Pub Date : 2021-08-01DOI: 10.1177/02734753211017681
Victoria L. Crittenden
Business education is undergoing paradigmatic changes, and business schools are feeling the brunt of these changes. This article proposes that “business as usual” is over for traditional business schools. Using Ohmae’s 3Cs—customers, competitors, and company—as an analytical framework, I examine important changes from different vantage points. From the perspective of customers, the focus lies on technological and value changes. In terms of competitors, the analysis centers on the growing number of alternative suppliers of business education and the geographic shifts in the business school landscape. As to the company dimension, I comment on the vast number and heterogeneity of business schools and suggest that they are heading toward a business model competition. In considering potential development paths for business schools, the article concludes that they require radical innovations to stay relevant.
{"title":"The Award Winning Academic Performer","authors":"Victoria L. Crittenden","doi":"10.1177/02734753211017681","DOIUrl":"https://doi.org/10.1177/02734753211017681","url":null,"abstract":"Business education is undergoing paradigmatic changes, and business schools are feeling the brunt of these changes. This article proposes that “business as usual” is over for traditional business schools. Using Ohmae’s 3Cs—customers, competitors, and company—as an analytical framework, I examine important changes from different vantage points. From the perspective of customers, the focus lies on technological and value changes. In terms of competitors, the analysis centers on the growing number of alternative suppliers of business education and the geographic shifts in the business school landscape. As to the company dimension, I comment on the vast number and heterogeneity of business schools and suggest that they are heading toward a business model competition. In considering potential development paths for business schools, the article concludes that they require radical innovations to stay relevant.","PeriodicalId":46987,"journal":{"name":"Journal of Marketing Education","volume":"43 1","pages":"135 - 138"},"PeriodicalIF":2.4,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/02734753211017681","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48256168","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 : 2021-07-29DOI: 10.1177/02734753211035162
Adam C. Merkle, L. Ferrell, O. Ferrell, J. Hair
Marketing curricula are experiencing a digital disruption as e-books and other electronic educational resources replace print textbooks. This study investigates student perceptions about the effectiveness of print textbooks and e-books. Specifically, we focus on the perceived effectiveness of e-books and the impact on student engagement. A field-based quasi-experiment was conducted with a sample of 259 students in the Fall semester, and a follow-up sample of 395 students in the Spring semester. The results show a diverse impact of e-books on student engagement. Some aspects of engagement are positively affected while other aspects of student engagement exhibit a neutral or negative leaning impact. The findings also reflect significant variation in e-book effectiveness depending on the course. Finally, we find that e-books moderate the relationship between textbook effectiveness and academic performance engagement. Highly effective e-books result in higher levels of academic performance engagement. Collectively these findings shed light on the current situation and provide a foundation for additional research to further our understanding about e-book effectiveness and its relationship to student engagement.
{"title":"Evaluating E-Book Effectiveness and the Impact on Student Engagement","authors":"Adam C. Merkle, L. Ferrell, O. Ferrell, J. Hair","doi":"10.1177/02734753211035162","DOIUrl":"https://doi.org/10.1177/02734753211035162","url":null,"abstract":"Marketing curricula are experiencing a digital disruption as e-books and other electronic educational resources replace print textbooks. This study investigates student perceptions about the effectiveness of print textbooks and e-books. Specifically, we focus on the perceived effectiveness of e-books and the impact on student engagement. A field-based quasi-experiment was conducted with a sample of 259 students in the Fall semester, and a follow-up sample of 395 students in the Spring semester. The results show a diverse impact of e-books on student engagement. Some aspects of engagement are positively affected while other aspects of student engagement exhibit a neutral or negative leaning impact. The findings also reflect significant variation in e-book effectiveness depending on the course. Finally, we find that e-books moderate the relationship between textbook effectiveness and academic performance engagement. Highly effective e-books result in higher levels of academic performance engagement. Collectively these findings shed light on the current situation and provide a foundation for additional research to further our understanding about e-book effectiveness and its relationship to student engagement.","PeriodicalId":46987,"journal":{"name":"Journal of Marketing Education","volume":"44 1","pages":"54 - 71"},"PeriodicalIF":2.4,"publicationDate":"2021-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49057156","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 : 2021-07-29DOI: 10.1177/02734753211036500
J. W. Peltier, P. Chennamaneni, Kenyatta N. Barber
In response to the Journal of Marketing Education special issue on teaching turmoil and triumphs in times of crisis, we develop and test a student anxiety, preparation and learning framework for responding to external crises. We use structural equation modeling to assess how COVID-19 anxiety impacts classrelated anxiety, class preparation, and class learning, and how these then affect class satisfaction and intent to pursue a sales career. Using three sequential virtual sales competitions, we test our model in the immediate aftermath of the transition from live in-class learning to virtual learning brought on by COVID-19, offering an ideal setting for investigating marketing education in a time of crisis. The findings are unique, and show that how crises are managed impacts the deleterious effects of anxiety on education and learning. While anxiety had the greatest influence on class preparation, class preparation in turn was not related to class learning, class satisfaction, nor intent to pursue a sales career. However, when digital self-efficacy was considered as a moderator, the expected effects of class preparation emerged. Our findings contribute to multiple theoretical contexts, including anxiety, crisis management, self-efficacy, marketing education, and virtual sales role-plays.
{"title":"Student Anxiety, Preparation, and Learning Framework for Responding to External Crises: The Moderating Role of Self-Efficacy as a Coping Mechanism","authors":"J. W. Peltier, P. Chennamaneni, Kenyatta N. Barber","doi":"10.1177/02734753211036500","DOIUrl":"https://doi.org/10.1177/02734753211036500","url":null,"abstract":"In response to the Journal of Marketing Education special issue on teaching turmoil and triumphs in times of crisis, we develop and test a student anxiety, preparation and learning framework for responding to external crises. We use structural equation modeling to assess how COVID-19 anxiety impacts classrelated anxiety, class preparation, and class learning, and how these then affect class satisfaction and intent to pursue a sales career. Using three sequential virtual sales competitions, we test our model in the immediate aftermath of the transition from live in-class learning to virtual learning brought on by COVID-19, offering an ideal setting for investigating marketing education in a time of crisis. The findings are unique, and show that how crises are managed impacts the deleterious effects of anxiety on education and learning. While anxiety had the greatest influence on class preparation, class preparation in turn was not related to class learning, class satisfaction, nor intent to pursue a sales career. However, when digital self-efficacy was considered as a moderator, the expected effects of class preparation emerged. Our findings contribute to multiple theoretical contexts, including anxiety, crisis management, self-efficacy, marketing education, and virtual sales role-plays.","PeriodicalId":46987,"journal":{"name":"Journal of Marketing Education","volume":"44 1","pages":"149 - 165"},"PeriodicalIF":2.4,"publicationDate":"2021-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/02734753211036500","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41877698","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 : 2021-07-22DOI: 10.1177/02734753211034553
Shannon Cummins, Jeff Johnson
Live cases, where students work directly with an outside organization to solve real-world problems, can be an immersive learning experience for marketing students. Current scholarship on live case usage in marketing is limited to small samples from a handful of live case devotees. This article draws from a large, international sample of 169 marketing educators to investigate the perceived educational impacts of live cases on student skill development. Specifically, the paper explores student teamwork, conflict handling, time management, presentation, communication, and critical thinking skills. Additionally, the article explores how student skill development is affected by the amount of course time dedicated to the live case as well as faculty experience with live cases.
{"title":"The Impact of Live Cases on Student Skill Development in Marketing Courses","authors":"Shannon Cummins, Jeff Johnson","doi":"10.1177/02734753211034553","DOIUrl":"https://doi.org/10.1177/02734753211034553","url":null,"abstract":"Live cases, where students work directly with an outside organization to solve real-world problems, can be an immersive learning experience for marketing students. Current scholarship on live case usage in marketing is limited to small samples from a handful of live case devotees. This article draws from a large, international sample of 169 marketing educators to investigate the perceived educational impacts of live cases on student skill development. Specifically, the paper explores student teamwork, conflict handling, time management, presentation, communication, and critical thinking skills. Additionally, the article explores how student skill development is affected by the amount of course time dedicated to the live case as well as faculty experience with live cases.","PeriodicalId":46987,"journal":{"name":"Journal of Marketing Education","volume":"45 1","pages":"55 - 69"},"PeriodicalIF":2.4,"publicationDate":"2021-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/02734753211034553","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42848030","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 : 2021-07-10DOI: 10.1177/02734753211028641
Mark D. Groza, Louis J. Zmich, M. P. Groza
Increasingly, professional sales programs receive financial support from company sponsors in exchange for varying types of branding and recruiting opportunities. This study builds on the literature regarding employer branding and talent acquisition by examining the effect sales program sponsorship has on students. Grounded in organizational reputation theories, brand equity, and the literature on corporate sponsorship, it is proposed that sponsoring a sales program leads to positive student–firm related perceptions. Additionally, it is predicted that classroom engagement in the form of coteaching enhances these positive effects. Two natural field experiments, one involving two semesters of professional sales students (n = 90), the other involving four semesters of professional sales students (n = 174), are conducted to test the conceptual model. Results confirm the study’s predictions that sponsoring firms are perceived more favorably by students, and classroom engagement enhances these positive perceptions. Finally, results suggest that firms with lower initial familiarity among students have the most to gain in terms of enhancing student perceptions through coteaching.
{"title":"Growing the Talent Pool: How Sponsorship of Professional Sales Programs Enhances Employer Branding","authors":"Mark D. Groza, Louis J. Zmich, M. P. Groza","doi":"10.1177/02734753211028641","DOIUrl":"https://doi.org/10.1177/02734753211028641","url":null,"abstract":"Increasingly, professional sales programs receive financial support from company sponsors in exchange for varying types of branding and recruiting opportunities. This study builds on the literature regarding employer branding and talent acquisition by examining the effect sales program sponsorship has on students. Grounded in organizational reputation theories, brand equity, and the literature on corporate sponsorship, it is proposed that sponsoring a sales program leads to positive student–firm related perceptions. Additionally, it is predicted that classroom engagement in the form of coteaching enhances these positive effects. Two natural field experiments, one involving two semesters of professional sales students (n = 90), the other involving four semesters of professional sales students (n = 174), are conducted to test the conceptual model. Results confirm the study’s predictions that sponsoring firms are perceived more favorably by students, and classroom engagement enhances these positive perceptions. Finally, results suggest that firms with lower initial familiarity among students have the most to gain in terms of enhancing student perceptions through coteaching.","PeriodicalId":46987,"journal":{"name":"Journal of Marketing Education","volume":"44 1","pages":"72 - 84"},"PeriodicalIF":2.4,"publicationDate":"2021-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/02734753211028641","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46132977","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 : 2021-07-08DOI: 10.1177/02734753211028888
JoAnn L. Atkin, A. Bowie, Sc Cowley, James A. Eckert, B. Ferrin, Robert L. Harrison, Karen M. Lancendorfer, M. Luqmani, Zahida Luqmani, Thaweephan Leingpibul, A. Mumuni, Kelley O'Reilly, Z. Quraeshi, Robert G. Samples, Ann Veeck, Hu Xie, Marcel M. Zondag
Many business colleges offer specialized marketing majors in addition to the general marketing major. Given the extra resources needed to maintain multiple majors, in a time when higher education budgets are being strained, a need exists to understand how students make choices among these majors and what students perceive to be the advantages of general marketing majors versus specialized marketing majors. Using social cognitive theory, we examine how students make selections among choices in marketing-related majors, focusing on influence and compatibility factors. We surveyed 608 marketing majors representing one general and five specialized marketing majors. The findings indicate that, compared with general marketing majors, students’ choice of a specialized major is significantly more likely to be influenced by faculty and other students in the major. Also, the results show that students rate specialized majors better than a general marketing major in terms of self-efficacy, culture, and professional fit. On the other hand, students rate the general marketing major better than specialized majors in flexibility. These results have implications for supporting the priorities of students in both general and specialized majors.
{"title":"Considering a Marketing Degree? Student Perceptions of General Versus Specialized Majors","authors":"JoAnn L. Atkin, A. Bowie, Sc Cowley, James A. Eckert, B. Ferrin, Robert L. Harrison, Karen M. Lancendorfer, M. Luqmani, Zahida Luqmani, Thaweephan Leingpibul, A. Mumuni, Kelley O'Reilly, Z. Quraeshi, Robert G. Samples, Ann Veeck, Hu Xie, Marcel M. Zondag","doi":"10.1177/02734753211028888","DOIUrl":"https://doi.org/10.1177/02734753211028888","url":null,"abstract":"Many business colleges offer specialized marketing majors in addition to the general marketing major. Given the extra resources needed to maintain multiple majors, in a time when higher education budgets are being strained, a need exists to understand how students make choices among these majors and what students perceive to be the advantages of general marketing majors versus specialized marketing majors. Using social cognitive theory, we examine how students make selections among choices in marketing-related majors, focusing on influence and compatibility factors. We surveyed 608 marketing majors representing one general and five specialized marketing majors. The findings indicate that, compared with general marketing majors, students’ choice of a specialized major is significantly more likely to be influenced by faculty and other students in the major. Also, the results show that students rate specialized majors better than a general marketing major in terms of self-efficacy, culture, and professional fit. On the other hand, students rate the general marketing major better than specialized majors in flexibility. These results have implications for supporting the priorities of students in both general and specialized majors.","PeriodicalId":46987,"journal":{"name":"Journal of Marketing Education","volume":"44 1","pages":"85 - 99"},"PeriodicalIF":2.4,"publicationDate":"2021-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/02734753211028888","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43965525","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 : 2021-06-28DOI: 10.1177/02734753211027617
Marek Gnusowski, K. Schoefer
Business schools are increasingly concerned about retaining and recruiting new students. We examine interactions among marketing students to consider their consequences on student satisfaction. This article’s objective is to determine the drivers of satisfactory and dissatisfactory student-to-student interactions by employing a critical incident technique. In doing so, this study identifies three groups (group assignments, peer relations, and outcomes) and 11 categories of satisfiers and dissatisfiers. The study’s findings advance the understanding of the impact of students-to-student interactions on student satisfaction and illustrate the importance of the management of these interactions in the context of marketing education.
{"title":"Student-to-Student Interactions in Marketing Education: A Critical Incident Technique-Based Inquiry Into Drivers of Students’ (Dis)Satisfaction","authors":"Marek Gnusowski, K. Schoefer","doi":"10.1177/02734753211027617","DOIUrl":"https://doi.org/10.1177/02734753211027617","url":null,"abstract":"Business schools are increasingly concerned about retaining and recruiting new students. We examine interactions among marketing students to consider their consequences on student satisfaction. This article’s objective is to determine the drivers of satisfactory and dissatisfactory student-to-student interactions by employing a critical incident technique. In doing so, this study identifies three groups (group assignments, peer relations, and outcomes) and 11 categories of satisfiers and dissatisfiers. The study’s findings advance the understanding of the impact of students-to-student interactions on student satisfaction and illustrate the importance of the management of these interactions in the context of marketing education.","PeriodicalId":46987,"journal":{"name":"Journal of Marketing Education","volume":"44 1","pages":"25 - 40"},"PeriodicalIF":2.4,"publicationDate":"2021-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/02734753211027617","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41763066","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 : 2021-06-11DOI: 10.1177/02734753211017625
J. Mourey, Melissa M. Markley, Stephen K. Koernig
Research exploring a student’s “path to purchase” when considering course selection has revealed a number of influential factors including course content, reputation, and professor style. To date, little is known about the direct (or indirect) influence that course titles and course descriptions have on student interest and enrollment in courses, or how easy-sounding (simple) versus difficult-sounding (complex) information is inferred and interpreted as it relates to various enrollment markers. Using ideas from metacognition research, this research explores the impact of subjective assessment of simple versus complex course titles and course descriptions on general interest in a course and enrollment intentions. Findings indicate that not only does an easy versus complex course description affect enrollment intention, but it also affects subjective interpretations of course interest, expected workload, and learning outcomes, whereas course title has few meaningful effects. Application of these ideas for specific students and future research opportunities are discussed.
{"title":"Dazzling Descriptions and Tantalizing Titles: How Simple Versus Complex Course Information Influences Course Selection","authors":"J. Mourey, Melissa M. Markley, Stephen K. Koernig","doi":"10.1177/02734753211017625","DOIUrl":"https://doi.org/10.1177/02734753211017625","url":null,"abstract":"Research exploring a student’s “path to purchase” when considering course selection has revealed a number of influential factors including course content, reputation, and professor style. To date, little is known about the direct (or indirect) influence that course titles and course descriptions have on student interest and enrollment in courses, or how easy-sounding (simple) versus difficult-sounding (complex) information is inferred and interpreted as it relates to various enrollment markers. Using ideas from metacognition research, this research explores the impact of subjective assessment of simple versus complex course titles and course descriptions on general interest in a course and enrollment intentions. Findings indicate that not only does an easy versus complex course description affect enrollment intention, but it also affects subjective interpretations of course interest, expected workload, and learning outcomes, whereas course title has few meaningful effects. Application of these ideas for specific students and future research opportunities are discussed.","PeriodicalId":46987,"journal":{"name":"Journal of Marketing Education","volume":"44 1","pages":"100 - 112"},"PeriodicalIF":2.4,"publicationDate":"2021-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/02734753211017625","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48690779","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 : 2021-05-29DOI: 10.1177/02734753211017173
Richard L. Flight
Observations from faculty who teach marketing indicate that a relatively small percentage of students have strong interest in quantitative analysis and many come into the marketing major out of the misperception that it is light on math. In reality, over 98% of marketing professionals use data during their decision-making processes, while 80% of marketing-related problems use data at least in part to be solved. This article outlines a teaching model for analytical decision-making that links marketing problems with marketing research. It is stressed that while only a small percentage of marketing students become marketing researchers all will become consumers of information that is generated by research. Outlined herein is a dual-stage curriculum approach focused on preparing students to be knowledgeable consumers of research by incorporating a problem and metric-based pedagogy. This design is supported by data from 185 marketing professionals who contribute commonly asked “on the job” problems along with frequently used metrics that marketing students should learn as they train to be future marketing professionals.
{"title":"Linking Practitioner Dilemmas and Research Metrics Across an Integrated Marketing Curriculum","authors":"Richard L. Flight","doi":"10.1177/02734753211017173","DOIUrl":"https://doi.org/10.1177/02734753211017173","url":null,"abstract":"Observations from faculty who teach marketing indicate that a relatively small percentage of students have strong interest in quantitative analysis and many come into the marketing major out of the misperception that it is light on math. In reality, over 98% of marketing professionals use data during their decision-making processes, while 80% of marketing-related problems use data at least in part to be solved. This article outlines a teaching model for analytical decision-making that links marketing problems with marketing research. It is stressed that while only a small percentage of marketing students become marketing researchers all will become consumers of information that is generated by research. Outlined herein is a dual-stage curriculum approach focused on preparing students to be knowledgeable consumers of research by incorporating a problem and metric-based pedagogy. This design is supported by data from 185 marketing professionals who contribute commonly asked “on the job” problems along with frequently used metrics that marketing students should learn as they train to be future marketing professionals.","PeriodicalId":46987,"journal":{"name":"Journal of Marketing Education","volume":"43 1","pages":"317 - 332"},"PeriodicalIF":2.4,"publicationDate":"2021-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/02734753211017173","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65042335","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 : 2021-05-20DOI: 10.1177/02734753211013561
Armen Tashchian, Maria Kalamas Hedden, W. R. Forrester
The present multiyear study sheds light on the effects of faculty status on student evaluations of teaching (SETs). By comparing actual SETs of full- versus part-time marketing faculty, this study fills a void in the marketing education literature. Collecting first-hand institutionally administered SETs (N = 6,123) over a seven-year period, the extended data collection phase includes 21 semesters and 240 undergraduate courses. Study findings reveal that students perceive full-time faculty as more knowledgeable, enthusiastic, and better prepared for class than part-time faculty. Full-timers are also better able to communicate the subject matter and develop assignments focused on student learning than part-timers. In contrast, students perceive part-time faculty as better able to relate the course material to the real world, develop exam questions that reflect lectures and assignments, and return graded material more quickly than full-time faculty. Compared with part-time faculty, students perceive full-time faculty as being more rigorous and tougher in terms of grading. Given the differences regarding instructor knowledge, pedagogical skill, rigor, and grading, the discussion of the findings rests on how faculty status affects the overall quality of higher education.
{"title":"How Faculty Status Impacts Student Evaluations of Teaching: A Study of Full- Versus Part-Time Marketing Faculty","authors":"Armen Tashchian, Maria Kalamas Hedden, W. R. Forrester","doi":"10.1177/02734753211013561","DOIUrl":"https://doi.org/10.1177/02734753211013561","url":null,"abstract":"The present multiyear study sheds light on the effects of faculty status on student evaluations of teaching (SETs). By comparing actual SETs of full- versus part-time marketing faculty, this study fills a void in the marketing education literature. Collecting first-hand institutionally administered SETs (N = 6,123) over a seven-year period, the extended data collection phase includes 21 semesters and 240 undergraduate courses. Study findings reveal that students perceive full-time faculty as more knowledgeable, enthusiastic, and better prepared for class than part-time faculty. Full-timers are also better able to communicate the subject matter and develop assignments focused on student learning than part-timers. In contrast, students perceive part-time faculty as better able to relate the course material to the real world, develop exam questions that reflect lectures and assignments, and return graded material more quickly than full-time faculty. Compared with part-time faculty, students perceive full-time faculty as being more rigorous and tougher in terms of grading. Given the differences regarding instructor knowledge, pedagogical skill, rigor, and grading, the discussion of the findings rests on how faculty status affects the overall quality of higher education.","PeriodicalId":46987,"journal":{"name":"Journal of Marketing Education","volume":"44 1","pages":"113 - 126"},"PeriodicalIF":2.4,"publicationDate":"2021-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/02734753211013561","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48770283","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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