Pub Date : 2021-04-21DOI: 10.1177/02734753211006820
Anjala S. Krishen
Creativity is not just a catch phrase for the new decade—it is a way of life. While technology-driven innovation can promote efforts to produce optimal solutions, individually driven creativity is necessary to launch and drive cutting-edge, trailblazing ideas. The goal of this study is to examine relationships between creative divergent thinking (CDT) and motivation situated within course projects as antecedents to the overall course experience. The synthesis of transformational leadership, context-dependent fixation hypothesis, strength of weak ties perspective, contagious motivation, and constructivist learning frameworks form the interdisciplinary foundation for the proposed contagious motivation and creative experience model (CMCEM). The proposed marketing classroom model is tested using a structural equation model of N = 540 marketing undergraduate students. Findings indicate that CDT is an important individual characteristic that affects classroom dynamics. Importantly, when students exhibit higher levels of CDT, they perceive higher project uniqueness, higher levels of motivation, higher other student motivation, and more positive course experiences. In addition to other findings, the CMCEM emphasizes the powerful combination of CDT, individual student motivation, the contagious nature of that motivation on other students through well-structured group projects, and the importance of instructors as transformational teachers.
{"title":"Where There’s a Will, There’s a Way: Synthesizing Creativity, Contagious Motivation, and Unique Projects Into the Course Experience","authors":"Anjala S. Krishen","doi":"10.1177/02734753211006820","DOIUrl":"https://doi.org/10.1177/02734753211006820","url":null,"abstract":"Creativity is not just a catch phrase for the new decade—it is a way of life. While technology-driven innovation can promote efforts to produce optimal solutions, individually driven creativity is necessary to launch and drive cutting-edge, trailblazing ideas. The goal of this study is to examine relationships between creative divergent thinking (CDT) and motivation situated within course projects as antecedents to the overall course experience. The synthesis of transformational leadership, context-dependent fixation hypothesis, strength of weak ties perspective, contagious motivation, and constructivist learning frameworks form the interdisciplinary foundation for the proposed contagious motivation and creative experience model (CMCEM). The proposed marketing classroom model is tested using a structural equation model of N = 540 marketing undergraduate students. Findings indicate that CDT is an important individual characteristic that affects classroom dynamics. Importantly, when students exhibit higher levels of CDT, they perceive higher project uniqueness, higher levels of motivation, higher other student motivation, and more positive course experiences. In addition to other findings, the CMCEM emphasizes the powerful combination of CDT, individual student motivation, the contagious nature of that motivation on other students through well-structured group projects, and the importance of instructors as transformational teachers.","PeriodicalId":46987,"journal":{"name":"Journal of Marketing Education","volume":"44 1","pages":"41 - 53"},"PeriodicalIF":2.4,"publicationDate":"2021-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/02734753211006820","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46461047","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 : 2021-04-17DOI: 10.1177/02734753211003934
D. Bacon, Kim A. Stewart
After decades of research in marketing and management education, what do we now know about what educational practices work best for improving actual learning? We answer this question with a qualitative systematic literature review of every contribution published in five marketing and management education journals from inception through May 2020 that provides recommendations for evidence-based best pedagogical practice. Contributions were screened to identify empirical studies that employed measures of actual learning in an appropriate experimental design and reported analyses that met certain statistical standards. Of the 4,160 articles examined, 55 studies met our criteria. Based on the studies’ results, we developed a model for understanding the teaching methods that are most effective for achieving actual learning in marketing and management education. We provide evidence-based pedagogical recommendations for faculty and recommendations for additional research in key areas and for increasing the rigor of pedagogical research.
{"title":"What Works Best: A Systematic Review of Actual Learning in Marketing and Management Education Research","authors":"D. Bacon, Kim A. Stewart","doi":"10.1177/02734753211003934","DOIUrl":"https://doi.org/10.1177/02734753211003934","url":null,"abstract":"After decades of research in marketing and management education, what do we now know about what educational practices work best for improving actual learning? We answer this question with a qualitative systematic literature review of every contribution published in five marketing and management education journals from inception through May 2020 that provides recommendations for evidence-based best pedagogical practice. Contributions were screened to identify empirical studies that employed measures of actual learning in an appropriate experimental design and reported analyses that met certain statistical standards. Of the 4,160 articles examined, 55 studies met our criteria. Based on the studies’ results, we developed a model for understanding the teaching methods that are most effective for achieving actual learning in marketing and management education. We provide evidence-based pedagogical recommendations for faculty and recommendations for additional research in key areas and for increasing the rigor of pedagogical research.","PeriodicalId":46987,"journal":{"name":"Journal of Marketing Education","volume":"44 1","pages":"6 - 24"},"PeriodicalIF":2.4,"publicationDate":"2021-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/02734753211003934","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45063361","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 : 2021-04-01DOI: 10.1177/0273475320984023
Victoria L. Crittenden
There is no doubt that all educators, regardless of educational stage or discipline, have engaged in much reflection throughout 2020. The sense of loss when classes moved online and campuses were shuttered immediately is something that will likely remain in faculty and student minds forever. Importantly, the reflection on the academic disruption that began in March of 2020 enabled educators to discover what they had learned about critical issues such as student engagement and online teaching so as to be better prepared for the ongoing educational disruption throughout 2020. As I write this editor’s corner, the 2020 educational process has come to a close and I suspect the new normal is more of a malleable normal since it is no longer new but, at that same time, it is likely not stable. Maybe this is where we can overlay Weick (1999) and engage in disciplined reflexivity. That is, we, as educators, must be mindful of our reflexive turns but not overwhelmed by them and, essentially, see education in a new way and let that new way be a source of positive pragmatic change. Procedurally, reflection entails looking forward to what might be attained, while casting backward to see what we have accomplished (Yancey, 1998). As we turn the calendar from 2020 to 2021, it is a good time to cast back on this past year of the Journal of Marketing Education to see all that we accomplished (even in a time of worldwide turmoil) and to look forward at the groundwork that is in place for what we hope to attain in 2021. A bit of foreshadowing here—the Journal had a very successful and productive 2020.
{"title":"Educational Scholarship: Looking Forward While Casting Backward","authors":"Victoria L. Crittenden","doi":"10.1177/0273475320984023","DOIUrl":"https://doi.org/10.1177/0273475320984023","url":null,"abstract":"There is no doubt that all educators, regardless of educational stage or discipline, have engaged in much reflection throughout 2020. The sense of loss when classes moved online and campuses were shuttered immediately is something that will likely remain in faculty and student minds forever. Importantly, the reflection on the academic disruption that began in March of 2020 enabled educators to discover what they had learned about critical issues such as student engagement and online teaching so as to be better prepared for the ongoing educational disruption throughout 2020. As I write this editor’s corner, the 2020 educational process has come to a close and I suspect the new normal is more of a malleable normal since it is no longer new but, at that same time, it is likely not stable. Maybe this is where we can overlay Weick (1999) and engage in disciplined reflexivity. That is, we, as educators, must be mindful of our reflexive turns but not overwhelmed by them and, essentially, see education in a new way and let that new way be a source of positive pragmatic change. Procedurally, reflection entails looking forward to what might be attained, while casting backward to see what we have accomplished (Yancey, 1998). As we turn the calendar from 2020 to 2021, it is a good time to cast back on this past year of the Journal of Marketing Education to see all that we accomplished (even in a time of worldwide turmoil) and to look forward at the groundwork that is in place for what we hope to attain in 2021. A bit of foreshadowing here—the Journal had a very successful and productive 2020.","PeriodicalId":46987,"journal":{"name":"Journal of Marketing Education","volume":"43 1","pages":"3 - 8"},"PeriodicalIF":2.4,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0273475320984023","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45834252","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 : 2021-03-22DOI: 10.1177/02734753211001409
Andrew J. Rohm, M. Stefl, Noriko Ward
The rapid pace of technological change taking place today makes it even more important for marketing educators to incorporate relevant technical and higher level meta-skills in their digital marketing courses. We review the pedagogical literature on skill development and project-based learning and detail two live course projects designed to help students develop technical skills related to digital marketing in addition to important meta-skills involving creativity, critical thinking, collaboration, and communication. We evaluate the impact of the projects through a direct and indirect assessment process. Findings suggest that live project–based learning can support the development of the technical and meta-skills necessary for students to adapt to uncertainty and ambiguity and become future proof and real-world ready as they enter the workforce. We discuss the benefits and challenges associated with moving digital marketing education from conceptual to real-life projects and highlight pedagogical recommendations for educators who want to integrate live project-based learning into their courses.
{"title":"Future Proof and Real-World Ready: The Role of Live Project-Based Learning in Students’ Skill Development","authors":"Andrew J. Rohm, M. Stefl, Noriko Ward","doi":"10.1177/02734753211001409","DOIUrl":"https://doi.org/10.1177/02734753211001409","url":null,"abstract":"The rapid pace of technological change taking place today makes it even more important for marketing educators to incorporate relevant technical and higher level meta-skills in their digital marketing courses. We review the pedagogical literature on skill development and project-based learning and detail two live course projects designed to help students develop technical skills related to digital marketing in addition to important meta-skills involving creativity, critical thinking, collaboration, and communication. We evaluate the impact of the projects through a direct and indirect assessment process. Findings suggest that live project–based learning can support the development of the technical and meta-skills necessary for students to adapt to uncertainty and ambiguity and become future proof and real-world ready as they enter the workforce. We discuss the benefits and challenges associated with moving digital marketing education from conceptual to real-life projects and highlight pedagogical recommendations for educators who want to integrate live project-based learning into their courses.","PeriodicalId":46987,"journal":{"name":"Journal of Marketing Education","volume":"43 1","pages":"204 - 215"},"PeriodicalIF":2.4,"publicationDate":"2021-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/02734753211001409","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43146008","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 : 2021-03-20DOI: 10.1177/02734753211001422
M. Peterson
Learning in an online environment shares many aspects with the learning required in marketing research projects conducted by research agencies with client firms. However, learning-management-system platforms now provide powerful ways to enrich learning in the online environment through threaded discussions, access to video clips and lively interaction between students and instructors. In such ways, an asynchronous online marketing research course can allow the type of rich experience and reflection that are the hallmarks of valuable experiential-learning. The purpose of this article is to discuss the benefits and challenges of teaching a key course in the education of business students—the marketing research course—in an online environment. This article integrates theoretical frameworks of online education and discusses timely issues for those teaching an online marketing-research course to MBA students, such as the importance of imparting the scientific method, the role of the teacher as a facilitator, content for the course, and thoughts about future marketing research courses. Because most online MBA students are currently working in business, they have an opportunity for applying their learning at work in a very valuable way. Such opportunity can bring an energy and excitement for learning not matched in other contexts for the MBA.
{"title":"Teaching the Online Marketing Research Course for MBA Students","authors":"M. Peterson","doi":"10.1177/02734753211001422","DOIUrl":"https://doi.org/10.1177/02734753211001422","url":null,"abstract":"Learning in an online environment shares many aspects with the learning required in marketing research projects conducted by research agencies with client firms. However, learning-management-system platforms now provide powerful ways to enrich learning in the online environment through threaded discussions, access to video clips and lively interaction between students and instructors. In such ways, an asynchronous online marketing research course can allow the type of rich experience and reflection that are the hallmarks of valuable experiential-learning. The purpose of this article is to discuss the benefits and challenges of teaching a key course in the education of business students—the marketing research course—in an online environment. This article integrates theoretical frameworks of online education and discusses timely issues for those teaching an online marketing-research course to MBA students, such as the importance of imparting the scientific method, the role of the teacher as a facilitator, content for the course, and thoughts about future marketing research courses. Because most online MBA students are currently working in business, they have an opportunity for applying their learning at work in a very valuable way. Such opportunity can bring an energy and excitement for learning not matched in other contexts for the MBA.","PeriodicalId":46987,"journal":{"name":"Journal of Marketing Education","volume":"43 1","pages":"371 - 385"},"PeriodicalIF":2.4,"publicationDate":"2021-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/02734753211001422","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48051248","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 : 2021-03-03DOI: 10.1177/0273475321996797
Mujde Yuksel, Andrew N. Smith, R. S. Smith, Pelin Bicen, E. Wilson, Jay Weiner
Student engagement is regarded as a critical educational outcome. However, it has proven to be elusive to educators within technical domains, such as marketing research and analytics, which has inspired the exploration of experiential course design elements. Client-sponsored projects (CSPs) have become a popular tactic to meet this objective in such courses. The authors utilize a mixed-methods design to examine CSPs and their effectiveness in marketing research and analytics courses. In Study 1, qualitative research yields student insights regarding the desired characteristics of a CSP. Study 2 illustrates that CSPs boost student engagement through perceptions of course relevance. However, students’ subjective interest in the client represented a boundary condition for this effect. That is, CSPs did not offer value to students who lacked inherent interest in the client. In Study 3, a discrete choice model analysis outlined what attributes make clients interesting for students. Finally, Study 4 utilizes a field experiment to identify project-framing tactics that increase student interest through enhanced client familiarity. A series of recommendations are provided to maximize the efficacy of CSPs to marketing research and analytics courses.
{"title":"Student Interest in Client-Sponsored Projects: The Quest for Engagement in Marketing Research Courses","authors":"Mujde Yuksel, Andrew N. Smith, R. S. Smith, Pelin Bicen, E. Wilson, Jay Weiner","doi":"10.1177/0273475321996797","DOIUrl":"https://doi.org/10.1177/0273475321996797","url":null,"abstract":"Student engagement is regarded as a critical educational outcome. However, it has proven to be elusive to educators within technical domains, such as marketing research and analytics, which has inspired the exploration of experiential course design elements. Client-sponsored projects (CSPs) have become a popular tactic to meet this objective in such courses. The authors utilize a mixed-methods design to examine CSPs and their effectiveness in marketing research and analytics courses. In Study 1, qualitative research yields student insights regarding the desired characteristics of a CSP. Study 2 illustrates that CSPs boost student engagement through perceptions of course relevance. However, students’ subjective interest in the client represented a boundary condition for this effect. That is, CSPs did not offer value to students who lacked inherent interest in the client. In Study 3, a discrete choice model analysis outlined what attributes make clients interesting for students. Finally, Study 4 utilizes a field experiment to identify project-framing tactics that increase student interest through enhanced client familiarity. A series of recommendations are provided to maximize the efficacy of CSPs to marketing research and analytics courses.","PeriodicalId":46987,"journal":{"name":"Journal of Marketing Education","volume":"43 1","pages":"354 - 370"},"PeriodicalIF":2.4,"publicationDate":"2021-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0273475321996797","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48378637","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 : 2021-03-03DOI: 10.1177/0273475321995553
C. Hopkins, O. Ferrell, L. Ferrell, K. Hopkins
The principles of marketing course usually includes coverage of marketing ethics and social responsibility. This study attempts to gain an understanding of students’ perceptions of the importance of marketing ethics and social responsibility and to see if these perceptions can be enhanced. Students were provided one class period lecture on the topics with prelecture and postlecture evaluation. The study addressed marketing ethics and social responsibility as distinct constructs. Postlecture there was an improvement in marketing ethics perceptions for all majors, with nonmarketing business majors showing the most improvement. Postlecture perceptions of the importance of social responsibility increased significantly with nonbusiness majors showing the lowest level of improvement. Changing perceptions of importance can motivate long-term engagement in beliefs about the significance and value of business ethics and social responsibility.
{"title":"Changing Perceptions of Marketing Ethics and Social Responsibility in Principles of Marketing","authors":"C. Hopkins, O. Ferrell, L. Ferrell, K. Hopkins","doi":"10.1177/0273475321995553","DOIUrl":"https://doi.org/10.1177/0273475321995553","url":null,"abstract":"The principles of marketing course usually includes coverage of marketing ethics and social responsibility. This study attempts to gain an understanding of students’ perceptions of the importance of marketing ethics and social responsibility and to see if these perceptions can be enhanced. Students were provided one class period lecture on the topics with prelecture and postlecture evaluation. The study addressed marketing ethics and social responsibility as distinct constructs. Postlecture there was an improvement in marketing ethics perceptions for all majors, with nonmarketing business majors showing the most improvement. Postlecture perceptions of the importance of social responsibility increased significantly with nonbusiness majors showing the lowest level of improvement. Changing perceptions of importance can motivate long-term engagement in beliefs about the significance and value of business ethics and social responsibility.","PeriodicalId":46987,"journal":{"name":"Journal of Marketing Education","volume":"43 1","pages":"244 - 259"},"PeriodicalIF":2.4,"publicationDate":"2021-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0273475321995553","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46862715","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 : 2021-03-01DOI: 10.1177/0273475321996026
Naveen Donthu, Satish Kumar, A. Mills, Debidutta Pattnaik
Journal of Marketing Education (JMED) is an important academic source for the progression of innovative research and experiential wisdom, both of which enhance the knowledge of marketing educators. The primary objective of this study is to provide a retrospection on the emergence and growth of JMED using scientometrics—in simple terms, is the quantification of science. Applying bibliometric methods, the top articles, authors, and topics in JMED titles are identified. A thematic analysis groups JMED articles into 10 semantic clusters: team environment, innovative teaching techniques, students’ evaluation of teaching, qualitative assessment of marketing outlets, technological diffusion in marketing education, experiential learning, marketing values and ethics, self-regulated learning, objective exams, and multiple experiential techniques and student learning. Among these, technological diffusion in marketing education, marketing values and ethics, and multiple experiential techniques and student learning are the most popular and evolving. Apart from informing JMED readers about possible future avenues of the journal, this study may provide valuable information to its editorial board.
{"title":"Journal of Marketing Education: A Retrospective Overview Between 1979 and 2019","authors":"Naveen Donthu, Satish Kumar, A. Mills, Debidutta Pattnaik","doi":"10.1177/0273475321996026","DOIUrl":"https://doi.org/10.1177/0273475321996026","url":null,"abstract":"Journal of Marketing Education (JMED) is an important academic source for the progression of innovative research and experiential wisdom, both of which enhance the knowledge of marketing educators. The primary objective of this study is to provide a retrospection on the emergence and growth of JMED using scientometrics—in simple terms, is the quantification of science. Applying bibliometric methods, the top articles, authors, and topics in JMED titles are identified. A thematic analysis groups JMED articles into 10 semantic clusters: team environment, innovative teaching techniques, students’ evaluation of teaching, qualitative assessment of marketing outlets, technological diffusion in marketing education, experiential learning, marketing values and ethics, self-regulated learning, objective exams, and multiple experiential techniques and student learning. Among these, technological diffusion in marketing education, marketing values and ethics, and multiple experiential techniques and student learning are the most popular and evolving. Apart from informing JMED readers about possible future avenues of the journal, this study may provide valuable information to its editorial board.","PeriodicalId":46987,"journal":{"name":"Journal of Marketing Education","volume":"43 1","pages":"139 - 158"},"PeriodicalIF":2.4,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0273475321996026","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47528011","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 : 2021-02-16DOI: 10.1177/0273475321992109
Else-Marie van den Herik, T. Benning
Free-riding is a serious challenge in group projects. While there are various methods to reduce free-riding, marketing educators still face a difficult task when selecting an appropriate method for their course. In this study, we propose a students’ preferences-based approach that supports marketing educators with the selection of methods to detect and handle free-riding. To measure these preferences, students completed an online survey based on a choice task about two methods to detect free-riding and a ranking task about four methods to handle free-riding (n = 254). Their answers were analyzed using chi-squared tests, Borda scores, and rank-ordered logit models. The results show that (a) neither Dutch nor international students have a clear preference for one of the two detection methods (the reporting system vs. the process evaluation system), (b) grade discussion (a possible reduction of the free-rider’s grade based on a conversation with the course coordinator about each student’s contribution) is the most preferred method to handle free-riding, and (c) international students have a stronger preference for stricter handling methods. Marketing educators can apply the proposed approach, or use our specific findings, for designing methods to reduce free-riding in their courses.
{"title":"A Students’ Preferences-Based Approach to Select Methods for Detecting and Handling Free-Riding","authors":"Else-Marie van den Herik, T. Benning","doi":"10.1177/0273475321992109","DOIUrl":"https://doi.org/10.1177/0273475321992109","url":null,"abstract":"Free-riding is a serious challenge in group projects. While there are various methods to reduce free-riding, marketing educators still face a difficult task when selecting an appropriate method for their course. In this study, we propose a students’ preferences-based approach that supports marketing educators with the selection of methods to detect and handle free-riding. To measure these preferences, students completed an online survey based on a choice task about two methods to detect free-riding and a ranking task about four methods to handle free-riding (n = 254). Their answers were analyzed using chi-squared tests, Borda scores, and rank-ordered logit models. The results show that (a) neither Dutch nor international students have a clear preference for one of the two detection methods (the reporting system vs. the process evaluation system), (b) grade discussion (a possible reduction of the free-rider’s grade based on a conversation with the course coordinator about each student’s contribution) is the most preferred method to handle free-riding, and (c) international students have a stronger preference for stricter handling methods. Marketing educators can apply the proposed approach, or use our specific findings, for designing methods to reduce free-riding in their courses.","PeriodicalId":46987,"journal":{"name":"Journal of Marketing Education","volume":"43 1","pages":"233 - 243"},"PeriodicalIF":2.4,"publicationDate":"2021-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0273475321992109","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41695417","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 : 2021-01-27DOI: 10.1177/0273475320987287
Cindy B. Rippé, Suri Weisfeld-Spolter, Y. Yurova, A. Kemp
Before the pandemic, loneliness was already a burden affecting the health and well-being of students. The COVID-19 pandemic, with mandated isolations and closures of campuses, amplifies feelings of isolation and loneliness. Previous work shows that isolated and lonely individuals experience a lack of perceived control, but educators have little understanding of the type of pedagogy that can help students deal with these emotions. Two studies demonstrate that instructors can foster perceived control in their students and provide guidance on best practices for teaching during a pandemic. Given the desire to discover the new normal for teaching during the COVID-19 pandemic crisis, this research has important implications for educational practices and instructional techniques to help students manage the loneliness, isolation, and lack of perceived control during these unprecedented times.
{"title":"Pandemic Pedagogy for the New Normal: Fostering Perceived Control During COVID-19","authors":"Cindy B. Rippé, Suri Weisfeld-Spolter, Y. Yurova, A. Kemp","doi":"10.1177/0273475320987287","DOIUrl":"https://doi.org/10.1177/0273475320987287","url":null,"abstract":"Before the pandemic, loneliness was already a burden affecting the health and well-being of students. The COVID-19 pandemic, with mandated isolations and closures of campuses, amplifies feelings of isolation and loneliness. Previous work shows that isolated and lonely individuals experience a lack of perceived control, but educators have little understanding of the type of pedagogy that can help students deal with these emotions. Two studies demonstrate that instructors can foster perceived control in their students and provide guidance on best practices for teaching during a pandemic. Given the desire to discover the new normal for teaching during the COVID-19 pandemic crisis, this research has important implications for educational practices and instructional techniques to help students manage the loneliness, isolation, and lack of perceived control during these unprecedented times.","PeriodicalId":46987,"journal":{"name":"Journal of Marketing Education","volume":"43 1","pages":"260 - 276"},"PeriodicalIF":2.4,"publicationDate":"2021-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0273475320987287","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41496570","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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