Pub Date : 2021-11-17DOI: 10.1177/02734753211058070
Forrest Watson, Julie V. Stanton, Stefanie Beninger, C. Domegan, Alexander E. Reppel, S. Shapiro
Marketing classes are often focused on the micro level, failing to account for wider societal issues. In this article, we argue for the inclusion of a wider macro-sustainability focus, one that “hacks” marketing education. With that objective in mind, we developed and delivered an introductory marketing course that integrated both the micro and the macro, thus infusing the course with macro-sustainability. This was done through an “expanded voice” perspective that included alternate complementary micro and macro class sessions while using a traditional managerial marketing textbook supplemented by macro-sustainability materials. We also integrated a controversies approach to support discussion and learning. We taught this course to 150 undergraduate students and conducted both quantitative and qualitative assessments of the course, including comparing results with an “unhacked” marketing course. Findings indicated increased awareness of macro-sustainability topics and movement on appreciation of sustainability and the role marketing can have in achieving this awareness. Finally, we offer a model of how marketing classes at all levels can be “hacked” with a macro-sustainability approach.
{"title":"Teaching What Society Needs: “Hacking” an Introductory Marketing Course With Sustainability and Macromarketing","authors":"Forrest Watson, Julie V. Stanton, Stefanie Beninger, C. Domegan, Alexander E. Reppel, S. Shapiro","doi":"10.1177/02734753211058070","DOIUrl":"https://doi.org/10.1177/02734753211058070","url":null,"abstract":"Marketing classes are often focused on the micro level, failing to account for wider societal issues. In this article, we argue for the inclusion of a wider macro-sustainability focus, one that “hacks” marketing education. With that objective in mind, we developed and delivered an introductory marketing course that integrated both the micro and the macro, thus infusing the course with macro-sustainability. This was done through an “expanded voice” perspective that included alternate complementary micro and macro class sessions while using a traditional managerial marketing textbook supplemented by macro-sustainability materials. We also integrated a controversies approach to support discussion and learning. We taught this course to 150 undergraduate students and conducted both quantitative and qualitative assessments of the course, including comparing results with an “unhacked” marketing course. Findings indicated increased awareness of macro-sustainability topics and movement on appreciation of sustainability and the role marketing can have in achieving this awareness. Finally, we offer a model of how marketing classes at all levels can be “hacked” with a macro-sustainability approach.","PeriodicalId":46987,"journal":{"name":"Journal of Marketing Education","volume":"44 1","pages":"375 - 389"},"PeriodicalIF":2.4,"publicationDate":"2021-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46024788","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 : 2021-11-13DOI: 10.1177/02734753211058357
Joseph P. Cannon, Ritu Lohtia, Brianna JeeWon Paulich
Blended learning, which combines the benefits of both online learning and face-to-face instruction, is becoming popular in higher education. Despite its increase in application, there is limited research on the mechanisms to improve student performance in blended learning courses. This article aims to identify and empirically test individual factors influencing student performance in an introductory marketing course offered in a blended learning format. Through two surveys conducted during the semester at two large, public business schools, we find that metacognitive regulation, metacognitive knowledge, and student effort enhance student performance in blended learning courses. We also find that self-efficacy and course-specific attitudes affect metacognition and student effort. Based on the results, we provide practical strategies to design blended learning courses that improve student performance.
{"title":"Blended Learning in Principles of Marketing: The Effects of Student Differences on Student Performance","authors":"Joseph P. Cannon, Ritu Lohtia, Brianna JeeWon Paulich","doi":"10.1177/02734753211058357","DOIUrl":"https://doi.org/10.1177/02734753211058357","url":null,"abstract":"Blended learning, which combines the benefits of both online learning and face-to-face instruction, is becoming popular in higher education. Despite its increase in application, there is limited research on the mechanisms to improve student performance in blended learning courses. This article aims to identify and empirically test individual factors influencing student performance in an introductory marketing course offered in a blended learning format. Through two surveys conducted during the semester at two large, public business schools, we find that metacognitive regulation, metacognitive knowledge, and student effort enhance student performance in blended learning courses. We also find that self-efficacy and course-specific attitudes affect metacognition and student effort. Based on the results, we provide practical strategies to design blended learning courses that improve student performance.","PeriodicalId":46987,"journal":{"name":"Journal of Marketing Education","volume":"45 1","pages":"70 - 90"},"PeriodicalIF":2.4,"publicationDate":"2021-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46704498","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 : 2021-10-13DOI: 10.1177/02734753211049825
Anthony Samuel, Robert Thomas, Cathy McGouran, G. White
This paper seeks to determine the value of field trips that help establish macromarketing and sustainability scholarship in mainstream business/marketing education. It explores the experiences of postgraduate marketing and business strategy students undertaking a field trip to the “World’s Greenest Football Club,” Forest Green Rovers. It responds to the call to establish the macromarketing viewpoint within business and management education and provides contemporary insight into the hitherto unexplored use of field trips for postgraduate students. Through student focus groups, the study identifies the importance of selecting field trip locations where the complex and interwoven interplay of meso, micro, and macro activities can be critically evaluated through multiple stakeholder interactions. In addition, it points to the value of students experiencing “ultra-novel” organizations and situations to motivate learning, stimulate critical debate, and thereby facilitate cognition of macromarketing systems and sustainability.
{"title":"Experiencing the Macromarketing Dimensions of Sustainability: Lessons Learned From Field Trips to the Ultra Novel","authors":"Anthony Samuel, Robert Thomas, Cathy McGouran, G. White","doi":"10.1177/02734753211049825","DOIUrl":"https://doi.org/10.1177/02734753211049825","url":null,"abstract":"This paper seeks to determine the value of field trips that help establish macromarketing and sustainability scholarship in mainstream business/marketing education. It explores the experiences of postgraduate marketing and business strategy students undertaking a field trip to the “World’s Greenest Football Club,” Forest Green Rovers. It responds to the call to establish the macromarketing viewpoint within business and management education and provides contemporary insight into the hitherto unexplored use of field trips for postgraduate students. Through student focus groups, the study identifies the importance of selecting field trip locations where the complex and interwoven interplay of meso, micro, and macro activities can be critically evaluated through multiple stakeholder interactions. In addition, it points to the value of students experiencing “ultra-novel” organizations and situations to motivate learning, stimulate critical debate, and thereby facilitate cognition of macromarketing systems and sustainability.","PeriodicalId":46987,"journal":{"name":"Journal of Marketing Education","volume":"44 1","pages":"322 - 336"},"PeriodicalIF":2.4,"publicationDate":"2021-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45454465","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 : 2021-10-13DOI: 10.1177/02734753211048538
M. Peterson
The first macromarketing seminar held in 1976 represented a first attempt to “hack the system” of business schools to bring a societal focus to the teaching of marketing. This effort resulted eventually in macromarketing becoming a major field of the marketing discipline. Today, forces outside the business school are pointing business schools to broaden their curricula to include social responsibility in the form of macromarketing, sustainability, and marketing for a better world. The purpose of this article is to discuss the challenges and opportunities of teaching macromarketing and sustainability concepts to business students so that more macromarketing managers would develop and exert their influence in marketplaces around the world. Important points include (a) the imperative for macromarketing-minded educators to advocate for curriculum changes in their own business schools, and (b) the need for macromarketing-minded educators to become more capable teachers of macromarketing and sustainability content with students more skeptical about such content. This article offers a constructivist approach to setting the stage for students engaging macromarketing and sustainability content for the first time. Embracing the paradox of managerial macromarketing and integrating experiential learning highlight this approach.
{"title":"Using Macromarketing to Teach Business Sustainability","authors":"M. Peterson","doi":"10.1177/02734753211048538","DOIUrl":"https://doi.org/10.1177/02734753211048538","url":null,"abstract":"The first macromarketing seminar held in 1976 represented a first attempt to “hack the system” of business schools to bring a societal focus to the teaching of marketing. This effort resulted eventually in macromarketing becoming a major field of the marketing discipline. Today, forces outside the business school are pointing business schools to broaden their curricula to include social responsibility in the form of macromarketing, sustainability, and marketing for a better world. The purpose of this article is to discuss the challenges and opportunities of teaching macromarketing and sustainability concepts to business students so that more macromarketing managers would develop and exert their influence in marketplaces around the world. Important points include (a) the imperative for macromarketing-minded educators to advocate for curriculum changes in their own business schools, and (b) the need for macromarketing-minded educators to become more capable teachers of macromarketing and sustainability content with students more skeptical about such content. This article offers a constructivist approach to setting the stage for students engaging macromarketing and sustainability content for the first time. Embracing the paradox of managerial macromarketing and integrating experiential learning highlight this approach.","PeriodicalId":46987,"journal":{"name":"Journal of Marketing Education","volume":"44 1","pages":"390 - 401"},"PeriodicalIF":2.4,"publicationDate":"2021-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48778290","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 : 2021-10-06DOI: 10.1177/02734753211046448
A. Mills, J. Hair
There is an elephant in the room. We need to talk about it. So we are just going to come out and say it—the marketing research class is boring, and it is not clear whether students like it as it is currently structured and delivered. Unfortunately, that is our fault as marketing educators. Ouch! The first step is admitting we have a problem. Not just a small one, either. Now that we have settled that, we are liberated to talk about the why and how, so we can identify a solution and begin moving forward. Let us start at the beginning. Marketing research is one of the central pillars of marketing education programs around the world. Almost all accredited business schools offer research courses as a core, and almost always as a required course in a program of study for marketing majors. Literally thousands of professors have developed and taught marketing research classes, and many hundreds of thousands of students have taken these classes. Yet despite its ubiquity, the marketing research class is not one students tend to look forward to, and we have known this for decades (Castleberry, 2001; Mills, 2010). Traditionally, there have been two critical issues driving the lack of student enthusiasm. First, the marketing research class is inherently filled with relatively dry subject matter that is difficult to make interesting, engaging, and relevant for students (Bridges, 1999; Talafuse, 2021). Second, marketing students in particular have relatively high levels of anxiety when it comes to anything quantitative in nature (Freeman & Spanjaard, 2012; Tarasi et al., 2013). Flip to the introductory paragraph of almost any journal article about marketing research education in the past 50 or so years, and you will most likely find references to one or both of these trends. More recently with the digital revolution of industry, marketing research education has not kept pace with the needs of industry employers (Vriens et al., 2019), which further stifles student enthusiasm toward the course. In the grand scheme of their educational portfolio, marketing research is almost always at the bottom of the students’ enthusiasm ladder. Faculty enthusiasm levels toward the course are generally similar. The marketing research class is often seen by faculty as the dry, distinctly uncool counterbalance to course topics with caché like digital marketing, social media, sales, and promotions (FitzPatrick et al., 2010). For many marketing faculty other than the handful of miraculous souls among us who relish the opportunity to teach the nuances of binomial regression, or even simpler topics like correlation, marketing research is a “must-teach” rather than a “get-to-teach” type class. There is, of course, an unsurprising dearth of literature in support of this claim despite being widely known among faculty (thus, we are using our editorial prerogative here). There is, however, substantial evidence of consistently lower-than-average course evaluations for faculty who teach the
房间里有一头大象。我们需要谈谈。所以我们要站出来说——市场调查课程很无聊，而且不清楚学生们是否喜欢它，因为它目前的结构和授课方式。不幸的是，这是我们作为营销教育者的错。哎哟!第一步是承认我们有问题。也不只是一个小的。既然我们已经解决了这个问题，我们就可以自由地讨论原因和方法，这样我们就可以确定解决方案并开始前进。让我们从头说起。市场营销研究是世界各地市场营销教育项目的中心支柱之一。几乎所有经过认证的商学院都将研究课程作为核心课程，而且几乎总是将其作为市场营销专业学习计划的必修课。实际上，已经有成千上万的教授开发并教授了市场研究课程，并且有成千上万的学生参加了这些课程。然而，尽管它无处不在，市场调研类并不是一个学生倾向于期待，我们已经知道这几十年(Castleberry, 2001;米尔斯,2010)。传统上，有两个关键问题导致学生缺乏热情。首先，市场调查课程本身就充满了相对枯燥的主题，很难让学生感兴趣、参与和相关(Bridges, 1999;Talafuse, 2021)。其次，当涉及到任何定量的事物时，市场营销专业的学生尤其会有相对较高的焦虑水平(Freeman & Spanjaard, 2012;Tarasi et al.， 2013)。翻到过去50年左右的任何关于市场研究教育的期刊文章的导论段落，你很可能会发现这些趋势中的一个或两个。最近，随着工业的数字革命，市场研究教育没有跟上行业雇主的需求(Vriens等人，2019)，这进一步扼杀了学生对这门课程的热情。在他们的教育组合的宏伟计划中，市场研究几乎总是在学生的热情阶梯的底部。教师对这门课程的热情程度大体相似。市场调研课程通常被教师视为枯燥乏味的课程主题，与数字营销、社交媒体、销售和促销等课程主题形成鲜明对比(FitzPatrick et al.， 2010)。对于许多市场营销学教授来说，除了我们当中少数喜欢教授二项回归的细微差别，甚至是像相关性这样更简单的话题的奇迹般的人之外，市场营销研究是一门“必须教授”的课程，而不是一门“必须教授”的课程。当然，尽管这种说法在教师中广为人知，但支持这种说法的文献却不足为奇(因此，我们在这里使用了我们的编辑特权)。然而，有大量证据表明，教授市场研究课程的教师的课程评价一直低于平均水平(Simpson & Siguaw, 2000)，这加剧了问题。此外，较低的教学评价通常会对教师产生影响，特别是在获得终身教职之前(Bridges, 1999)。总而言之，我们的课程基本上是每个人(包括学生和教师)都接触过的，但没有人特别感兴趣。乍一看，这令人失望，但摆在我们面前的结构性改善的绝佳机会却相当令人振奋。像所有的市场问题一样，我们必须先弄清楚问题存在的本质，然后才能试图纠正它。
{"title":"Consumer Insights: A Turning Point for Marketing Research Education","authors":"A. Mills, J. Hair","doi":"10.1177/02734753211046448","DOIUrl":"https://doi.org/10.1177/02734753211046448","url":null,"abstract":"There is an elephant in the room. We need to talk about it. So we are just going to come out and say it—the marketing research class is boring, and it is not clear whether students like it as it is currently structured and delivered. Unfortunately, that is our fault as marketing educators. Ouch! The first step is admitting we have a problem. Not just a small one, either. Now that we have settled that, we are liberated to talk about the why and how, so we can identify a solution and begin moving forward. Let us start at the beginning. Marketing research is one of the central pillars of marketing education programs around the world. Almost all accredited business schools offer research courses as a core, and almost always as a required course in a program of study for marketing majors. Literally thousands of professors have developed and taught marketing research classes, and many hundreds of thousands of students have taken these classes. Yet despite its ubiquity, the marketing research class is not one students tend to look forward to, and we have known this for decades (Castleberry, 2001; Mills, 2010). Traditionally, there have been two critical issues driving the lack of student enthusiasm. First, the marketing research class is inherently filled with relatively dry subject matter that is difficult to make interesting, engaging, and relevant for students (Bridges, 1999; Talafuse, 2021). Second, marketing students in particular have relatively high levels of anxiety when it comes to anything quantitative in nature (Freeman & Spanjaard, 2012; Tarasi et al., 2013). Flip to the introductory paragraph of almost any journal article about marketing research education in the past 50 or so years, and you will most likely find references to one or both of these trends. More recently with the digital revolution of industry, marketing research education has not kept pace with the needs of industry employers (Vriens et al., 2019), which further stifles student enthusiasm toward the course. In the grand scheme of their educational portfolio, marketing research is almost always at the bottom of the students’ enthusiasm ladder. Faculty enthusiasm levels toward the course are generally similar. The marketing research class is often seen by faculty as the dry, distinctly uncool counterbalance to course topics with caché like digital marketing, social media, sales, and promotions (FitzPatrick et al., 2010). For many marketing faculty other than the handful of miraculous souls among us who relish the opportunity to teach the nuances of binomial regression, or even simpler topics like correlation, marketing research is a “must-teach” rather than a “get-to-teach” type class. There is, of course, an unsurprising dearth of literature in support of this claim despite being widely known among faculty (thus, we are using our editorial prerogative here). There is, however, substantial evidence of consistently lower-than-average course evaluations for faculty who teach the","PeriodicalId":46987,"journal":{"name":"Journal of Marketing Education","volume":"43 1","pages":"279 - 284"},"PeriodicalIF":2.4,"publicationDate":"2021-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65042377","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 : 2021-09-18DOI: 10.1177/02734753211044744
Joanne T. Cao, Brigitte Burgess, Jamye K. Foster, Gallayanee Yaoyuneyong, Lacey K. Wallace
This study examined the impact of shared responsibility on the relationship between marketing and other business students’ coping strategies and their satisfaction with the rapid transitioning to remote learning and academic performance expectations. COVID-19 (coronavirus disease 2019) rapidly altered and challenged higher education to maintain pedagogical services provided to students, regardless of faculty or student readiness or experience. As such, shared responsibility can be critical in times of crisis when the university community must pull together for mutual success. Findings indicate that students’ sense of shared responsibility and healthy coping mechanisms lead to student satisfaction with the transition process and more positive academic outcomes. This study is the first to empirically examine shared responsibility in higher education during a crucial period to the authors’ knowledge. By promoting shared responsibility, marketing educators can improve student outcomes and identify those who may need additional support resources.
{"title":"Rapid Transitioning to Remote Learning: Shared Responsibility and Coping Strategies","authors":"Joanne T. Cao, Brigitte Burgess, Jamye K. Foster, Gallayanee Yaoyuneyong, Lacey K. Wallace","doi":"10.1177/02734753211044744","DOIUrl":"https://doi.org/10.1177/02734753211044744","url":null,"abstract":"This study examined the impact of shared responsibility on the relationship between marketing and other business students’ coping strategies and their satisfaction with the rapid transitioning to remote learning and academic performance expectations. COVID-19 (coronavirus disease 2019) rapidly altered and challenged higher education to maintain pedagogical services provided to students, regardless of faculty or student readiness or experience. As such, shared responsibility can be critical in times of crisis when the university community must pull together for mutual success. Findings indicate that students’ sense of shared responsibility and healthy coping mechanisms lead to student satisfaction with the transition process and more positive academic outcomes. This study is the first to empirically examine shared responsibility in higher education during a crucial period to the authors’ knowledge. By promoting shared responsibility, marketing educators can improve student outcomes and identify those who may need additional support resources.","PeriodicalId":46987,"journal":{"name":"Journal of Marketing Education","volume":"44 1","pages":"235 - 249"},"PeriodicalIF":2.4,"publicationDate":"2021-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46166752","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 : 2021-09-13DOI: 10.1177/02734753211042404
Simone Kurtzke, Justina Setkute
As marketing continues to be transformed by technology and the explosion of big data, academic research has identified a significant need for analytics skills in marketing education. However, it is unclear whether current curriculum approaches to marketing analytics equip students with the skills employers need and prepare them effectively for data-driven marketing roles. This study identifies the knowledge and skills marketing graduates require for analytics practice to bridge the theory-practice gap and increase students’ employability. Our research reveals that a blend of knowledge, soft and technical skills is needed, and that the ability to communicate insights from data to stakeholders is critical. We offer a practice-informed model which demonstrates that conceptual knowledge, technical skills, tools skills and soft skills are required to develop holistic analytics capability for marketing practice. Actionable takeaways for how educators can embed holistic analytics teaching in marketing education are also provided.
{"title":"Analytics Capability in Marketing Education: A Practice-Informed Model","authors":"Simone Kurtzke, Justina Setkute","doi":"10.1177/02734753211042404","DOIUrl":"https://doi.org/10.1177/02734753211042404","url":null,"abstract":"As marketing continues to be transformed by technology and the explosion of big data, academic research has identified a significant need for analytics skills in marketing education. However, it is unclear whether current curriculum approaches to marketing analytics equip students with the skills employers need and prepare them effectively for data-driven marketing roles. This study identifies the knowledge and skills marketing graduates require for analytics practice to bridge the theory-practice gap and increase students’ employability. Our research reveals that a blend of knowledge, soft and technical skills is needed, and that the ability to communicate insights from data to stakeholders is critical. We offer a practice-informed model which demonstrates that conceptual knowledge, technical skills, tools skills and soft skills are required to develop holistic analytics capability for marketing practice. Actionable takeaways for how educators can embed holistic analytics teaching in marketing education are also provided.","PeriodicalId":46987,"journal":{"name":"Journal of Marketing Education","volume":"43 1","pages":"298 - 316"},"PeriodicalIF":2.4,"publicationDate":"2021-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43859752","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 : 2021-09-07DOI: 10.1177/02734753211043925
Brooke Reavey, Debra Zahay, A. Rosenbloom
This exploratory research suggests that undergraduate marketing research textbooks and courses have not kept pace with the changes in the marketing research world over the past two decades. Two studies, one a review of marketing research syllabi and another a content analysis of online job postings, explore this phenomenon. The results imply that, in contrast to the historical context of marketing research course, most advertised entry-level marketing jobs requiring marketing research skills are not in marketing research firms. Indeed, contemporary marketing research is more likely a function embedded within an array of generalist job duties that also require soft skills and the ability to analyze and present data to upper management. As a result of this research, educators should have a heightened awareness of the following: (a) the disconnect between the marketing research curriculum and current industry needs, (b) the changing role of marketing research as diffused throughout the organization, and (c) the broader set of skills and techniques required of entry-level marketing graduates. As a possible solution to these issues, this research proposes an integrated model whereby instructors can help their students navigate the current landscape by choosing an appropriate pedagogical path to assist students in their career goals.
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Pub Date : 2021-08-25DOI: 10.1177/02734753211041743
Holly A. Syrdal, Brian A Vander Schee, Rebecca VanMeter, Parker J. Woodroof
Applying the pedagogy of vulnerability and self-expansion theory, the exercise known as the Know Me Activity (KMA) enhances self-expansion by encouraging connections between students and the instructor. The pedagogy of vulnerability is premised on risking self-disclosure as an act of courage. Self-expansion theory is grounded in personal relationships whereby individuals are motivated for personal growth and identify with others to gain access to their resources. In the context of marketing education, self-expansion stems from enhancing student self-awareness for personal growth as well as perceived vulnerability and relatedness of the instructor to encourage access to expertise. The KMA was conducted at three universities and assessed to determine its usefulness as a self-expansion exercise. Survey results indicate that students found the activity contained self-expansion characteristics, and they recommend it for future use. The results of the pretest and posttest analyses also demonstrated an increase in student self-awareness, perceived instructor vulnerability, and perceived instructor relatedness. Self-expansion activities enhance relationships by design and participating in them can lead to increased student effort and persistence. Marketing educators can, therefore, have confidence in utilizing the KMA as a means for mitigating social isolation and encouraging perseverance.
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Pub Date : 2021-08-17DOI: 10.1177/02734753211038997
J. Blijlevens
Marketers and designers are likely to work together on innovation teams as they both have customer satisfaction as their end goals. Collaboration between these disciplines in innovation teams is often impaired due to the different thought-worlds that drive decision making: intuitive versus rational. To facilitate collaboration between design and marketing it is valuable to teach marketers about designers’ ways of thinking. Approaches to teaching design thinking to marketing students often focus on students becoming more creative, intuitive, and innovative themselves. However, the integration of the two disciplines does not require that marketers become designers, and vice versa, as both bring unique skills necessary for successful innovation. An educational framework is presented that aims to teach marketing students an understanding of the thought-world of design thinking rather than to become design thinkers themselves. The focus is on recognizing how the others’ approach to the same goals are complementary to their own approaches instead of being different or “wrong.” This framework is unique in aligning design thinking phases with critical thinking phases—marketing students’ dominant thinking style—through specifically chosen activities to scaffold the understanding of an intuitive, divergent, and creative thinking approach to the development of innovative marketing ideas.
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