Journal of Marketing Education最新文献_第5页

Special Issue Call for Papers: Marketing Education and the UN Sustainable Development Goals: Are Marketing Students and Faculty Prepared to be Agents of Change for Sustainability? 特刊论文征集：市场营销教育与联合国可持续发展目标：市场营销专业的学生和教师是否准备好成为可持续发展变革的推动者？

IF 2.4

Journal of Marketing Education Pub Date : 2022-11-08 DOI: 10.1177/02734753221119009

引用次数: 0

The Impact of Workload, Productivity, and Social Support on Burnout Among Marketing Faculty During the COVID-19 Pandemic COVID-19大流行期间营销人员工作量、生产力和社会支持对倦怠的影响

IF 2.4

Journal of Marketing Education Pub Date : 2022-08-01 DOI: 10.1177/02734753221074284

David G. Taylor, Michael Frechette

引用次数: 17

Special Issue Call for Papers: Social Media Marketing 特刊征文：社交媒体营销

IF 2.4

Journal of Marketing Education Pub Date : 2022-07-07 DOI: 10.1177/02734753221076198

引用次数: 0

Tales of the Unexpected: Teaching Turmoil and Triumphs in Times of Crisis 意外的故事：危机时期的教学混乱与胜利

IF 2.4

Journal of Marketing Education Pub Date : 2022-07-07 DOI: 10.1177/02734753221097503

Vincent Mitchell, Cindy B. Rippé, A. Kemp

引用次数: 2

Cultivating Effective Marketing Student Teams: Making Instructors’ Tacit Theories Visible 培养有效的市场营销学生团队:让教师的隐性理论可见

IF 2.4

Journal of Marketing Education Pub Date : 2022-06-25 DOI: 10.1177/02734753221103998

Sophie Lindsay, P. Wagstaff, Colin Jevons, A. Cruz

引用次数: 0

Synchronous or Asynchronous Course: Business Students’ Perspectives on an Optimized Modality of Online Teaching and Learning 同步还是异步课程：商科学生对优化在线教学模式的看法

IF 2.4

Journal of Marketing Education Pub Date : 2022-05-23 DOI: 10.1177/02734753221093740

Lan Wu, Jung S. You

{"title":"Synchronous or Asynchronous Course: Business Students’ Perspectives on an Optimized Modality of Online Teaching and Learning","authors":"Lan Wu, Jung S. You","doi":"10.1177/02734753221093740","DOIUrl":"https://doi.org/10.1177/02734753221093740","url":null,"abstract":"Colleges and universities in the United States swiftly shifted campus-based classes to virtual spaces as a response to extended campus closures necessitated by the COVID-19 pandemic. Synchronous online courses were mandated as a replacement for traditional face-to-face classes in many higher education institutions. We understand that the benefits and drawbacks of synchronous courses need to be reviewed in this environment that has been heavily impacted by the pandemic. Thus, two survey studies were conducted in the fall 2020 and spring 2021 semesters. The findings in Study 1 reveal that students felt more isolated in their studying in the early phase of the pandemic, which increased their preference for the synchronous modality. The results of Study 2 suggest that the perceived isolation effect no longer held. The results from both studies confirm that students prefer an equal split between synchronous and asynchronous components for conceptual courses but prefer additional synchronous components for quantitative courses. A series of regression analyses was conducted to account for such preferences. The results urge educators and administrators to develop a hybrid approach that leverages the benefits of synchronous and asynchronous courses and optimizes online learning and teaching experiences.","PeriodicalId":46987,"journal":{"name":"Journal of Marketing Education","volume":"44 1","pages":"265 - 284"},"PeriodicalIF":2.4,"publicationDate":"2022-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44046104","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}

引用次数: 2

Tell Me a Story! Blending Digital Storytelling Into Marketing Higher Education for Student Engagement 给我讲个故事吧!将数字叙事融入市场营销——促进学生参与的高等教育

IF 2.4

Journal of Marketing Education Pub Date : 2022-05-13 DOI: 10.1177/02734753221090419

D. Spanjaard, Francine Garlin, H. Mohammed

{"title":"Tell Me a Story! Blending Digital Storytelling Into Marketing Higher Education for Student Engagement","authors":"D. Spanjaard, Francine Garlin, H. Mohammed","doi":"10.1177/02734753221090419","DOIUrl":"https://doi.org/10.1177/02734753221090419","url":null,"abstract":"Multimodal learning via the use of smart devices, online social interactions, and intuitive communication platforms are fundamentally changing teaching and learning settings. Consequently, educators face unique challenges around student engagement as learners increasingly look to the use of technology-enabled activities for meaningful collaboration. Within this context, this research explores the role of digital storytelling in promoting perceived individual student and group engagement, and how these interact with group functioning, in a postgraduate marketing subject. We evaluate the implementation of this assessment as an avenue to optimize the benefits of the blended learning setting. It contributes to understanding by incorporating the concept of collective, or collaborative engagement where there is a scarcity of research despite the widespread application of group assessment in business education, and marketing education in particular. We employed canonical correlation analysis as an exploratory technique to gain initial insight into its efficacy for student engagement. We contend that digital storytelling shows promise as an inherently social and interactive learning task to provide an authentic assessment for a range of marketing problems. In turn, these attributes provide a stimulating vehicle for student engagement that can promote learning and satisfaction.","PeriodicalId":46987,"journal":{"name":"Journal of Marketing Education","volume":"45 1","pages":"167 - 182"},"PeriodicalIF":2.4,"publicationDate":"2022-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41426127","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}

引用次数: 4

Extending the Validity and Reliability of the Intent to Pursue a Sales Career Scale 拓展销售职业追求意向量表的效度与信度

IF 2.4

Journal of Marketing Education Pub Date : 2022-04-15 DOI: 10.1177/02734753221085031

Frederik Beuk, Kelly L. Weidner, Lauren M. Houser

引用次数: 1

Teaching, Fast and Slow: Student Perceptions of Emergency Remote Education 教学，快与慢：学生对紧急远程教育的认知

IF 2.4

Journal of Marketing Education Pub Date : 2022-04-10 DOI: 10.1177/02734753221084585

K. Robson, A. Mills

{"title":"Teaching, Fast and Slow: Student Perceptions of Emergency Remote Education","authors":"K. Robson, A. Mills","doi":"10.1177/02734753221084585","DOIUrl":"https://doi.org/10.1177/02734753221084585","url":null,"abstract":"This research explores emergency remote education, defined as a rapid, system-wide pivot to remote education in response to emergencies that disrupt normal institutional processes. To do so, we explore student perceptions of the successes and failures of the pivot to online learning at the onset of the COVID-19 pandemic. A mixed-methods survey was distributed to a large sample of university students to explore satisfaction, challenges, opportunities, and instructional needs. Results highlight the importance of faculty hard skills (e.g., technical skills) and soft skills (e.g., compassion), although soft skills were noted more frequently, suggesting that soft skills may be critically important in the context of emergency remote education. Results also reveal that online education in general suffers from a perception as being inherently lower quality than in-person education, and highlight the importance of providing faculty with proper training and support to set them up for success. Based on these results, we provide a number of suggestions for approaching the development, delivery, and support of emergency education and online marketing education in the future.","PeriodicalId":46987,"journal":{"name":"Journal of Marketing Education","volume":"44 1","pages":"203 - 216"},"PeriodicalIF":2.4,"publicationDate":"2022-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44257631","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}

引用次数: 5

A Mixed-Methods Study of Marketing Students’ Game-Playing Motivations and Gamification Elements 市场营销专业学生游戏动机与游戏化因素的混合方法研究

IF 2.4

Journal of Marketing Education Pub Date : 2022-04-02 DOI: 10.1177/02734753221083220

Minna-Maarit Jaskari, Henna Syrjälä

{"title":"A Mixed-Methods Study of Marketing Students’ Game-Playing Motivations and Gamification Elements","authors":"Minna-Maarit Jaskari, Henna Syrjälä","doi":"10.1177/02734753221083220","DOIUrl":"https://doi.org/10.1177/02734753221083220","url":null,"abstract":"In this article, we examine the linkage between students’ game-playing motivations and a wide variety of gamification elements within higher marketing education. Using an interpretive and convergent mixed-methods design, we discover four clusters of students that vary in terms of their game-motivational bases and views on gamification elements. Social completionists want to study together with others and enjoy the social aspects of gamification. Highly motivated completionists could be described as ambitious students who enjoy social learning but are also internally motivated and willing to accept most gamification elements. Independent completionists want to immerse themselves in learning but prefer the individual and noncompetitive elements of gamification. Pure completionists are the “let’s get it done” group, who want to focus on completing their studies and are likely to be critical toward any gamification. We propose that higher education should take into account the differences in students’ game-playing motivations and fine-tune their gamification efforts to engage and motivate different kinds of students. Finally, we provide suggestions to marketing educators on how to consider the various motivational bases of the participants in gamified experiences.","PeriodicalId":46987,"journal":{"name":"Journal of Marketing Education","volume":"45 1","pages":"38 - 54"},"PeriodicalIF":2.4,"publicationDate":"2022-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47359874","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}

引用次数: 3