Marketing Education Review最新文献

{"title":"EDITORIAL: COMPETITION AND INTERNATIONALIZATION","authors":"S. Lee","doi":"10.1080/10528008.2022.2104478","DOIUrl":"https://doi.org/10.1080/10528008.2022.2104478","url":null,"abstract":"This issue presents two separate themes: Competition and Internationalization. When I was a student, my most memorable assignments that I participated in were often exercises that integrated an element of competition. Whether it was presented in a form of simulation or a zero-sum competition game with other students, I recall enjoying these assignments as it provided me with an experience and a challenge to excel. In this issue, we dive into how competition drives engagement among students in marketing classrooms. In part two of this issue, the journal is looking to espouse the spirit of “marketing education without borders.” No doubt, our journal is looking to be more focused in learning how marketing education is conducted globally, as well as, inviting scholars to contribute from all parts of the world. I myself was an international student studying in North America and have always had a deep appreciation for how learning is diverse and different globally. We begin this issue by discussing how competition stimulates learning among students. In Paul, Ponnam, and Bagchi’s work, they introduce “The Game of Stores,” a retail site simulation that tests students’ analytical skills in optimizing retail location choice and profitability. The discuss the value of simulations and the benefits of gamifying classroom assignment to engage students’ competitive spirits. In Lynch, Arguea, LeMay, Keller, and Kimball’s work, they evaluate the success of a live case competition with business professionals as judges. Using a mixed-methods approach, the paper discusses how high-impact practices affect students’ educational experiences and careers. It also provides suggestions on how to design case competitions to increase its impact. In Reavey and Zahay’s work, they discuss the transfer of knowledge from instruction to practice. Specifically, they discuss the process of metacognition (thinking about their thoughts) to lead students toward higherorder thinking; they discuss how metacognition extends critical thinking to help with learning processes, learning goals, and goal attainment. Next, In Gyepi-Garbrah, Preko, and Andoh’s work, the authors investigate the role of motives, thoughts and perspectives, expectations, and preparedness as explanatory variables in marketing students’ academic performance in Ghana. They investigate a set of demographic and psychographic variables that underlie marketing students’ behavior toward their academic journey. In Nghia, Hoang, and Quyen’s work, the authors investigate the internationalization of higher education programs; they identify English language instruction, foreign degree, international teachers and friends, and among others as motivation to participate in these programs. The paper discusses in relation to the sociocultural and educational context of Vietnam and its students. Finally, Paul and Mukhopadhyay examine the research productivity of marketing scholars in marketing departments across the globe. The findings ","PeriodicalId":37208,"journal":{"name":"Marketing Education Review","volume":"32 1","pages":"281 - 281"},"PeriodicalIF":0.0,"publicationDate":"2022-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45321095","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":"FACULTY ONLINE COMPETENCE AND STUDENT AFFECTIVE ENGAGEMENT IN ONLINE LEARNING","authors":"Melika Kordrostami, Victoria A. Seitz","doi":"10.1080/10528008.2021.1965891","DOIUrl":"https://doi.org/10.1080/10528008.2021.1965891","url":null,"abstract":"ABSTRACT This research aims to address the gap in the literature about instructor’s role in increasing students’ affective engagement (with their peers and instructor) in an online class. Since marketing students will eventually fulfill roles that engage consumers with the firm’s communication mediums, it is important to understand the impact of student engagement and peer-to-peer communication in marketing classes in building this skill. Additionally, because of the pandemic, majority of higher education was migrated to online and virtual formats, investigating techniques that can improve the quality of online teaching is more important than ever. The impact of instructor competence in designing and facilitating online classes has been studied before; yet we establish that instructor online competence has an indirect positive effect on students’ impression of the quality of their online learning experience. Further, this relationship is mediated by how students are engaged in class through communication with peers and instructors. This research clarifies the effect of instructor affective engagement skills as a contributor to marketing student perceptions of quality and offers several recommendations that act as guidelines for instructors delivering online courses.","PeriodicalId":37208,"journal":{"name":"Marketing Education Review","volume":"32 1","pages":"240 - 254"},"PeriodicalIF":0.0,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48509788","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":"BIG DATA IN THE MARKETING EDUCATION PROGRAMS: EDUCATORS’ AND STUDENTS’ VIEWS AND ATTITUDES","authors":"Samer Elhajjar, S. Borna","doi":"10.1080/10528008.2022.2082983","DOIUrl":"https://doi.org/10.1080/10528008.2022.2082983","url":null,"abstract":"ABSTRACT This research explores the perspectives of marketing students and educators about the Big Data courses in marketing education programs. It also examines drivers that predict interest on the part of marketing students in taking Big Data courses. Data was collected through interviews with 20 marketing educators, and a survey was completed by 480 marketing students. Results of this research show how marketing educators can introduce Big Data concepts in their marketing classes and incorporate new teaching techniques. The results of our first study show that ability factors, affective factors, and interest in big data have an impact on marketing students’ attitudes toward big data courses. Nevertheless, our analysis shows that the students’ competitiveness traits and the academic value of big data do not have an impact on marketing students’ attitudes toward big data courses. Our second study emphasizes the importance of integrating big data courses into marketing education programs. It also lists the requirements for teaching big data in marketing programs, including the skills, qualifications, and experience of big data instructors. Collectively, this research provides insights associated with the growing desire to upskill in big data by marketers and the belief that these skills will be necessary for the future.","PeriodicalId":37208,"journal":{"name":"Marketing Education Review","volume":"33 1","pages":"190 - 210"},"PeriodicalIF":0.0,"publicationDate":"2022-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43195972","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":"I WAS TOLD THERE WOULD BE NO MATH: MARKETING STUDENTS’ MISCONCEPTIONS OF THE CAREER FIELD IMPEDE ENROLLMENT INTEREST IN QUANTITATIVE COURSES","authors":"Yang He, J. Alexander, A. Nikolov, R. Chen","doi":"10.1080/10528008.2022.2067778","DOIUrl":"https://doi.org/10.1080/10528008.2022.2067778","url":null,"abstract":"ABSTRACT This research explores the potential causes for student’s lack of interest in enrollment in marketing analytics courses. We reveal that a misconception of marketing as a “soft skills” major of study persists, which leads to biased assessment of the relevance and applicability of curriculum in regards to future career. As a result, students become less interested in quantitative courses. Furthermore, we identified self-efficacy view as a mitigating factor in the effect. We discuss potential intervention approaches to the challenges discovered.","PeriodicalId":37208,"journal":{"name":"Marketing Education Review","volume":"33 1","pages":"178 - 189"},"PeriodicalIF":0.0,"publicationDate":"2022-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46939479","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":"USING THE DISCUSSION BOARD DURING YOUR ONLINE SYNCHRONOUS CLASS TO ENGAGE STUDENTS","authors":"Alicia D. Cooper","doi":"10.1080/10528008.2022.2062606","DOIUrl":"https://doi.org/10.1080/10528008.2022.2062606","url":null,"abstract":"ABSTRACT Educators constantly wrestle with the question of how to engage students in an environment in which students are increasingly distracted. This issue has become more relevant as instructors have been forced to pivot to the use of a variety of online learning modalities to administer instruction. While the synchronous online class session allows for the safe delivery of instruction, it also makes it difficult to engage an entire class of students during the session. The current article proposes the synchronous use of the online discussion board during the class session as a mechanism for enhancing student engagement. This innovation was selected for the 2021 Wessex Press Innovations in Teaching Award.","PeriodicalId":37208,"journal":{"name":"Marketing Education Review","volume":"32 1","pages":"177 - 180"},"PeriodicalIF":0.0,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45903906","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":"GOING THE EXTRA MILE: TEACHING INNOVATIONS DURING COVID TIMES","authors":"Prachi Gala, Parker J. Woodroof, Charles Drehmer","doi":"10.1080/10528008.2022.2063745","DOIUrl":"https://doi.org/10.1080/10528008.2022.2063745","url":null,"abstract":"ABSTRACT The 2021 Society for Marketing Advances Annual Conference, in Orlando, Florida, offered thirty-four Teaching Moments from marketing educators around the globe. The purpose of the Teaching Moments sessions was to quickly advance innovative teaching techniques, ideas and assignments allowing other educators to implement these methods in their own classrooms. This article features eleven of the best Teaching Moments from the conference, as determined by peer reviews. Additional support materials for these teaching innovations can be found at the websites of the Society for Marketing Advances or DePaul University’s Center for Sales Leadership.","PeriodicalId":37208,"journal":{"name":"Marketing Education Review","volume":"32 1","pages":"181 - 184"},"PeriodicalIF":0.0,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45548636","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":"RESPONDING TO CHALLENGES: SPECIAL ISSUE ON TEACHING INNOVATIONS IN MARKETING","authors":"Pia A. Albinsson, L. Matthews","doi":"10.1080/10528008.2022.2069999","DOIUrl":"https://doi.org/10.1080/10528008.2022.2069999","url":null,"abstract":"Responding to Challenges: Teaching Innovations in this issue of Marketing Education Review presents thirteen articles with exciting and novel ideas, assignments, and activities, which we hope will inspire fellow marketing educators to innovate in their classrooms. Marketing educators continue to face and respond to challenges in the global marketplace. The current COVID-19 pandemic, the ongoing climate crisis and the various international conflicts continue to bring uncertainties and changes to various consumer behaviors and marketing processes throughout the value chain. These changes, sometimes sudden and sometimes for the long term, force marketers to adapt quickly in terms of how to best engage in cause-related marketing, address shifting marketplace needs, and develop novel ways to deliver value by being open to opportunities that present themselves along the way. In response to new and shifting marketplace practices, marketing educators have to adapt, design, and rely on new teaching methods, technologies, and innovations to engage with our students. The first article by Jen Riley and Kate Nicewicz, “Connecting with Gen Z: Using Interactive Improv Games to Teach Soft Skills” introduces improvisationbased techniques as a class activity. Three interactive games are described as a means of reinforcing existing marketing concepts as well as improving student soft skills. We continue with the theme of Gen Z with Theresa Wajda, Shahriar Gias, and Anindya Chatterjee’s article “Giving Generation “Z” Marketing Students a “Voice.” In this paper, the authors use the Voice Thread© platform to create heightened student engagement with the course materials, peers, and the instructor. Similarly, Steven Bauer, Sarah Fischbach, Alice Labban, Emilie Fleck, and Anna Mauldin Speth present a comparison of two types of virtual reality content in “Virtual Reality or Reality: Content is Always Key to Enjoyment, Understandability, and Comprehension.” This article highlights the importance of content when creating educational materials, which impact enjoyment, understanding, and comprehension. In “The Effectiveness of Using Online Video and Blog Content in Marketing Case Studies for College Students’ Learning – A Three-Year Comparison,” Robert Yeh and Laurence Zoeckler compare the use of case study assignments presented in the traditional written manner to being presented in video clips, blogs, and vlogs. The authors provide results supporting the incorporation of modern online content in curriculum design. Switching gears to focus on older adults, Summer Zwanziger Elsinger and Melinda Heinz article “A CrossDisciplinary Project on Marketing to Older Adults,” the authors use Fink’s Taxonomy of Significant Learning as the structure for a group marketing plan project on a product targeted to older consumers. The project ideas are presented to a panelist of older adults prior to the finalization of the project. The presentation aids in refining soft skills and improves ","PeriodicalId":37208,"journal":{"name":"Marketing Education Review","volume":"32 1","pages":"95 - 96"},"PeriodicalIF":0.0,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43183062","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":"TEACHING CONCEPTUAL MODELS: USING DIRECT INSTRUCTION TO ENHANCE METACOGNITION","authors":"Brooke Reavey, Debra Zahay","doi":"10.1080/10528008.2022.2059686","DOIUrl":"https://doi.org/10.1080/10528008.2022.2059686","url":null,"abstract":"ABSTRACT Marketing students must be able to take knowledge learned in previous courses and apply it to real-world problems if they are to succeed in the business world. These problems often are complex and require higher-order thinking. Furthermore, employers often claim students are lacking in critical thinking capability. However, critical thinking is only one step on the ladder of cognitive skills. Using the marketing research course as an example, this research illustrates how students can be led through the process of metacognition, thinking about their thoughts, to structure their thinking and prepare for their future roles in society. Parlaying the benefits of metacognition can afford instructors the opportunity to lead students through higher-order thinking that integrates class work in a non-intimidating way.","PeriodicalId":37208,"journal":{"name":"Marketing Education Review","volume":"32 1","pages":"311 - 328"},"PeriodicalIF":0.0,"publicationDate":"2022-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45555059","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 WEBSITE TRAFFIC PROJECT: FACILITATING ENGAGEMENT AND LEARNING IN AN INTRODUCTORY DIGITAL MARKETING CLASS","authors":"Tomasz Miaskiewicz","doi":"10.1080/10528008.2022.2057863","DOIUrl":"https://doi.org/10.1080/10528008.2022.2057863","url":null,"abstract":"ABSTRACT This article presents an approach to teaching an introductory digital marketing class that utilizes a semester-long project in which students develop a website and drive traffic using a variety of digital marketing tactics. As part of this project, students are provided with an engaging learning experience that includes direct exposure to the tactics (e.g., search engine optimization) and tools (e.g., Google Analytics) utilized by digital marketing professionals. In addition to describing the specifics of the project, this article addresses how the project can be integrated with course content in an introductory digital marketing class. Other instructors who teach digital marketing might find the proposed project framework useful in their courses.","PeriodicalId":37208,"journal":{"name":"Marketing Education Review","volume":"32 1","pages":"150 - 154"},"PeriodicalIF":0.0,"publicationDate":"2022-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44650954","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":"I WILL TAKE A LARGE VEGGIE PIZZA AND A LESSON ABOUT THE CONSUMER BUYING PROCESS","authors":"Suri Weisfeld-Spolter, Cindy B. Rippé","doi":"10.1080/10528008.2022.2053333","DOIUrl":"https://doi.org/10.1080/10528008.2022.2053333","url":null,"abstract":"ABSTRACT The pandemic has left students feeling unmotivated and missing class collaboration, resulting in an opportunity to create community. Creating community often occurs when eating food with others. Building upon the need to create community and to help marketing educators create a lesson that easily conveys the nuances of the consumer behavior buying process, this article describes an innovation that teaches the consumer buying process by demonstrating it through a need the class has (hunger) and ordering a pizza during the class period to satisfy the need. The innovation is related to course learning outcomes for a Marketing Principles or Consumer Behavior class and includes specific steps for implementation. Empirical evidence through actual and perceived learning using both qualitative and quantitative research supports the effectiveness of the innovation. Adaption tips guide implementation across formats, class size, and other applicable classes. Potential issues are anticipated and addressed to aid educators in first-time use of the innovation.","PeriodicalId":37208,"journal":{"name":"Marketing Education Review","volume":"32 1","pages":"169 - 176"},"PeriodicalIF":0.0,"publicationDate":"2022-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48235348","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}