Pub Date : 2022-04-02DOI: 10.1177/02734753221084128
Satyam, Rajesh K. Aithal
The ongoing COVID-19 pandemic has forced marketing educators to innovate and adapt their existing teaching methods. This article presents and discusses an experiential learning exercise called the market-immersion project (MIP) and how it was adapted to suit online teaching. The MIP was an integral part of the course on the “bottom-of-the-pyramid (BOP) and rural markets,” which had to be pivoted as a photoessay exercise due to the limitations of not being able to venture out for a physical immersion. The design, implementation, and grading are elaborated for both exercises, and lessons are identified for marketing educators. Building on the lessons from two experiential learning exercises and using Kolb’s experiential learning theory, a six-step model of short-term field immersion is proposed. The proposed framework could be useful for marketing educators who want to use experiential exercises, including field-based exercises, in their courses in the postpandemic scenario. Finally, implications for theory, marketing education, limitations, and future directions are presented.
{"title":"Reimagining an Experiential Learning Exercise in Times of Crisis: Lessons Learned and a Proposed Framework","authors":"Satyam, Rajesh K. Aithal","doi":"10.1177/02734753221084128","DOIUrl":"https://doi.org/10.1177/02734753221084128","url":null,"abstract":"The ongoing COVID-19 pandemic has forced marketing educators to innovate and adapt their existing teaching methods. This article presents and discusses an experiential learning exercise called the market-immersion project (MIP) and how it was adapted to suit online teaching. The MIP was an integral part of the course on the “bottom-of-the-pyramid (BOP) and rural markets,” which had to be pivoted as a photoessay exercise due to the limitations of not being able to venture out for a physical immersion. The design, implementation, and grading are elaborated for both exercises, and lessons are identified for marketing educators. Building on the lessons from two experiential learning exercises and using Kolb’s experiential learning theory, a six-step model of short-term field immersion is proposed. The proposed framework could be useful for marketing educators who want to use experiential exercises, including field-based exercises, in their courses in the postpandemic scenario. Finally, implications for theory, marketing education, limitations, and future directions are presented.","PeriodicalId":46987,"journal":{"name":"Journal of Marketing Education","volume":"44 1","pages":"191 - 202"},"PeriodicalIF":2.4,"publicationDate":"2022-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46095621","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 : 2022-03-18DOI: 10.1177/02734753221083257
E. D. Brocato, Antje R. H. Graul, Jacob Huff, Alysa Hu, Jeremy K. Harms
The growing societal and environmental challenges of the 21st century are ubiquitous. Thus, marketing educators are tasked with incorporating a sustainability approach into their curriculum, educating students on the synchronous pursuit of economic, environmental, and social goals. Drawing on a systematic analysis of sustainability marketing–related syllabi, the purpose of this article is to provide a baseline analysis of the content covered and the resources used in stand-alone sustainability marketing courses taught at business schools worldwide. Specifically, we analyze general course information, course titles and sustainability terms utilized, current course objectives and how sustainability marketing–related learning objectives have evolved over time, course topics, how knowledge is conveyed, and how learning is assessed. This investigation also provides a list of resources used in current marketing sustainability courses to serve as a reference for curriculum development and refinement. By discussing past and current trends in sustainability education, our analysis serves as state-of-the-art insight that helps marketing educators and administrators to form or improve their own curricula to align with the pedagogical trends among their contemporaries and ultimately become more capable teachers of sustainability topics.
{"title":"Understanding How Stand-Alone Sustainability Courses Are Taught in Marketing: A Global Baseline Analysis","authors":"E. D. Brocato, Antje R. H. Graul, Jacob Huff, Alysa Hu, Jeremy K. Harms","doi":"10.1177/02734753221083257","DOIUrl":"https://doi.org/10.1177/02734753221083257","url":null,"abstract":"The growing societal and environmental challenges of the 21st century are ubiquitous. Thus, marketing educators are tasked with incorporating a sustainability approach into their curriculum, educating students on the synchronous pursuit of economic, environmental, and social goals. Drawing on a systematic analysis of sustainability marketing–related syllabi, the purpose of this article is to provide a baseline analysis of the content covered and the resources used in stand-alone sustainability marketing courses taught at business schools worldwide. Specifically, we analyze general course information, course titles and sustainability terms utilized, current course objectives and how sustainability marketing–related learning objectives have evolved over time, course topics, how knowledge is conveyed, and how learning is assessed. This investigation also provides a list of resources used in current marketing sustainability courses to serve as a reference for curriculum development and refinement. By discussing past and current trends in sustainability education, our analysis serves as state-of-the-art insight that helps marketing educators and administrators to form or improve their own curricula to align with the pedagogical trends among their contemporaries and ultimately become more capable teachers of sustainability topics.","PeriodicalId":46987,"journal":{"name":"Journal of Marketing Education","volume":"44 1","pages":"337 - 361"},"PeriodicalIF":2.4,"publicationDate":"2022-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48294805","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 : 2022-03-15DOI: 10.1177/02734753211070076
V. Crittenden
{"title":"Thoughts on a Wheel of Marketing Education","authors":"V. Crittenden","doi":"10.1177/02734753211070076","DOIUrl":"https://doi.org/10.1177/02734753211070076","url":null,"abstract":"","PeriodicalId":46987,"journal":{"name":"Journal of Marketing Education","volume":"44 1","pages":"3 - 5"},"PeriodicalIF":2.4,"publicationDate":"2022-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49639758","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 : 2022-03-15DOI: 10.1177/02734753211070073
cerns of SMEs for firm survival and growth (Harrigan, Ramsey, & Ibbotson, 2012; Mitchell, Hutchinson, Quinn, & Gilmore, 2015; Simpson & Taylor, 2002; Westgren & Wuebker, 2019). During the startup phase, firms confront challenges created by limited resources and conditions of uncertainty. Established firms, small and large, also feel the pressure, given today’s rapid pace of technological change and disruptive innovation. Under such conditions, proactive, innovative marketing, also referred to as “entrepreneurial marketing,” is an important success factor. Entrepreneurial marketing (EM) has been defined as “as a spirit, an orientation, as well as a process of passionately pursuing opportunities and launching and growing ventures that create perceived customer value through relationships by employing innovativeness, creativity, selling, market immersion, networking, and flexibility.” (Hills & Hultman, 2011, p. 3). This special issue of the Journal of Marketing Education seeks to stimulate conversations related to EM in education. The goal is to better prepare all forms of ventures – from lifestyle companies to aspiring unicorns – in order to increase the rate of success and to stimulate economic growth. Importantly, the special issue seeks contributions that include classroom education as well as other methods of educating entrepreneurs, small business owners, and managers about EM concepts. Interest in EM education has evolved over the last 30 years into a large body of research. This special issue will bring together scholarship that addresses the wide range of approaches and outcomes related to EM and learning. Examples of potential scholarly contributions to this special issue of EM education might follow one of the following three formats. Research Based on Student Populations
{"title":"Special Issue Call for Papers: Entrepreneurial Marketing","authors":"","doi":"10.1177/02734753211070073","DOIUrl":"https://doi.org/10.1177/02734753211070073","url":null,"abstract":"cerns of SMEs for firm survival and growth (Harrigan, Ramsey, & Ibbotson, 2012; Mitchell, Hutchinson, Quinn, & Gilmore, 2015; Simpson & Taylor, 2002; Westgren & Wuebker, 2019). During the startup phase, firms confront challenges created by limited resources and conditions of uncertainty. Established firms, small and large, also feel the pressure, given today’s rapid pace of technological change and disruptive innovation. Under such conditions, proactive, innovative marketing, also referred to as “entrepreneurial marketing,” is an important success factor. Entrepreneurial marketing (EM) has been defined as “as a spirit, an orientation, as well as a process of passionately pursuing opportunities and launching and growing ventures that create perceived customer value through relationships by employing innovativeness, creativity, selling, market immersion, networking, and flexibility.” (Hills & Hultman, 2011, p. 3). This special issue of the Journal of Marketing Education seeks to stimulate conversations related to EM in education. The goal is to better prepare all forms of ventures – from lifestyle companies to aspiring unicorns – in order to increase the rate of success and to stimulate economic growth. Importantly, the special issue seeks contributions that include classroom education as well as other methods of educating entrepreneurs, small business owners, and managers about EM concepts. Interest in EM education has evolved over the last 30 years into a large body of research. This special issue will bring together scholarship that addresses the wide range of approaches and outcomes related to EM and learning. Examples of potential scholarly contributions to this special issue of EM education might follow one of the following three formats. Research Based on Student Populations","PeriodicalId":46987,"journal":{"name":"Journal of Marketing Education","volume":"8 33","pages":"127 - 127"},"PeriodicalIF":2.4,"publicationDate":"2022-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41243145","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 : 2022-02-08DOI: 10.1177/02734753221075743
Brian A Vander Schee, Deborah F. DeLong
The global pandemic in 2020 caused by Covid-19 required marketing educators to quickly adapt to pandemic pedagogy. It also abruptly curtailed in-person large gatherings, including academic conferences. Although many marketing scholarly professional organizations suffered a negative financial impact, the quick transition to offer completely online live events allowed many marketing educators to attend a virtual conference for the first time. After having experienced the benefits of virtual attendance, will marketing educators return to in-person attendance when it is deemed safe to do so? Marketing educators can earn credit for serving in scholarly professional organization leadership roles and for organizing and participating in academic conferences offered by those organizations. Thus, there is a vested interest in having profitable events to support the organizations. This study seeks to answer the question, what motivates marketing educators to attend in-person and virtual academic conferences? Grounded in self-determination theory, relatedness and competence are examined as marketing educator motivations. Regression analysis of the survey results suggests marketing educators have a relatedness motivation to participate in-person. They also have a competence motivation to participate virtually. Therefore, marketing scholarly professional organizations should consider offering both virtual and in-person academic conferences to address relatedness and competence motivation.
{"title":"What Motivates Marketing Educators to Attend In-Person and Virtual Academic Conferences in a Time of Pandemic Pedagogy?","authors":"Brian A Vander Schee, Deborah F. DeLong","doi":"10.1177/02734753221075743","DOIUrl":"https://doi.org/10.1177/02734753221075743","url":null,"abstract":"The global pandemic in 2020 caused by Covid-19 required marketing educators to quickly adapt to pandemic pedagogy. It also abruptly curtailed in-person large gatherings, including academic conferences. Although many marketing scholarly professional organizations suffered a negative financial impact, the quick transition to offer completely online live events allowed many marketing educators to attend a virtual conference for the first time. After having experienced the benefits of virtual attendance, will marketing educators return to in-person attendance when it is deemed safe to do so? Marketing educators can earn credit for serving in scholarly professional organization leadership roles and for organizing and participating in academic conferences offered by those organizations. Thus, there is a vested interest in having profitable events to support the organizations. This study seeks to answer the question, what motivates marketing educators to attend in-person and virtual academic conferences? Grounded in self-determination theory, relatedness and competence are examined as marketing educator motivations. Regression analysis of the survey results suggests marketing educators have a relatedness motivation to participate in-person. They also have a competence motivation to participate virtually. Therefore, marketing scholarly professional organizations should consider offering both virtual and in-person academic conferences to address relatedness and competence motivation.","PeriodicalId":46987,"journal":{"name":"Journal of Marketing Education","volume":"44 1","pages":"250 - 264"},"PeriodicalIF":2.4,"publicationDate":"2022-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43796751","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 : 2022-02-08DOI: 10.1177/02734753221075557
O. Berezan, Anjala S. Krishen, Sara Garcera
Often considered an enhancement to the learning experience, technology can also stifle creativity and higher levels of thinking. This study repositions students away from technology and back to the basics to stimulate engagement and higher levels of learning. It investigates the relationship between learning outcomes and the reflective journaling process in the context of an undergraduate marketing class in the United States. In addition, this study investigates a technique in which students are introduced to topics that are sensitive in nature, yet relevant to the real world. Although reflective journaling has been utilized in courses in areas such as educational psychology and social work, it has not been widely practiced in business courses such as marketing. Through the lens of Bloom’s Taxonomy, we qualitatively analyze handwritten reflective journaling assignments about loneliness and social media to determine how the process highlights higher levels of learning. The opportunity to use handwritten journals provided a unique learning experience and a hands-on approach to allow marketing students to experience learning in a new light.
{"title":"Back to the Basics: Handwritten Journaling, Student Engagement, and Bloom’s Learning Outcomes","authors":"O. Berezan, Anjala S. Krishen, Sara Garcera","doi":"10.1177/02734753221075557","DOIUrl":"https://doi.org/10.1177/02734753221075557","url":null,"abstract":"Often considered an enhancement to the learning experience, technology can also stifle creativity and higher levels of thinking. This study repositions students away from technology and back to the basics to stimulate engagement and higher levels of learning. It investigates the relationship between learning outcomes and the reflective journaling process in the context of an undergraduate marketing class in the United States. In addition, this study investigates a technique in which students are introduced to topics that are sensitive in nature, yet relevant to the real world. Although reflective journaling has been utilized in courses in areas such as educational psychology and social work, it has not been widely practiced in business courses such as marketing. Through the lens of Bloom’s Taxonomy, we qualitatively analyze handwritten reflective journaling assignments about loneliness and social media to determine how the process highlights higher levels of learning. The opportunity to use handwritten journals provided a unique learning experience and a hands-on approach to allow marketing students to experience learning in a new light.","PeriodicalId":46987,"journal":{"name":"Journal of Marketing Education","volume":"45 1","pages":"5 - 17"},"PeriodicalIF":2.4,"publicationDate":"2022-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42237160","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 : 2022-02-03DOI: 10.1177/02734753211073891
Laura Muñoz, J. R. Fergurson, Eric G. Harris, David Fleming
The sudden transition to online course delivery necessitated by the COVID-19 pandemic led to a significant service interruption in the academic lives of college students. Some challenges posed were immediately present such as to how to deliver course material and handle student concerns about classes and life in a new, unexpected, and abrupt “normal.” One aspect that arguably can generate a much-improved recovery is the pivotal role that a professor’s empathy can provide. This study captures the role of empathy regarding professorial behaviors directly related to the course, those not directly tied to the class, and how they all merge to influence student perceptions of the course. Student’s level of perceived stressors related to their life and ultimately their stress level are impacted as well. Findings show empathy plays a key role in positively impacting student satisfaction and well-being while reducing students’ sources of concerns such as household conflict, lack of Wi-Fi reliability, lack of access to a constant computer, and financial and food insecurity.
{"title":"Does Empathy Matter? An Exploratory Study of Class-Transition Satisfaction in Unplanned Course Interruptions","authors":"Laura Muñoz, J. R. Fergurson, Eric G. Harris, David Fleming","doi":"10.1177/02734753211073891","DOIUrl":"https://doi.org/10.1177/02734753211073891","url":null,"abstract":"The sudden transition to online course delivery necessitated by the COVID-19 pandemic led to a significant service interruption in the academic lives of college students. Some challenges posed were immediately present such as to how to deliver course material and handle student concerns about classes and life in a new, unexpected, and abrupt “normal.” One aspect that arguably can generate a much-improved recovery is the pivotal role that a professor’s empathy can provide. This study captures the role of empathy regarding professorial behaviors directly related to the course, those not directly tied to the class, and how they all merge to influence student perceptions of the course. Student’s level of perceived stressors related to their life and ultimately their stress level are impacted as well. Findings show empathy plays a key role in positively impacting student satisfaction and well-being while reducing students’ sources of concerns such as household conflict, lack of Wi-Fi reliability, lack of access to a constant computer, and financial and food insecurity.","PeriodicalId":46987,"journal":{"name":"Journal of Marketing Education","volume":"44 1","pages":"217 - 234"},"PeriodicalIF":2.4,"publicationDate":"2022-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44511527","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 : 2022-01-22DOI: 10.1177/02734753211070561
Kanika Meshram, A. Paladino, V. Cotronei-Baird
This research examines the extent to which a crisis situation, such as the COVID-19 pandemic, affects marketing students’ self-regulated learning (SRL) and grade expectations. Data were collected from 841 undergraduate marketing students and analyzed using the Hayes process macro to test the proposed framework. The results show direct and significant effects of SRL and its substrategies (goal setting, environmental structuring, and time management) on students’ grade expectations. However, help-seeking and self-evaluation strategies do not have a direct effect on students’ grade expectations. Instead, the analysis shows that the comparative appraisal of grades mediates these effects. In addition, crisis impact moderates the relationship of goal setting, time management, and self-evaluation with students’ grade expectations. These results advance the understanding of SRL and self-determination theory by showing how a radical disruption can transform students’ learning and, in turn, affect their perceptions of performance outcomes. This research contributes to the pandemic pedagogy by suggesting not only that marketing educators should be upskilled in the use of technology but also that they should develop curriculum design and pedagogical strategies that support SRL and work to devise appropriate curricula that help marketing students become independent learners.
{"title":"Don’t Waste a Crisis: COVID-19 and Marketing Students’ Self-Regulated Learning in the Online Environment","authors":"Kanika Meshram, A. Paladino, V. Cotronei-Baird","doi":"10.1177/02734753211070561","DOIUrl":"https://doi.org/10.1177/02734753211070561","url":null,"abstract":"This research examines the extent to which a crisis situation, such as the COVID-19 pandemic, affects marketing students’ self-regulated learning (SRL) and grade expectations. Data were collected from 841 undergraduate marketing students and analyzed using the Hayes process macro to test the proposed framework. The results show direct and significant effects of SRL and its substrategies (goal setting, environmental structuring, and time management) on students’ grade expectations. However, help-seeking and self-evaluation strategies do not have a direct effect on students’ grade expectations. Instead, the analysis shows that the comparative appraisal of grades mediates these effects. In addition, crisis impact moderates the relationship of goal setting, time management, and self-evaluation with students’ grade expectations. These results advance the understanding of SRL and self-determination theory by showing how a radical disruption can transform students’ learning and, in turn, affect their perceptions of performance outcomes. This research contributes to the pandemic pedagogy by suggesting not only that marketing educators should be upskilled in the use of technology but also that they should develop curriculum design and pedagogical strategies that support SRL and work to devise appropriate curricula that help marketing students become independent learners.","PeriodicalId":46987,"journal":{"name":"Journal of Marketing Education","volume":"44 1","pages":"285 - 307"},"PeriodicalIF":2.4,"publicationDate":"2022-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43896937","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 : 2022-01-10DOI: 10.1177/02734753211068865
Valerie Manna, M. Rombach, David L. Dean, H. Rennie
Understanding sustainability requires a system-wide perspective to guide the interpretation of problems and conceptualization of solutions. A lake sustainability Trust provided an opportunity for students to gain this perspective by examining societal, commercial, and environmental policy perspectives associated with a local endangered lake and surrounding wetlands. This was an ideal project to bring sustainability issues to life for students but was too complex for a single class to attack. This article describes a multicourse initiative that sought to heighten students’ awareness of sustainability issues using a design thinking problem-solving approach. Interviews conducted revealed concerns that educators may have in considering similar projects. The authors respond to these perceived obstacles with recommendations and a discussion of mitigation strategies. In addition to the Trust gaining direction, the design and implementation of this cross-course experiential learning initiative allowed Marketing Research and Product Design students to develop an appreciation for macrolevel sustainability issues, and environmental policy students to appreciate the value of marketing research in the development of land use plans.
{"title":"A Design Thinking Approach to Teaching Sustainability","authors":"Valerie Manna, M. Rombach, David L. Dean, H. Rennie","doi":"10.1177/02734753211068865","DOIUrl":"https://doi.org/10.1177/02734753211068865","url":null,"abstract":"Understanding sustainability requires a system-wide perspective to guide the interpretation of problems and conceptualization of solutions. A lake sustainability Trust provided an opportunity for students to gain this perspective by examining societal, commercial, and environmental policy perspectives associated with a local endangered lake and surrounding wetlands. This was an ideal project to bring sustainability issues to life for students but was too complex for a single class to attack. This article describes a multicourse initiative that sought to heighten students’ awareness of sustainability issues using a design thinking problem-solving approach. Interviews conducted revealed concerns that educators may have in considering similar projects. The authors respond to these perceived obstacles with recommendations and a discussion of mitigation strategies. In addition to the Trust gaining direction, the design and implementation of this cross-course experiential learning initiative allowed Marketing Research and Product Design students to develop an appreciation for macrolevel sustainability issues, and environmental policy students to appreciate the value of marketing research in the development of land use plans.","PeriodicalId":46987,"journal":{"name":"Journal of Marketing Education","volume":"44 1","pages":"362 - 374"},"PeriodicalIF":2.4,"publicationDate":"2022-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42051932","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 : 2021-12-29DOI: 10.1177/02734753211065124
Aditya Gupta, Chiharu Ishida
Although higher education has weathered many past challenges, none can compare with the magnitude and velocity of the coronavirus disease 2019 (COVID-19) pandemic. Although students continued their academic careers despite hardships, as yet little is known about how they experienced and adapted to various pandemic-induced changes to their academic and personal lives. We address this gap through a qualitative exploration of student experiences of navigating the new normal which they were abruptly thrust into near the end of the Spring 2020 semester. Using a guided introspection methodology and a Stimulus-Organism-Response (S-O-R) framework, we unearth a dynamic process of psychological and behavioral changes that students experienced in response to the environmental changes brought about by the pandemic. We theorize that environmental dissolution and displacement trigger psychological reorientation, causing students to undertake behavioral practices of restructuration and reconfiguration that, over time, result in a degree of psychological revaluation. Our overall framework represents a fluid conceptualization that is not only more descriptive of real-world student progress but also more parsimonious in its account of key dimensions of student experience during the pandemic. We conclude by noting the implications of our framework for marketing educators and administrators, especially given the growing popularity of remote working.
{"title":"Navigating the New Normal: An S-O-R Perspective on Student Experiences of Environmental, Psychological, and Behavioral Changes During the COVID-19 Pandemic","authors":"Aditya Gupta, Chiharu Ishida","doi":"10.1177/02734753211065124","DOIUrl":"https://doi.org/10.1177/02734753211065124","url":null,"abstract":"Although higher education has weathered many past challenges, none can compare with the magnitude and velocity of the coronavirus disease 2019 (COVID-19) pandemic. Although students continued their academic careers despite hardships, as yet little is known about how they experienced and adapted to various pandemic-induced changes to their academic and personal lives. We address this gap through a qualitative exploration of student experiences of navigating the new normal which they were abruptly thrust into near the end of the Spring 2020 semester. Using a guided introspection methodology and a Stimulus-Organism-Response (S-O-R) framework, we unearth a dynamic process of psychological and behavioral changes that students experienced in response to the environmental changes brought about by the pandemic. We theorize that environmental dissolution and displacement trigger psychological reorientation, causing students to undertake behavioral practices of restructuration and reconfiguration that, over time, result in a degree of psychological revaluation. Our overall framework represents a fluid conceptualization that is not only more descriptive of real-world student progress but also more parsimonious in its account of key dimensions of student experience during the pandemic. We conclude by noting the implications of our framework for marketing educators and administrators, especially given the growing popularity of remote working.","PeriodicalId":46987,"journal":{"name":"Journal of Marketing Education","volume":"44 1","pages":"166 - 190"},"PeriodicalIF":2.4,"publicationDate":"2021-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46731419","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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