Journal of Marketing Education最新文献_第8页

The Award Winning Academic Performer 屡获殊荣的学术表演者

IF 2.4

Journal of Marketing Education Pub Date : 2021-08-01 DOI: 10.1177/02734753211017681

Victoria L. Crittenden

引用次数: 1

Evaluating E-Book Effectiveness and the Impact on Student Engagement 评估电子书的有效性及其对学生参与度的影响

IF 2.4

Journal of Marketing Education Pub Date : 2021-07-29 DOI: 10.1177/02734753211035162

Adam C. Merkle, L. Ferrell, O. Ferrell, J. Hair

{"title":"Evaluating E-Book Effectiveness and the Impact on Student Engagement","authors":"Adam C. Merkle, L. Ferrell, O. Ferrell, J. Hair","doi":"10.1177/02734753211035162","DOIUrl":"https://doi.org/10.1177/02734753211035162","url":null,"abstract":"Marketing curricula are experiencing a digital disruption as e-books and other electronic educational resources replace print textbooks. This study investigates student perceptions about the effectiveness of print textbooks and e-books. Specifically, we focus on the perceived effectiveness of e-books and the impact on student engagement. A field-based quasi-experiment was conducted with a sample of 259 students in the Fall semester, and a follow-up sample of 395 students in the Spring semester. The results show a diverse impact of e-books on student engagement. Some aspects of engagement are positively affected while other aspects of student engagement exhibit a neutral or negative leaning impact. The findings also reflect significant variation in e-book effectiveness depending on the course. Finally, we find that e-books moderate the relationship between textbook effectiveness and academic performance engagement. Highly effective e-books result in higher levels of academic performance engagement. Collectively these findings shed light on the current situation and provide a foundation for additional research to further our understanding about e-book effectiveness and its relationship to student engagement.","PeriodicalId":46987,"journal":{"name":"Journal of Marketing Education","volume":"44 1","pages":"54 - 71"},"PeriodicalIF":2.4,"publicationDate":"2021-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49057156","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

Student Anxiety, Preparation, and Learning Framework for Responding to External Crises: The Moderating Role of Self-Efficacy as a Coping Mechanism 学生焦虑、准备与外部危机应对的学习框架:自我效能感作为应对机制的调节作用

IF 2.4

Journal of Marketing Education Pub Date : 2021-07-29 DOI: 10.1177/02734753211036500

J. W. Peltier, P. Chennamaneni, Kenyatta N. Barber

{"title":"Student Anxiety, Preparation, and Learning Framework for Responding to External Crises: The Moderating Role of Self-Efficacy as a Coping Mechanism","authors":"J. W. Peltier, P. Chennamaneni, Kenyatta N. Barber","doi":"10.1177/02734753211036500","DOIUrl":"https://doi.org/10.1177/02734753211036500","url":null,"abstract":"In response to the Journal of Marketing Education special issue on teaching turmoil and triumphs in times of crisis, we develop and test a student anxiety, preparation and learning framework for responding to external crises. We use structural equation modeling to assess how COVID-19 anxiety impacts classrelated anxiety, class preparation, and class learning, and how these then affect class satisfaction and intent to pursue a sales career. Using three sequential virtual sales competitions, we test our model in the immediate aftermath of the transition from live in-class learning to virtual learning brought on by COVID-19, offering an ideal setting for investigating marketing education in a time of crisis. The findings are unique, and show that how crises are managed impacts the deleterious effects of anxiety on education and learning. While anxiety had the greatest influence on class preparation, class preparation in turn was not related to class learning, class satisfaction, nor intent to pursue a sales career. However, when digital self-efficacy was considered as a moderator, the expected effects of class preparation emerged. Our findings contribute to multiple theoretical contexts, including anxiety, crisis management, self-efficacy, marketing education, and virtual sales role-plays.","PeriodicalId":46987,"journal":{"name":"Journal of Marketing Education","volume":"44 1","pages":"149 - 165"},"PeriodicalIF":2.4,"publicationDate":"2021-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/02734753211036500","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41877698","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: 15

The Impact of Live Cases on Student Skill Development in Marketing Courses 市场营销课程中真实案例对学生技能发展的影响

IF 2.4

Journal of Marketing Education Pub Date : 2021-07-22 DOI: 10.1177/02734753211034553

Shannon Cummins, Jeff Johnson

引用次数: 4

Growing the Talent Pool: How Sponsorship of Professional Sales Programs Enhances Employer Branding 增加人才库:赞助专业销售项目如何提升雇主品牌

IF 2.4

Journal of Marketing Education Pub Date : 2021-07-10 DOI: 10.1177/02734753211028641

Mark D. Groza, Louis J. Zmich, M. P. Groza

{"title":"Growing the Talent Pool: How Sponsorship of Professional Sales Programs Enhances Employer Branding","authors":"Mark D. Groza, Louis J. Zmich, M. P. Groza","doi":"10.1177/02734753211028641","DOIUrl":"https://doi.org/10.1177/02734753211028641","url":null,"abstract":"Increasingly, professional sales programs receive financial support from company sponsors in exchange for varying types of branding and recruiting opportunities. This study builds on the literature regarding employer branding and talent acquisition by examining the effect sales program sponsorship has on students. Grounded in organizational reputation theories, brand equity, and the literature on corporate sponsorship, it is proposed that sponsoring a sales program leads to positive student–firm related perceptions. Additionally, it is predicted that classroom engagement in the form of coteaching enhances these positive effects. Two natural field experiments, one involving two semesters of professional sales students (n = 90), the other involving four semesters of professional sales students (n = 174), are conducted to test the conceptual model. Results confirm the study’s predictions that sponsoring firms are perceived more favorably by students, and classroom engagement enhances these positive perceptions. Finally, results suggest that firms with lower initial familiarity among students have the most to gain in terms of enhancing student perceptions through coteaching.","PeriodicalId":46987,"journal":{"name":"Journal of Marketing Education","volume":"44 1","pages":"72 - 84"},"PeriodicalIF":2.4,"publicationDate":"2021-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/02734753211028641","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46132977","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: 1

Considering a Marketing Degree? Student Perceptions of General Versus Specialized Majors 考虑攻读市场营销学位?学生对普通专业和专业的看法

IF 2.4

Journal of Marketing Education Pub Date : 2021-07-08 DOI: 10.1177/02734753211028888

JoAnn L. Atkin, A. Bowie, Sc Cowley, James A. Eckert, B. Ferrin, Robert L. Harrison, Karen M. Lancendorfer, M. Luqmani, Zahida Luqmani, Thaweephan Leingpibul, A. Mumuni, Kelley O'Reilly, Z. Quraeshi, Robert G. Samples, Ann Veeck, Hu Xie, Marcel M. Zondag

{"title":"Considering a Marketing Degree? Student Perceptions of General Versus Specialized Majors","authors":"JoAnn L. Atkin, A. Bowie, Sc Cowley, James A. Eckert, B. Ferrin, Robert L. Harrison, Karen M. Lancendorfer, M. Luqmani, Zahida Luqmani, Thaweephan Leingpibul, A. Mumuni, Kelley O'Reilly, Z. Quraeshi, Robert G. Samples, Ann Veeck, Hu Xie, Marcel M. Zondag","doi":"10.1177/02734753211028888","DOIUrl":"https://doi.org/10.1177/02734753211028888","url":null,"abstract":"Many business colleges offer specialized marketing majors in addition to the general marketing major. Given the extra resources needed to maintain multiple majors, in a time when higher education budgets are being strained, a need exists to understand how students make choices among these majors and what students perceive to be the advantages of general marketing majors versus specialized marketing majors. Using social cognitive theory, we examine how students make selections among choices in marketing-related majors, focusing on influence and compatibility factors. We surveyed 608 marketing majors representing one general and five specialized marketing majors. The findings indicate that, compared with general marketing majors, students’ choice of a specialized major is significantly more likely to be influenced by faculty and other students in the major. Also, the results show that students rate specialized majors better than a general marketing major in terms of self-efficacy, culture, and professional fit. On the other hand, students rate the general marketing major better than specialized majors in flexibility. These results have implications for supporting the priorities of students in both general and specialized majors.","PeriodicalId":46987,"journal":{"name":"Journal of Marketing Education","volume":"44 1","pages":"85 - 99"},"PeriodicalIF":2.4,"publicationDate":"2021-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/02734753211028888","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43965525","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

Student-to-Student Interactions in Marketing Education: A Critical Incident Technique-Based Inquiry Into Drivers of Students’ (Dis)Satisfaction 市场营销教育中学生与学生的互动:基于关键事件技术的学生(不)满意驱动因素调查

IF 2.4

Journal of Marketing Education Pub Date : 2021-06-28 DOI: 10.1177/02734753211027617

Marek Gnusowski, K. Schoefer

引用次数: 3

Dazzling Descriptions and Tantalizing Titles: How Simple Versus Complex Course Information Influences Course Selection 令人眼花缭乱的描述和诱人的标题:简单和复杂的课程信息如何影响课程选择

IF 2.4

Journal of Marketing Education Pub Date : 2021-06-11 DOI: 10.1177/02734753211017625

J. Mourey, Melissa M. Markley, Stephen K. Koernig

{"title":"Dazzling Descriptions and Tantalizing Titles: How Simple Versus Complex Course Information Influences Course Selection","authors":"J. Mourey, Melissa M. Markley, Stephen K. Koernig","doi":"10.1177/02734753211017625","DOIUrl":"https://doi.org/10.1177/02734753211017625","url":null,"abstract":"Research exploring a student’s “path to purchase” when considering course selection has revealed a number of influential factors including course content, reputation, and professor style. To date, little is known about the direct (or indirect) influence that course titles and course descriptions have on student interest and enrollment in courses, or how easy-sounding (simple) versus difficult-sounding (complex) information is inferred and interpreted as it relates to various enrollment markers. Using ideas from metacognition research, this research explores the impact of subjective assessment of simple versus complex course titles and course descriptions on general interest in a course and enrollment intentions. Findings indicate that not only does an easy versus complex course description affect enrollment intention, but it also affects subjective interpretations of course interest, expected workload, and learning outcomes, whereas course title has few meaningful effects. Application of these ideas for specific students and future research opportunities are discussed.","PeriodicalId":46987,"journal":{"name":"Journal of Marketing Education","volume":"44 1","pages":"100 - 112"},"PeriodicalIF":2.4,"publicationDate":"2021-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/02734753211017625","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48690779","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

Linking Practitioner Dilemmas and Research Metrics Across an Integrated Marketing Curriculum 连接从业者的困境和研究指标跨整合营销课程

IF 2.4

Journal of Marketing Education Pub Date : 2021-05-29 DOI: 10.1177/02734753211017173

Richard L. Flight

{"title":"Linking Practitioner Dilemmas and Research Metrics Across an Integrated Marketing Curriculum","authors":"Richard L. Flight","doi":"10.1177/02734753211017173","DOIUrl":"https://doi.org/10.1177/02734753211017173","url":null,"abstract":"Observations from faculty who teach marketing indicate that a relatively small percentage of students have strong interest in quantitative analysis and many come into the marketing major out of the misperception that it is light on math. In reality, over 98% of marketing professionals use data during their decision-making processes, while 80% of marketing-related problems use data at least in part to be solved. This article outlines a teaching model for analytical decision-making that links marketing problems with marketing research. It is stressed that while only a small percentage of marketing students become marketing researchers all will become consumers of information that is generated by research. Outlined herein is a dual-stage curriculum approach focused on preparing students to be knowledgeable consumers of research by incorporating a problem and metric-based pedagogy. This design is supported by data from 185 marketing professionals who contribute commonly asked “on the job” problems along with frequently used metrics that marketing students should learn as they train to be future marketing professionals.","PeriodicalId":46987,"journal":{"name":"Journal of Marketing Education","volume":"43 1","pages":"317 - 332"},"PeriodicalIF":2.4,"publicationDate":"2021-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/02734753211017173","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65042335","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: 1

How Faculty Status Impacts Student Evaluations of Teaching: A Study of Full- Versus Part-Time Marketing Faculty 教师地位如何影响学生对教学的评价:全日制与兼职市场营销教师的研究

IF 2.4

Journal of Marketing Education Pub Date : 2021-05-20 DOI: 10.1177/02734753211013561

Armen Tashchian, Maria Kalamas Hedden, W. R. Forrester

{"title":"How Faculty Status Impacts Student Evaluations of Teaching: A Study of Full- Versus Part-Time Marketing Faculty","authors":"Armen Tashchian, Maria Kalamas Hedden, W. R. Forrester","doi":"10.1177/02734753211013561","DOIUrl":"https://doi.org/10.1177/02734753211013561","url":null,"abstract":"The present multiyear study sheds light on the effects of faculty status on student evaluations of teaching (SETs). By comparing actual SETs of full- versus part-time marketing faculty, this study fills a void in the marketing education literature. Collecting first-hand institutionally administered SETs (N = 6,123) over a seven-year period, the extended data collection phase includes 21 semesters and 240 undergraduate courses. Study findings reveal that students perceive full-time faculty as more knowledgeable, enthusiastic, and better prepared for class than part-time faculty. Full-timers are also better able to communicate the subject matter and develop assignments focused on student learning than part-timers. In contrast, students perceive part-time faculty as better able to relate the course material to the real world, develop exam questions that reflect lectures and assignments, and return graded material more quickly than full-time faculty. Compared with part-time faculty, students perceive full-time faculty as being more rigorous and tougher in terms of grading. Given the differences regarding instructor knowledge, pedagogical skill, rigor, and grading, the discussion of the findings rests on how faculty status affects the overall quality of higher education.","PeriodicalId":46987,"journal":{"name":"Journal of Marketing Education","volume":"44 1","pages":"113 - 126"},"PeriodicalIF":2.4,"publicationDate":"2021-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/02734753211013561","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48770283","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