2008 - Marketing Educators' Association

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BUILDING A STATISTICAL MODEL TO EVALUATE CONSUMER LOYALTY AND DISSATISFACTION: AN INTEGRATED CLASSROOM PROJECT David Aron, Anne M. Drougas, and Fan Wang, Dominican University, Brennar School of Business, River Forest, IL 60305 An research project was conducted across two classrooms using the learning approach known as parallel coursing. Students in Principles of Marketing and Statistics for Business and Economics classes collaborated on a study of customer satisfaction and dissatisfaction. The goals of the project included illustrating the importance of collaborative research across disciplines, demonstrating the importance of using statistics to solve business problems, and providing students with actual experience in developing a study from the ground up, culminating in the construction of an empirical model to analyze ABSTRACT 110 customer satisfaction. Students worked within and between classrooms to conduct literature reviews, create and administer an online survey, load and analyze data using SPSS and other software, and draw conclusions on their focal topics based on their findings. The outcome of this experience suggests that students benefit in terms of understanding customer satisfaction at the conceptual and practical levels. When students participate in an integrated classroom project, they have a stake in seeing the project through from definition and conceptualization to the presentation of their findings
BUILDING A MARKETING CURRICULUM TO SUPPORT COURSES IN SOCIAL ENTREPRENEURSHIP AND SOCIAL VENTURE COMPETITIONS Regina P. Schlee, Seattle Pacific University, School of Business and Economics, Seattle, WA 98119, rschlee@spu.edu Mary T. Curren, California State University, Northridge, Department of Marketing, Northridge, CA 91330, mary.curren@csun.edu Katrin R. Harich, California State University, Fullerton, College of Business and Economics, Fullerton, CA 92834, kharich@fullerton.edu The term “social entrepreneurship” has gained a great deal of attention in the past few years in universities, business journals, and the popular media. Currently, several universities have programs in social entrepreneurship, offer courses in social entrepreneurship, and/or sponsor social venture competitions. However, most of the business programs offering social venture programs focus the courses and workshops they offer on management issues such as leading and motivating volunteers, and the financial issues of securing start-up capital and providing for the operations of such an organization. Marketing courses are generally offered as electives and are often indistinguishable from marketing courses offered in most business curricula. Because of the newness and the diversity of social enterprise programs, the discipline of marketing has not addressed the curricular requirements of students involved in social entrepreneurship programs and/or social ventures. A review of the literature revealed that social entrepreneurship programs include some marketing concepts such as opportunity identification and promotion, but there is very little elaboration as to how the marketing requirements of social ventures differ from those of traditional for-profit enterprises or non-profit organizations. Our experiences with social enterprise programs, however, have led us to believe that such programs require an additional set of skills to those covered in most marketing curricula. This study examines the ABSTRACT 111 implications of the increased popularity of social enterprise programs and social venture competitions for the marketing curriculum. Most importantly, the populations of interest in social ventures tend to be different than groups traditionally targeted by marketers. Social ventures in the U.S. often target the homeless, migrant populations, or other populations that are not adequately served by social services or charities. There are usually no lists of those individuals that can be used as a sampling frame. Sampling techniques need to be adapted to populations that cannot be reached at a specific address. Additionally, traditional survey collection methods are often ineffective when applied to individuals who may be incapable or unwilling to communicate with interviewers. This paper outlines a suggested marketing curriculum to meet the needs of students preparing for social entrepreneurship ventures. We recommend that additional emphasis be placed on opportunity identification, ethnographic research methods, branding, and low cost promotions. While most of these areas are covered in current marketing curricula, social entrepreneurship programs require some repackaging of information that is available in various existing courses. Other recommendations, such as the focus on ethnographic research require a different set of research skills than is currently emphasized in marketing research courses. References Available on Request.
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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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Myers, C. B., & Myers, S. M. (2007)
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FIGURE 2: Detailed Education Compon
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Page 73 and 74: perhaps even relationships could ch
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Page 93 and 94: THE CLASS LESS TRAVELED - TEACHING
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Page 99 and 100: CREATING A COURSE TO INSERT CONSUME
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Page 131 and 132: Browne, W. G. (1995). Living case a
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Page 153 and 154: A CALL TO ACTION: A RESEARCH AGENDA
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Page 159 and 160: TESTING CLIENT-BASED PROJECTS: WHAT
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2008 - Marketing Educators' Association

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