2008 - Marketing Educators' Association

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AN EXPERIENTIAL PROJECT WITH RETAILING STUDENTS AND ONLINE DATING: ARE WE RESPONSIBLE? Robert A. Lupton, David R. Rawlinson, and Lori A. Braunstein, Central Washington University, Department of Information Technology and Administrative Management, 400 East University Way, Ellensburg, WA 98926-7488; luptonr@cwu.edu, rawlinsd@cwu.edu, braunstl@cwu.edu The advent of computer-based social networking allows people to stay in touch with friends and family, as well as participate in virtual worlds few envisioned ten years ago. The use of social networks as a mechanism to meet potential life partners is another way that digital communications have changed the way that people interact. Social networking sites, such as Facebook and MySpace, have been at the forefront of these technologies. Another recent networking site, Second Life, is an online virtual world, created, modified and governed by the participants. The media has been replete with stories regarding the potential misuse of these sites, ABSTRACT 106 including virtual assault on members within the virtual world. Is it possible that educators, by encouraging the study and utilization of online social networks and virtual realities, risk real-life liabilities for their students’ activities in these arenas? What is the educator’s responsibility if real physical and/or emotional harm befalls a student who uses or experiments with online social dating as a result of a class project or assignment? These issues and others will be discussed in the context of marketing education, with the goal of increasing awareness among marketing faculty.
TOWARD A DEEPER UNDERSTANDING OF CONSUMERS AND MARKETS: INTEGRATING QUALITATIVE RESEARCH METHODS INTO EXISTING MARKETING COURSES H. Rika Houston, Shirley M. Stretch-Stephenson, and Olga Di Franco, California State University, Los Angeles, College of Business and Economics, Department of Marketing, 5151 State University Dr., Los Angeles, CA 90032-8127; hhousto@calstatela.edu, sstretc@calstatela.edu, odfjec@earthlink.net Over the past decade, and at an increasing rate, both corporations and scholarly journals have embraced the application of qualitative research methods to explore and understand the complex, inner workings of consumers and markets. During this same time period, however, the Journal of Marketing Research, the flagship scholarly journal in market research, has rarely published articles that provide scholarly or practical insights on qualitative research methodologies. This lack of innovation has contributed largely to the introduction of new journals such as the Qualitative Market Research Journal to address this gap in the academic marketplace. Established in 1998, the Qualitative Market Research Journal serves to further the frontiers of knowledge and understanding of qualitative market research and its applications through the exploration of contemporary issues and developments in marketing. Recent articles in this journal point to the validity and utility of diverse qualitative research methodologies such as videography and ethnography, to name just a few (Agafonoff, 2006; Belk & Kozinets, 2005). In spite of the promise and insights that qualitative research methods have provided for corporate application and scholarly inquiry, textbooks in marketing research have surprisingly failed to reflect this phenomenon. A review of major textbooks on marketing research, for example, reveals either the complete absence of a discussion on qualitative research methods or a superficial acknowledgement of them in the form of one chapter. When such chapters are included, their content is usually limited to the discussion of the well-established but problematic method of focus group interviews (www.academic.cengage.com, www.mhhe.com, www.atomicdogpublishing.com, www.prenhall.com). The end result, unfortunately, points to a disappointing picture of marketing students who successfully complete courses in marketing research but are ill-equipped to design or implement real world projects that require qualitative research methodologies or even a multiple-method approach. ABSTRACT 107 The comprehensive and diverse toolkit of qualitative research methods includes, but is not limited to, focus group interviews, depth or long interviews, ethnography, participant observation, direct observation, videography, netnography, oral histories, digital storytelling, photographic analysis, and other visual and/or image-based research methods (Denzin & Lincoln, 2005; Flick, 2007; Madison, 2005; Mariampolski, 2005; Rose, 2001). Such methods allow marketing scholars, educators, and practitioners to gain a deeper understanding of consumers and markets – an understanding that goes above and beyond the superficiality of how much and how many and instead pursues the complex notion of why and how the consumer thinks or the market works. At a time that increasingly urges us to engage critically with marketing ideas and activities, innovations in market research that foster a deeper and more contextualized understanding of consumers and markets is an idea ripe for exploration (Catterall, Maclaran & Stevens, 2002). In this session, the authors will provide an overview of some of the key qualitative research methodologies available to marketing educators who seek to expand their toolkit in marketing and marketing research education. They will also provide examples of projects and experiential learning exercises to facilitate the integration of qualitative research methods into existing marketing courses. REFERENCES Agafonoff, N. (2006). Adapting ethnographic research methods to ad hoc commercial market research. Qualitative Market Research, 8, 115-125. Belk, R. W., & Kozinets, R. V. (2005). Videography in marketing and consumer research. Qualitative Market Research, 8, 128-141. Catterall, M., Maclaran, P., & Stevens, L. (2002). Critical reflection in the marketing curriculum. Journal of Marketing Education, 24, 184-192.
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Marketing Educators’ Association
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PREFACE This volume contains the pr
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Mary Conran, Temple University Debo
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Ethics and Social Responsibility In
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Special Sessions Diverting Traditio
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Linking Marketing Students to the R
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MARKETING EDUCATORS’ ASSOCIATION
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at improving the lives of all Filip
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of the marketing program and streng
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A NEW CONCEPT OF VALIDITY: EVALUATI
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ankings, alumni ratings, and the ra
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simply be utilized to publicly vali
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IS THAT YOUR FINAL ANSWER? IMPROVIN
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THE COMMUNITY AS OUR CLASSROOM: STU
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Learning Outcomes Even more importa
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• recognizing that ideas and huma
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Greek Thought Homer, The Odyssey Ae
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INVESTIGATING PLAGIARISM: CREATION
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ATTITUDES TOWARDS BUSINESS ETHICS A
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week semester, the author is able t
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or she may be ready to appreciate h
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RELATIONSHIP MARKETING: A CONCISE C
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BENCHMARKING CHINESE BUSINESS EDUCA
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NOT LIKE US: WHAT IT MEANS TO BE FO
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TABLE 2 Example Frequencies: “Rus
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THE MARKETING RESCUE: STRATEGIES TH
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PRICE V. QUALITY: THE CONSUMERS’
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COLLEGE OF BUSINESS ADMINISTRATION
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TARGETING HIGHER EDUCATION TO INTER
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understand how the material they tr
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IMPROVING GRADUATE BUSINESS EDUCATI
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Chew and Mclnnis-Bowers (2004) expl
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exchange various opinions and work
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2008 - Marketing Educators' Association

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