Marketing Education Review最新文献

{"title":"HOW TO NOT DISAPPEAR COMPLETELY: USING VIDEO-BASED DISCUSSIONS TO ENHANCE STUDENT SOCIAL PRESENCE IN AN ONLINE COURSE","authors":"A. Milović, R. Dingus","doi":"10.1080/10528008.2021.1943447","DOIUrl":"https://doi.org/10.1080/10528008.2021.1943447","url":null,"abstract":"ABSTRACT This paper proposes a video-based discussion learning exercise to consider in addition to the traditional online discussion board format. While the traditional written interaction between students in an online classroom is beneficial, the mass adoption of video technology, along with limitations associated with online discussion boards, led to the development of a new way to facilitate group communication using video communication technology. Utilizing the theory of social presence, we demonstrate the effectiveness of this video discussion format, allowing students to virtually “get to know” each other and collaborate in an environment that more closely resembles a traditional face-to-face classroom experience. Following multiple trials of online synchronous video discussions across both small and large class sections, results demonstrate students’ preferences for the video-based discussion format over the traditional, text-based discussion boards supported by their institution’s learning management system. Findings from two studies support that the video-based discussions enhance learning outcomes and foster a sense of classroom community.","PeriodicalId":37208,"journal":{"name":"Marketing Education Review","volume":"31 1","pages":"311 - 321"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10528008.2021.1943447","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44073278","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}

{"title":"BLOCKCHAIN: A NON-TECHNICAL PRIMER FOR MARKETING ACADEMICS","authors":"Mohan K. Menon, Ashraf Mady","doi":"10.1080/10528008.2021.1943445","DOIUrl":"https://doi.org/10.1080/10528008.2021.1943445","url":null,"abstract":"ABSTRACT In the ongoing march of industrial evolution there comes along technologies that have the power to transform businesses as we know it. The Internet revolutionized business/marketing in the nineties and today and bockchain has the potential to do the same for commercial transactions. Blockchain is a peer-to-peer model that can speed up processes resulting in robust tracking and reducing costs of transactions. Given the implications of this far-reaching technology, it is essential for marketing students to understand its significance in the conduct of marketing activities. Consequently, it is imperative that faculty comprehend aspects of the technology and its applications in marketing to integrate them in marketing courses. The purpose of the paper is to enlighten marketing faculty on the concept of blockchain in a non-technical manner along with highlighting its applications in marketing that can be imparted through their courses. To do so, the paper is structured around three research questions relating to (a) understanding the idea of blockchain technology; (b) expounding on the importance of the technology in marketing applications; and (c) illustrating how marketing faculty can integrate the concepts and application in marketing courses.","PeriodicalId":37208,"journal":{"name":"Marketing Education Review","volume":"32 1","pages":"186 - 204"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10528008.2021.1943445","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44640321","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}

{"title":"UNIQUE APPLICATION OF SALES-ORIENTATION CUSTOMER-ORIENTATION (SOCO) SCALE AS A BEHAVIORAL ASSESSMENT TOOL TO PREDICT FUTURE ORIENTATION OF STUDENTS: A STUDY","authors":"Tarun Kushwaha, A. Loya, Prayatna Jain, Deepti Bajpai Kukrety","doi":"10.1080/10528008.2021.1937227","DOIUrl":"https://doi.org/10.1080/10528008.2021.1937227","url":null,"abstract":"ABSTRACT Sales management students carry certain misconceptions about sales jobs, which often create confusion in their minds about the nature of the sales job- should they be customer-oriented or sales-oriented? To excel in the initial years of their careers as effective salespersons, students might emphasize sales-orientation or target achievement over customer-orientation. This might force them to choose manipulative practices in their professional lives. The orientation also depends upon the gender and prior sales experience of the students. Thus, if the instructors could assess the students’ orientation, i.e., sales-orientation or customer-orientation, which they would practice during the job in advance, they could mentor them with proper inputs. The present study is an attempt to predict such orientations of the students by using a modified version of the SOCO scale. The findings suggest that gender and prior sales experience play a significant role in predicting the students’ orientation in some cases.","PeriodicalId":37208,"journal":{"name":"Marketing Education Review","volume":"32 1","pages":"265 - 279"},"PeriodicalIF":0.0,"publicationDate":"2021-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10528008.2021.1937227","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46437541","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}

{"title":"DISTANCE BE DAMNED: THE IMPORTANCE OF SOCIAL PRESENCE IN A PANDEMIC CONSTRAINED ENVIRONMENT","authors":"Corky Mitchell, Kelley Cours Anderson, Debra A. Laverie, Ashley Hass","doi":"10.1080/10528008.2021.1936561","DOIUrl":"https://doi.org/10.1080/10528008.2021.1936561","url":null,"abstract":"ABSTRACT COVID-19 forced marketing education online, physically separating faculty from their students complicating communication, and generally disrupting the social process of learning. COVID-19 changed education in unprecedented ways, leaving many marketing educators teaching courses online for the first time. The change in modality motivated our research to understand a students’ perspective of what practices have and have not worked in this pandemic-constrained learning environment. Using a phronetic, iterative approach, we analyze 110 student reflections from 3 different marketing courses that transitioned online in the lock-down. The qualitative exploration of this rapid transition from the classroom to online course delivery reveals the use of synchronous video-conference platforms enables student-centered practices that can increase social presence and enhance students’ motivation, engagement, and perceived learning. We develop a conceptual continuum between transactional distance and social presence where these important student-centered dimensions can be influenced by faculty practices. Based on our results we develop a pathway to successful learning. Actionable propositions are offered to aid faculty in increasing social presence in the online delivery of marketing education. This study provides student insights and faculty guidance to design virtual course offerings that demonstrate motivating and engaging to students despite physical separation between faculty and students.","PeriodicalId":37208,"journal":{"name":"Marketing Education Review","volume":"31 1","pages":"294 - 310"},"PeriodicalIF":0.0,"publicationDate":"2021-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10528008.2021.1936561","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47311605","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}

{"title":"THE STUDENT EVALUATION OF TEACHING: LET’S BE HONEST – WHO IS TELLING THE TRUTH?","authors":"Scott R. Cox, M. Rickard, C. Lowery","doi":"10.1080/10528008.2021.1922924","DOIUrl":"https://doi.org/10.1080/10528008.2021.1922924","url":null,"abstract":"ABSTRACT The student evaluation of teaching is a common practice in the business schools of most colleges and universities. Currently, over 99% of business schools use student evaluations to measure teaching performance, but the honesty of student responses has been questioned. Prior research has indicated that student evaluations can contain answers the students knew were not deserved or purposely false. Given the importance of evaluations in decisions for promotion and faculty tenure, the honesty of student evaluation responses is paramount. Understanding there may be certain characteristics which could predispose students to be less than truthful, this research investigated the influence of consumerism on truthfulness in student evaluations. A survey of 178 undergraduates revealed that about half think of themselves as customers, and that those who think of themselves as customers may be more likely to provide false information on student evaluations.","PeriodicalId":37208,"journal":{"name":"Marketing Education Review","volume":"32 1","pages":"82 - 93"},"PeriodicalIF":0.0,"publicationDate":"2021-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10528008.2021.1922924","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47902143","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}

{"title":"THE MANDATORY INTERNAL ROLE-PLAY SALES COMPETITION: EFFECTS ON CLASSROOM EFFICIENCY AND SALES CAREER INTENT","authors":"Aaron Johnson, M. J. Billups, Amit Poddar","doi":"10.1080/10528008.2021.1910522","DOIUrl":"https://doi.org/10.1080/10528008.2021.1910522","url":null,"abstract":"ABSTRACT The role-play is a valued experiential tool used by university sales programs to engage students and better prepare them for a potential career in sales. However, in-class role-play activities have the potential to create scheduling dilemmas. Mandatory, internal role-play competitions are proposed as a solution to these logistical issues while providing additional professional development benefits to all participants. Results of a repeated-measures study also support that a role-play is more than a tool to refine sales presentation skills, but when administered as an internal competition it not only improves in-class logistics but also positively influence students’ intent to pursue a sales career.","PeriodicalId":37208,"journal":{"name":"Marketing Education Review","volume":"32 1","pages":"54 - 64"},"PeriodicalIF":0.0,"publicationDate":"2021-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10528008.2021.1910522","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44710861","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}

{"title":"BETTER TOGETHER, AGAIN","authors":"James A. Mead, Rebecca VanMeter","doi":"10.1080/10528008.2021.1923393","DOIUrl":"https://doi.org/10.1080/10528008.2021.1923393","url":null,"abstract":"The past year accelerated, if not forced, many changes in marketing education. We believe that 2020 will be remembered not as a lost year but as a year of endurance and determination. As both a community and as individuals, we developed new ways to remain connected to colleagues and teach students. In that light, we present our special issue, Better Together, Again. While physical distancing became the norm for many, we hope that the teaching innovations herein will highlight the value of connectedness and the opportunities to learn from each other. While each of the authors’ work is singularly important, it is also essential to recognize the collective support of the community of educators whose foundational and behind-the-scenes efforts make such contributions to marketing pedagogy possible. To facilitate access, we have grouped the articles within this issue according to the type of innovation. First, we showcase work from the Teaching Moments program at the 2020 Society for Marketing Advances Annual Conference. Second, we present articles that address marketing’s use of technology. Third, we share several pieces of work related to experiential learning. Fourth, the issue offers active learning activities that can be incorporated into a single or few classes. Fifth, innovations that offer methods to enhance existing projects are presented. Sixth, several authors address adapting marketing pedagogy to the changing environment related to the shift in generational cohorts and the challenges of the pandemic. Finally, we wrap up our issue with work related to long-term and interdisciplinary projects. We are pleased to introduce the following articles for this Innovations Issue. The issue begins with a recap of the Teaching Moments program at the 2020 Society for Marketing Advances Annual Conference by Drehmer and Gala. There are many great ideas here. We hope you find them motivating and helpful. The issue continues with a collection of work that addresses a new frontier in marketing education, artificial intelligence and machine learning. Thontirawong and Chinchanachokchai provide a guide to introduce marketing students to machine learning using AzureML Studio, a free tool with a graphic user interface. In the accompanying assignment, students are tasked with employing machine learning to predict customer churn. Dingus and Black describe a classroom project that uses IBM’s Watson Tone Analyzer to fine-tune marketing copy tonality. The following articles are focused on topics related to experiential learning. Chapman, Schetzsle, and Zeiss offer a project where industry sales professionals and experienced (sales management) students help professional selling students refine their video roleplays. Saavedra Torres and Rawal share the surreal play experience for teaching sales. The SPE technique replicates real-life situations in sales practice that allow the students to develop or enhance critical thinking in the first three stages of the sales funnel","PeriodicalId":37208,"journal":{"name":"Marketing Education Review","volume":"31 1","pages":"53 - 54"},"PeriodicalIF":0.0,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42641083","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}

{"title":"TURNING MARKETING CLASSROOMS AND A STUDENT ORGANIZATION INTO AN ENGINE OF ECONOMIC EMPOWERMENT","authors":"D. Raska, Eileen Weisenbach Keller","doi":"10.1080/10528008.2021.1901234","DOIUrl":"https://doi.org/10.1080/10528008.2021.1901234","url":null,"abstract":"ABSTRACT To assist marketing students during their college experience we developed, over the course of 10 years, an innovative approach to teaching that connects classroom education, career finding, and job-skill development. We linked two required courses, one student organization, and many companies together to create the Underground Agency. The Agency is made up of project-based work in two courses. Select students from these courses then work on projects for external clients organized through the marketing club, where student volunteers finish projects under the supervision of client/company volunteers. What makes this approach unique relative to existing methods of experiential learning is the fundamental shift in students’ and instructors’ mindsets: the classroom is transformed into a career-related job setting complete with onboarding, training, and recruitment. Student and client impact are significant as measured by the Gallup Big Six, NACE Work Competencies, and Career Management Skills. Faculty who embraces experiential learning will find this to be the next step in advancing their impact on students, employers, and curriculum.","PeriodicalId":37208,"journal":{"name":"Marketing Education Review","volume":"31 1","pages":"175 - 182"},"PeriodicalIF":0.0,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10528008.2021.1901234","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49602788","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}

{"title":"IMPROVING MASTERY OF PRINCIPLES OF MARKETING CONCEPTS THROUGH INTERDISCIPLINARY LEARNING AND INTEGRATED BUSINESS PROJECTS","authors":"M. Mcdermott, Nicole L. Gullekson, Christa Kiersch, Diana Tempski","doi":"10.1080/10528008.2021.1908834","DOIUrl":"https://doi.org/10.1080/10528008.2021.1908834","url":null,"abstract":"ABSTRACT As marketing educators, we face a challenge to provide innovative and challenging learning environments that respond to student needs. The Integrated Core Program is an innovative approach to enhancing and improving upon undergraduate Principle of Marketing students’ mastery of content along with further developing their critical thinking skills. The ICP uses authentic, ambiguous, interdisciplinary projects to achieve these goals. Both direct and indirect assessment data supports program effectiveness for knowledge mastery and critical thinking skill development. A description of the program, implementation details and adaptability provides an opportunity for fellow marketing educators to consider this unique approach.","PeriodicalId":37208,"journal":{"name":"Marketing Education Review","volume":"31 1","pages":"183 - 189"},"PeriodicalIF":0.0,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10528008.2021.1908834","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46419526","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}

{"title":"SALES MANAGEMENT STUDENTS COACHING SALES STUDENTS: AN EXPERIENTIAL LEARNING PROJECT USED TO TEACH COACHING SKILLS AND IMPROVE SALES PRESENTATIONS","authors":"Joseph D. Chapman, Stacey Schetzsle, Jessica Zeiss","doi":"10.1080/10528008.2021.1912614","DOIUrl":"https://doi.org/10.1080/10528008.2021.1912614","url":null,"abstract":"ABSTRACT With an increased demand for educators to improve student engagement and knowledge retentions, this paper proposes an experiential learning project for students to receive and conduct one-on-one performance coaching. The sales coaching experiential project helps professional selling students improve their sales presentations and increase their final presentation grade. This project also gives hands-on coaching training to sales management course students and allows them to receive coaching advice from industry executives.","PeriodicalId":37208,"journal":{"name":"Marketing Education Review","volume":"31 1","pages":"70 - 75"},"PeriodicalIF":0.0,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10528008.2021.1912614","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46733977","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}