221074284
David G. Taylor, Michael Frechette
The COVID-19 pandemic was an unprecedented event in modern history, transforming the nature of higher education. As course delivery moved online, marketing educators were faced with higher workloads and more demands on their time. Anecdotal evidence suggested that faculty were working more, and as the 2020–2021 school year progressed, reports of fatigue and burnout were prevalent. An empirical study measures the perceived increases in workload among marketing faculty and the outcomes of that work, as well as levels of burnout. In addition, a model of burnout antecedents is proposed and tested. On average, marketing educators experienced moderate levels of burnout, which was increased by work demands in research and teaching, as well as student interaction, whereas research productivity decreased burnout. Burnout was not influenced by gender, rank, tenure status, or institution type.
{"title":"The Impact of Workload, Productivity, and Social Support on Burnout Among Marketing Faculty During the COVID-19 Pandemic","authors":"David G. Taylor, Michael Frechette","doi":"10.1177/02734753221074284","DOIUrl":"https://doi.org/10.1177/02734753221074284","url":null,"abstract":"The COVID-19 pandemic was an unprecedented event in modern history, transforming the nature of higher education. As course delivery moved online, marketing educators were faced with higher workloads and more demands on their time. Anecdotal evidence suggested that faculty were working more, and as the 2020–2021 school year progressed, reports of fatigue and burnout were prevalent. An empirical study measures the perceived increases in workload among marketing faculty and the outcomes of that work, as well as levels of burnout. In addition, a model of burnout antecedents is proposed and tested. On average, marketing educators experienced moderate levels of burnout, which was increased by work demands in research and teaching, as well as student interaction, whereas research productivity decreased burnout. Burnout was not influenced by gender, rank, tenure status, or institution type.","PeriodicalId":46987,"journal":{"name":"Journal of Marketing Education","volume":"44 1","pages":"134 - 148"},"PeriodicalIF":2.4,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42191653","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 : 2022-07-07DOI: 10.1177/02734753221076198
{"title":"Special Issue Call for Papers: Social Media Marketing","authors":"","doi":"10.1177/02734753221076198","DOIUrl":"https://doi.org/10.1177/02734753221076198","url":null,"abstract":"","PeriodicalId":46987,"journal":{"name":"Journal of Marketing Education","volume":"44 1","pages":"308 - 308"},"PeriodicalIF":2.4,"publicationDate":"2022-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42856605","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 : 2022-07-07DOI: 10.1177/02734753221097503
Vincent Mitchell, Cindy B. Rippé, A. Kemp
As this issue of the Journal of Marketing Education goes to press, we reflect on the whirlwind of the pandemic that catapulted marketing educators to new and evolving formats, threatened student and faculty mental health, and challenged both learning and teaching. The COVID-19 pandemic was an unprecedented event in modern history, transforming the nature of higher education at record speed. As the situation continues to unfold, we present this special issue to assist marketing educators in adapting to the world after the onset of the pandemic. We titled our special issue Tales of the Unexpected: Teaching Turmoil and Triumphs in Times of Crisis. Despite the despair, the crisis has stimulated innovation and resilience among marketing educators. As the crisis continues (which we would not have expected at the onset of this special issue), each article in this issue contributes unique ideas to improve teaching and learning as we move toward the new normal.
{"title":"Tales of the Unexpected: Teaching Turmoil and Triumphs in Times of Crisis","authors":"Vincent Mitchell, Cindy B. Rippé, A. Kemp","doi":"10.1177/02734753221097503","DOIUrl":"https://doi.org/10.1177/02734753221097503","url":null,"abstract":"As this issue of the Journal of Marketing Education goes to press, we reflect on the whirlwind of the pandemic that catapulted marketing educators to new and evolving formats, threatened student and faculty mental health, and challenged both learning and teaching. The COVID-19 pandemic was an unprecedented event in modern history, transforming the nature of higher education at record speed. As the situation continues to unfold, we present this special issue to assist marketing educators in adapting to the world after the onset of the pandemic. We titled our special issue Tales of the Unexpected: Teaching Turmoil and Triumphs in Times of Crisis. Despite the despair, the crisis has stimulated innovation and resilience among marketing educators. As the crisis continues (which we would not have expected at the onset of this special issue), each article in this issue contributes unique ideas to improve teaching and learning as we move toward the new normal.","PeriodicalId":46987,"journal":{"name":"Journal of Marketing Education","volume":"44 1","pages":"131 - 133"},"PeriodicalIF":2.4,"publicationDate":"2022-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43190760","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 : 2022-06-25DOI: 10.1177/02734753221103998
Sophie Lindsay, P. Wagstaff, Colin Jevons, A. Cruz
Teamwork skills are important contributors to classroom learning outcomes and graduate employability. Although much has been reported in the literature about the components and characteristics of effective marketing student teams, less is known about how such knowledge is conceptualized and cultivated by frontline marketing instructors. This study applies a perspective of tacit theory to in-depth interviews with frontline instructors in undergraduate marketing courses. Our findings, summarized in a framework of adaptive cultivation of effective teams (ACET), highlight how instructors perceive effective teamwork as a dynamic interaction between three interwoven components of team effectiveness (team composition, team member behavior, and team culture) and adjust their interventions across these components. Overall, this study uncovers instructors’ tacit theories of cultivating effective marketing student teams, and how these tacit theories impact in-class practices.
{"title":"Cultivating Effective Marketing Student Teams: Making Instructors’ Tacit Theories Visible","authors":"Sophie Lindsay, P. Wagstaff, Colin Jevons, A. Cruz","doi":"10.1177/02734753221103998","DOIUrl":"https://doi.org/10.1177/02734753221103998","url":null,"abstract":"Teamwork skills are important contributors to classroom learning outcomes and graduate employability. Although much has been reported in the literature about the components and characteristics of effective marketing student teams, less is known about how such knowledge is conceptualized and cultivated by frontline marketing instructors. This study applies a perspective of tacit theory to in-depth interviews with frontline instructors in undergraduate marketing courses. Our findings, summarized in a framework of adaptive cultivation of effective teams (ACET), highlight how instructors perceive effective teamwork as a dynamic interaction between three interwoven components of team effectiveness (team composition, team member behavior, and team culture) and adjust their interventions across these components. Overall, this study uncovers instructors’ tacit theories of cultivating effective marketing student teams, and how these tacit theories impact in-class practices.","PeriodicalId":46987,"journal":{"name":"Journal of Marketing Education","volume":"45 1","pages":"155 - 166"},"PeriodicalIF":2.4,"publicationDate":"2022-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44838780","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 : 2022-05-23DOI: 10.1177/02734753221093740
Lan Wu, Jung S. You
Colleges and universities in the United States swiftly shifted campus-based classes to virtual spaces as a response to extended campus closures necessitated by the COVID-19 pandemic. Synchronous online courses were mandated as a replacement for traditional face-to-face classes in many higher education institutions. We understand that the benefits and drawbacks of synchronous courses need to be reviewed in this environment that has been heavily impacted by the pandemic. Thus, two survey studies were conducted in the fall 2020 and spring 2021 semesters. The findings in Study 1 reveal that students felt more isolated in their studying in the early phase of the pandemic, which increased their preference for the synchronous modality. The results of Study 2 suggest that the perceived isolation effect no longer held. The results from both studies confirm that students prefer an equal split between synchronous and asynchronous components for conceptual courses but prefer additional synchronous components for quantitative courses. A series of regression analyses was conducted to account for such preferences. The results urge educators and administrators to develop a hybrid approach that leverages the benefits of synchronous and asynchronous courses and optimizes online learning and teaching experiences.
{"title":"Synchronous or Asynchronous Course: Business Students’ Perspectives on an Optimized Modality of Online Teaching and Learning","authors":"Lan Wu, Jung S. You","doi":"10.1177/02734753221093740","DOIUrl":"https://doi.org/10.1177/02734753221093740","url":null,"abstract":"Colleges and universities in the United States swiftly shifted campus-based classes to virtual spaces as a response to extended campus closures necessitated by the COVID-19 pandemic. Synchronous online courses were mandated as a replacement for traditional face-to-face classes in many higher education institutions. We understand that the benefits and drawbacks of synchronous courses need to be reviewed in this environment that has been heavily impacted by the pandemic. Thus, two survey studies were conducted in the fall 2020 and spring 2021 semesters. The findings in Study 1 reveal that students felt more isolated in their studying in the early phase of the pandemic, which increased their preference for the synchronous modality. The results of Study 2 suggest that the perceived isolation effect no longer held. The results from both studies confirm that students prefer an equal split between synchronous and asynchronous components for conceptual courses but prefer additional synchronous components for quantitative courses. A series of regression analyses was conducted to account for such preferences. The results urge educators and administrators to develop a hybrid approach that leverages the benefits of synchronous and asynchronous courses and optimizes online learning and teaching experiences.","PeriodicalId":46987,"journal":{"name":"Journal of Marketing Education","volume":"44 1","pages":"265 - 284"},"PeriodicalIF":2.4,"publicationDate":"2022-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44046104","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 : 2022-05-13DOI: 10.1177/02734753221090419
D. Spanjaard, Francine Garlin, H. Mohammed
Multimodal learning via the use of smart devices, online social interactions, and intuitive communication platforms are fundamentally changing teaching and learning settings. Consequently, educators face unique challenges around student engagement as learners increasingly look to the use of technology-enabled activities for meaningful collaboration. Within this context, this research explores the role of digital storytelling in promoting perceived individual student and group engagement, and how these interact with group functioning, in a postgraduate marketing subject. We evaluate the implementation of this assessment as an avenue to optimize the benefits of the blended learning setting. It contributes to understanding by incorporating the concept of collective, or collaborative engagement where there is a scarcity of research despite the widespread application of group assessment in business education, and marketing education in particular. We employed canonical correlation analysis as an exploratory technique to gain initial insight into its efficacy for student engagement. We contend that digital storytelling shows promise as an inherently social and interactive learning task to provide an authentic assessment for a range of marketing problems. In turn, these attributes provide a stimulating vehicle for student engagement that can promote learning and satisfaction.
{"title":"Tell Me a Story! Blending Digital Storytelling Into Marketing Higher Education for Student Engagement","authors":"D. Spanjaard, Francine Garlin, H. Mohammed","doi":"10.1177/02734753221090419","DOIUrl":"https://doi.org/10.1177/02734753221090419","url":null,"abstract":"Multimodal learning via the use of smart devices, online social interactions, and intuitive communication platforms are fundamentally changing teaching and learning settings. Consequently, educators face unique challenges around student engagement as learners increasingly look to the use of technology-enabled activities for meaningful collaboration. Within this context, this research explores the role of digital storytelling in promoting perceived individual student and group engagement, and how these interact with group functioning, in a postgraduate marketing subject. We evaluate the implementation of this assessment as an avenue to optimize the benefits of the blended learning setting. It contributes to understanding by incorporating the concept of collective, or collaborative engagement where there is a scarcity of research despite the widespread application of group assessment in business education, and marketing education in particular. We employed canonical correlation analysis as an exploratory technique to gain initial insight into its efficacy for student engagement. We contend that digital storytelling shows promise as an inherently social and interactive learning task to provide an authentic assessment for a range of marketing problems. In turn, these attributes provide a stimulating vehicle for student engagement that can promote learning and satisfaction.","PeriodicalId":46987,"journal":{"name":"Journal of Marketing Education","volume":"45 1","pages":"167 - 182"},"PeriodicalIF":2.4,"publicationDate":"2022-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41426127","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 : 2022-04-15DOI: 10.1177/02734753221085031
Frederik Beuk, Kelly L. Weidner, Lauren M. Houser
This research is one of the first Intent to Pursue a Sales Career (ITPSC) studies to link intent to actual student behavior. In addition, this study systematically revisits the validity and reliability of the ITPSC-scale and its associated antecedents. Based on partial least square analysis, we find support for the validity and reliability of the four-item ITPSC-scale, but notice room for improvement on the ITPSC-Ethics and ITPSC-Knowledge antecedents. We extend prior work by investigating how ITPSC performs differently for women, students with a sales role model, and students who are more advanced in their academic career. We also observe differences in the antecedent structure compared with earlier work. Of the ITPSC-antecedents, the Perceptions of the Sales Profession construct dominates when it comes to predicting intent to pursue a sales career, something that calls into question the recent grounding of the ITPSC in the Theory of Planned Behavior.
{"title":"Extending the Validity and Reliability of the Intent to Pursue a Sales Career Scale","authors":"Frederik Beuk, Kelly L. Weidner, Lauren M. Houser","doi":"10.1177/02734753221085031","DOIUrl":"https://doi.org/10.1177/02734753221085031","url":null,"abstract":"This research is one of the first Intent to Pursue a Sales Career (ITPSC) studies to link intent to actual student behavior. In addition, this study systematically revisits the validity and reliability of the ITPSC-scale and its associated antecedents. Based on partial least square analysis, we find support for the validity and reliability of the four-item ITPSC-scale, but notice room for improvement on the ITPSC-Ethics and ITPSC-Knowledge antecedents. We extend prior work by investigating how ITPSC performs differently for women, students with a sales role model, and students who are more advanced in their academic career. We also observe differences in the antecedent structure compared with earlier work. Of the ITPSC-antecedents, the Perceptions of the Sales Profession construct dominates when it comes to predicting intent to pursue a sales career, something that calls into question the recent grounding of the ITPSC in the Theory of Planned Behavior.","PeriodicalId":46987,"journal":{"name":"Journal of Marketing Education","volume":"45 1","pages":"183 - 203"},"PeriodicalIF":2.4,"publicationDate":"2022-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47789192","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 : 2022-04-10DOI: 10.1177/02734753221084585
K. Robson, A. Mills
This research explores emergency remote education, defined as a rapid, system-wide pivot to remote education in response to emergencies that disrupt normal institutional processes. To do so, we explore student perceptions of the successes and failures of the pivot to online learning at the onset of the COVID-19 pandemic. A mixed-methods survey was distributed to a large sample of university students to explore satisfaction, challenges, opportunities, and instructional needs. Results highlight the importance of faculty hard skills (e.g., technical skills) and soft skills (e.g., compassion), although soft skills were noted more frequently, suggesting that soft skills may be critically important in the context of emergency remote education. Results also reveal that online education in general suffers from a perception as being inherently lower quality than in-person education, and highlight the importance of providing faculty with proper training and support to set them up for success. Based on these results, we provide a number of suggestions for approaching the development, delivery, and support of emergency education and online marketing education in the future.
{"title":"Teaching, Fast and Slow: Student Perceptions of Emergency Remote Education","authors":"K. Robson, A. Mills","doi":"10.1177/02734753221084585","DOIUrl":"https://doi.org/10.1177/02734753221084585","url":null,"abstract":"This research explores emergency remote education, defined as a rapid, system-wide pivot to remote education in response to emergencies that disrupt normal institutional processes. To do so, we explore student perceptions of the successes and failures of the pivot to online learning at the onset of the COVID-19 pandemic. A mixed-methods survey was distributed to a large sample of university students to explore satisfaction, challenges, opportunities, and instructional needs. Results highlight the importance of faculty hard skills (e.g., technical skills) and soft skills (e.g., compassion), although soft skills were noted more frequently, suggesting that soft skills may be critically important in the context of emergency remote education. Results also reveal that online education in general suffers from a perception as being inherently lower quality than in-person education, and highlight the importance of providing faculty with proper training and support to set them up for success. Based on these results, we provide a number of suggestions for approaching the development, delivery, and support of emergency education and online marketing education in the future.","PeriodicalId":46987,"journal":{"name":"Journal of Marketing Education","volume":"44 1","pages":"203 - 216"},"PeriodicalIF":2.4,"publicationDate":"2022-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44257631","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 : 2022-04-02DOI: 10.1177/02734753221083220
Minna-Maarit Jaskari, Henna Syrjälä
In this article, we examine the linkage between students’ game-playing motivations and a wide variety of gamification elements within higher marketing education. Using an interpretive and convergent mixed-methods design, we discover four clusters of students that vary in terms of their game-motivational bases and views on gamification elements. Social completionists want to study together with others and enjoy the social aspects of gamification. Highly motivated completionists could be described as ambitious students who enjoy social learning but are also internally motivated and willing to accept most gamification elements. Independent completionists want to immerse themselves in learning but prefer the individual and noncompetitive elements of gamification. Pure completionists are the “let’s get it done” group, who want to focus on completing their studies and are likely to be critical toward any gamification. We propose that higher education should take into account the differences in students’ game-playing motivations and fine-tune their gamification efforts to engage and motivate different kinds of students. Finally, we provide suggestions to marketing educators on how to consider the various motivational bases of the participants in gamified experiences.
{"title":"A Mixed-Methods Study of Marketing Students’ Game-Playing Motivations and Gamification Elements","authors":"Minna-Maarit Jaskari, Henna Syrjälä","doi":"10.1177/02734753221083220","DOIUrl":"https://doi.org/10.1177/02734753221083220","url":null,"abstract":"In this article, we examine the linkage between students’ game-playing motivations and a wide variety of gamification elements within higher marketing education. Using an interpretive and convergent mixed-methods design, we discover four clusters of students that vary in terms of their game-motivational bases and views on gamification elements. Social completionists want to study together with others and enjoy the social aspects of gamification. Highly motivated completionists could be described as ambitious students who enjoy social learning but are also internally motivated and willing to accept most gamification elements. Independent completionists want to immerse themselves in learning but prefer the individual and noncompetitive elements of gamification. Pure completionists are the “let’s get it done” group, who want to focus on completing their studies and are likely to be critical toward any gamification. We propose that higher education should take into account the differences in students’ game-playing motivations and fine-tune their gamification efforts to engage and motivate different kinds of students. Finally, we provide suggestions to marketing educators on how to consider the various motivational bases of the participants in gamified experiences.","PeriodicalId":46987,"journal":{"name":"Journal of Marketing Education","volume":"45 1","pages":"38 - 54"},"PeriodicalIF":2.4,"publicationDate":"2022-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47359874","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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