Marketing Education Review最新文献

{"title":"THE EFFECTS OF INDIVIDUAL AND TEAM CHARACTERISTICS ON SIMULATION-ENHANCED CRITICAL THINKING: A MULTILEVEL ANALYSIS","authors":"George D. Deitz, Alexa K. Fox, Joseph D. Fox","doi":"10.1080/10528008.2021.1957689","DOIUrl":"https://doi.org/10.1080/10528008.2021.1957689","url":null,"abstract":"ABSTRACT Given the applied nature of business disciplines, simulations are useful in helping students bridge theory learned in the classroom and practical skills needed to succeed in industry. Much of the learning that occurs in simulations comes from working in teams as students work together to solve problems and defend their ideas. Thus, while marketing educators are often interested in optimizing both individual and team learning outcomes, many scholars have only focused on analysis at one level or the other. This research reports findings from a multilevel SEM (MSEM) model that simultaneously investigates individual and team learning outcomes on critical thinking in a marketing simulation across multiple sections of a Principles of Marketing course. Guided by attribution theory, the results suggest that the effect of team size upon simulation-enhanced critical thinking is fully and negatively mediated by objective team performance growth over the course of the game. Moreover, generalized self-efficacy is positively associated with students’ perceptions that participation in the simulation enhance critical thinking abilities. Finally, need-for-cognition negatively moderates the effect of self-efficacy upon simulation-enhanced critical thinking. The paper concludes with a discussion of study implications, limitations, and opportunities for future research.","PeriodicalId":37208,"journal":{"name":"Marketing Education Review","volume":"32 1","pages":"18 - 32"},"PeriodicalIF":0.0,"publicationDate":"2021-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10528008.2021.1957689","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49120461","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":"Educational Risk: Lessons Learned during the COVID-19 Pandemic","authors":"Barbara Ross Wooldridge, K. Byun, Z. Pei, J. Hong, Krist R. Swimberghe","doi":"10.1080/10528008.2021.1957939","DOIUrl":"https://doi.org/10.1080/10528008.2021.1957939","url":null,"abstract":"ABSTRACT The outbreak of COVID-19 was a major disruption to higher education and marketing education across the globe. COVID-19 impacted not only our campuses, but also how we teach and our students. As marketing academicians, we must respond to the educational risk posed to COVID-19 to facilitate educational success in the future. We conducted an exploratory survey of 118 marketing department chairs in the U.S. representing all regions of the country in August and September of 2020. The survey data provides valuable insights into how marketing department chairs perceive educational risk and challenges under COVID-19 and how they established coping strategies, to mitigate risk including internal efforts, benchmarking, communications, and the implementation of technological/instructional support. We then examine the effects of COVID-19 on the adjustment of teaching plans for Fall 2020, marketing course content, and job placement. Finally, we explore how to improve satisfaction with the risk management process while setting best practices to move forward under COVID-19. We found that overall the satisfaction with the COVID-19 management process was high, communicating about COVID-19 on the institution’s website increased perceived educational risk, and the departments that benchmarked produced higher satisfaction with the process rankings by faculty.","PeriodicalId":37208,"journal":{"name":"Marketing Education Review","volume":"31 1","pages":"340 - 351"},"PeriodicalIF":0.0,"publicationDate":"2021-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49406746","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":"A CRISIS MANAGEMENT MODEL FOR MARKETING EDUCATION: REFLECTIONS ON MARKETING EDUCATION SYSTEM’S TRANSFORMATION IN VIEW OF THE COVID-19 CRISIS","authors":"G. Spais, Pallab Paul","doi":"10.1080/10528008.2021.1951120","DOIUrl":"https://doi.org/10.1080/10528008.2021.1951120","url":null,"abstract":"ABSTRACT Our primary objective is to apply a crisis management model to marketing education in distress due to the current COVID-19 pandemic. We use a strategic approach to managing crisis, first introduced by Burnett, to provide a conceptual framework for managing teaching turmoil and triumphs during this pandemic. We conduct an in-depth discussion of the literature and, adopting a critical realist’s perspective, provide current examples of universities’ best practices and decisions for each of the three phases of crisis management (identification, confrontation, and reconfiguration) for successful recovery during these trying times. As the gap between theory and practice remains a critical concern among scholars, we hope our article and proposed framework present a unique opportunity to explore and study how unexpected changes occur in higher education, and their remedies. Based on the need to reflect on the nature of current marketing education through crisis management, we identify the implications of our framework and offer valuable suggestions for future research.","PeriodicalId":37208,"journal":{"name":"Marketing Education Review","volume":"31 1","pages":"322 - 339"},"PeriodicalIF":0.0,"publicationDate":"2021-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10528008.2021.1951120","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41726007","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":"LEARNING STYLES IN GROUP COMPOSITION: EVIDENCE FROM A MARKETING SIMULATION","authors":"P. Kwiatek, Stavros Papakonstantinidis, Emira Limani","doi":"10.1080/10528008.2021.1943686","DOIUrl":"https://doi.org/10.1080/10528008.2021.1943686","url":null,"abstract":"ABSTRACT Group composition presents a compelling, significant, and timely topic for educators, given the widespread use of group assignments in today’s pedagogical models. This paper adopts a Fuzzy Set Qualitative Comparative Analysis (fsQCA) as a systematic approach to investigate the conditions for high learning performance in marketing simulations. We combine the objective measures available in a simulation with self-reported undergraduate students’ assessment of Felder-Soloman’s Index of Learning Styles (ILS). The results indicate that groups formed by students with similar learning styles perform better in the marketing simulation. On the individual level, the online simulation benefits primarily visual and intuitive learners who tend to achieve higher results. Thus, we propose an educational approach to ensure that students benefit from marketing simulations regardless of their learning style preferences. The study expands the understanding of learning styles effect in group work. Marketing educators could benefit from the results while introducing simulation to first-level marketing classes.","PeriodicalId":37208,"journal":{"name":"Marketing Education Review","volume":"32 1","pages":"33 - 44"},"PeriodicalIF":0.0,"publicationDate":"2021-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10528008.2021.1943686","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41785862","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":"ZOOMING THROUGH A PANDEMIC: A COVID-19 APPROACH TO TEACHING","authors":"C. Sutton-Brady","doi":"10.1080/10528008.2021.1944813","DOIUrl":"https://doi.org/10.1080/10528008.2021.1944813","url":null,"abstract":"ABSTRACT In March 2020 education as we know it was changed in the blink of an eye. The impact of the COVID-19 pandemic reverberated throughout higher education around the world. Face-to-face classes were canceled and overnight many of us had to engage with on-line teaching and learning. This paper will look at the transition from face-to-face teaching, at both undergraduate and postgraduate levels. It will outline the challenges faced and the lessons learned in the early days of the pandemic and provide ideas for how to deal more effectively with the changing educational environment we now live in.","PeriodicalId":37208,"journal":{"name":"Marketing Education Review","volume":"31 1","pages":"256 - 261"},"PeriodicalIF":0.0,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10528008.2021.1944813","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42851710","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":"TRANSITIONING FROM FACE-TO-FACE TO ONLINE CLASSES DURING A PANDEMIC: FACTORS THAT MAY AFFECT STUDENT SATISFACTION OF THE ADMINISTRATION AND INSTRUCTORS","authors":"T. Reisenwitz, Jie G. Fowler","doi":"10.1080/10528008.2021.1943446","DOIUrl":"https://doi.org/10.1080/10528008.2021.1943446","url":null,"abstract":"ABSTRACT This study assesses students’ perspectives, including their mental health, regarding their transition from face-to-face classes to online classes for the Spring 2020 Semester as a result of the Coronavirus Pandemic. An online questionnaire was administered at the end of the Spring 2020 Semester. Demographics as well as psychographics were assessed. Results showed that students with a more positive attitude toward online classes tend to have greater transition satisfaction with the administration and instructors. The results also revealed that students with greater transition anxiety will have lower transition satisfaction with the administration and instructors. Yet, the analysis uncovered a non-significant gender effect on transition satisfaction with administration and instructors. The results are important for college and university decision makers to better react to future unforeseen changes in the environment.","PeriodicalId":37208,"journal":{"name":"Marketing Education Review","volume":"31 1","pages":"199 - 208"},"PeriodicalIF":0.0,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10528008.2021.1943446","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48833712","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":"ONLINE EDUCATION: A BOOMING PRODUCT FOR INSTITUTES POST- COVID-19?","authors":"A. Agarwal, Kamal Mohan Bansal, Ansh Gupta, Rajan Khurana","doi":"10.1080/10528008.2021.1958346","DOIUrl":"https://doi.org/10.1080/10528008.2021.1958346","url":null,"abstract":"ABSTRACT The COVID-19 pandemic has changed the teaching methodology across the world. Students are forced to study online in schools as well as in their private tuitions or coaching institutes. According to the IBIS world, the coaching industry is worth more than $15 billion in 2019 and is expected to reach $20 billion by 2022. At a time when the industry was waiting to achieve its annual revenue targets in the ensuing month or two, the COVID-19 struck, leaving the once overcrowded classrooms, with stacks of chairs gathering dust. The institutes made a swift transition and soon equipped themselves to provide classes online. After five months into these temporary arrangements, it became imperative to foresee whether online education will be the future trend or is ephemeral. A survey is conducted by taking some of the students’ responses to find whether online coaching classes will survive post-COVID-19. A total of one hundred thirty-four (134) respondents stated their opinions and preferential objectives while studying online. This data is collected from India. The findings suggest that online education is acceptable to the students even beyond COVID-19 if institutes can deliver on satisfaction, sophistications of online testing and competition beyond geographical boundaries. The international players in the industry across the world can ponder ways to penetrate and garner market share in this sizable upcoming market.","PeriodicalId":37208,"journal":{"name":"Marketing Education Review","volume":"31 1","pages":"262 - 272"},"PeriodicalIF":0.0,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44000038","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":"EMOTIONAL AWARENESS IN TIME OF DISRUPTION: THE IMPACT OF TOLERANCE FOR AMBIGUITY, WORRY, PERCEIVED STRESS, HELPFUL COMMUNICATION, AND PAST EXPERIENCE ON STUDENT SATISFACTION","authors":"SarahS. Grace, J. Mejía, Molly Inhofe Rapert, Anastasia Thyroff","doi":"10.1080/10528008.2021.1944812","DOIUrl":"https://doi.org/10.1080/10528008.2021.1944812","url":null,"abstract":"ABSTRACT During the Spring 2020 semester, university classes abruptly moved online in the wake of the worldwide Covid-19 pandemic. Unlike courses designed and implemented with an online environment in mind, this transition involved a massive and immediate migration involving faculty and students who had not prepared or registered for online course delivery. Many instructors and students were unfamiliar and/or unskilled for online education. The purpose of this research is to explore the role of tolerance for ambiguity, worry, perceived stress, helpful communication, and past online experience on students’ general satisfaction with the sudden transition to online classes and student satisfaction with individual performance during the transition. Our findings suggest that tolerance for ambiguity, perceived stress, and helpful communication all play a role in understanding general and individual performance satisfaction during a time of disruption. Worry also plays a role in understanding individual performance satisfaction. Identifying influential factors that contribute to student satisfaction during teaching disruptions helps marketing educators better care for and meet the educational needs of students. Ultimately, emotional awareness in the classroom should be a new normal for marketing education.","PeriodicalId":37208,"journal":{"name":"Marketing Education Review","volume":"31 1","pages":"226 - 240"},"PeriodicalIF":0.0,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10528008.2021.1944812","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45509839","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":"IN THESE UNPRECEDENTED TIMES: A CRITICAL INCIDENTS TECHNIQUE EXAMINATION OF STUDENT PERCEPTIONS’ OF SATISFYING AND DISSATISFYING LEARNING EXPERIENCES","authors":"S. Swanson, J. C. Davis, Mario Gonzalez-Fuentes, K. R. Robertson","doi":"10.1080/10528008.2021.1952082","DOIUrl":"https://doi.org/10.1080/10528008.2021.1952082","url":null,"abstract":"ABSTRACT Higher education has and continues to be sharply disrupted due to the COVID-19 pandemic. In this paper, our focus is on the pandemic’s impact on higher education, specifically on undergraduate marketing students’ perceptions of learning experiences during the switch from traditional face-to-face learning to online approaches. Understanding student perspectives on which specific aspects of their learning experience were satisfying or dissatisfying offers faculty valuable insight as to how to navigate this (for many) new teaching environment and enhance student experiences and outcomes. Collecting data during spring semester 2020 offers a unique view from students as universities abruptly pivoted from previously face-to-face instruction to online learning. The Critical Incidents Technique was used to capture the voice and perceptions of marketing students. Results are reported and aligned with teaching strategies for faculty to utilize in this new (for many) learning environment, as well as future learning/teaching shifts necessitated by other disruptions in higher education.","PeriodicalId":37208,"journal":{"name":"Marketing Education Review","volume":"31 1","pages":"209 - 225"},"PeriodicalIF":0.0,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45941093","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":"EDITORIAL","authors":"Barbara Ross Wooldridge","doi":"10.1080/10528008.2021.1962169","DOIUrl":"https://doi.org/10.1080/10528008.2021.1962169","url":null,"abstract":"I hope everyone by now has read and perhaps use some of the amazing papers in the Innovations issue that James Mead of University of the West Florida and Rebecca VanMeter of Ball State University edited. James and Rebecca did an amazing job. Little did they know they would be developing an issue along with the extra pressure of managing the extra work created by Covid-19. A heartfelt thank goes to James, Rebecca, all the reviewers and the authors for staying the course during a trying time. Each issue of MER is developed and put to press roughly three months before the actual publication, hence as I write this letter it is mid-July. My son and I were discussing the timing and events of his first semester at university and he said it is crazy to think in November it will have been two years since Covid-19 first appeared globally. I replied yes and it is sad to think it is not over. It appears, we will be facing the challenges and uncertainties of Covid-19 for a while longer. This special issue on The Impact of Covid-19 on Marketing Education is the highlight of my nearly three years as editor of MER, although the issue is far from perfect. It represents an amazing effort on the part of reviewers and authors when all were stressed, stretched, and overworked. The call went out in May 2021 with a submission deadline of November 2021 giving our authors at most 6 months to develop and submit their manuscripts and on the flip side reviewers had roughly six months to take the papers through several rounds of reviews to assist the authors in creating the best manuscript possible in the limited time. As all of us are aware it is very rare for a paper to go from idea to acceptance in a year – time allow allows for additional data collections, refinements, rounds of review and deeper refection by all. Yet, I believe the timing of this issue is critical and I pushed everyone to get it out as soon as possible. This issue offers insights on how to deal with the impact of Covid19 and its continuing impact from the classroom and student perspective. I believe the relevance and usefulness of the insights are needed now, not in year, so, I ask you to read these articles with the eye of what can I use going forward, how will it make my classes a better learning opportunity, and how will it help me continue to evolve as a marketing educator. As always, a special thank you to everyone that reviewed a paper for this issue. Finding time to review a paper during normal times is never easy and you stepped up to the plate during difficult times and did an amazing job. Kudos to everyone, who submitted a paper successfully or not, it is our willingness as a discipline to continue to innovate and adapt that will lead us forward during these challenging times. By the time you read this letter fall 2021 will have started I hope you are having a healthy, productive fall semester. Covid-19 had such an overwhelming impact on marketing education that the response to the call was be","PeriodicalId":37208,"journal":{"name":"Marketing Education Review","volume":"31 1","pages":"197 - 198"},"PeriodicalIF":0.0,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47961243","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}