2008 - Marketing Educators' Association

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A LITERARY LIFE FOR DEAD CULTURE CONCEPTS: USING THE NOVEL SPEAKER FOR THE DEAD TO TEACH GLOBAL MARKETING Newell D. Wright and Val Larsen, James Madison University, Marketing Program, MSC 0205, Harrisonburg, VA 22807; wrightnd@jmu.edu, larsenwv@jmu.edu Cultural awareness and sensitivity is one of the most important topics in international marketing courses. But when students have little or no personal experience in dealing with different cultures, it can be difficult for them to understand deeply the manifold ways in which cultural differences and consequent misunderstandings affect global marketing effectiveness. This paper proposes a pedagogical remedy for students’ lack of experience with cultural differences, misperceptions, and personal growth in ABSTRACT 114 cultural understanding – having students read and discuss the novel Speaker for the Dead. In reading this intrinsically interesting novel, students vicariously experience both intellectually and emotionally what it means to misunderstand and then, by degrees, better understand another culture. The paper highlights telling details in the novel that graphically illustrate important global marketing concepts such as culture and the self-reference criterion.
LINKING MARKETING STUDENTS TO THE REAL WORLD OF GLOBAL MARKETING: AN EXPERIENTIAL LEARNING APPROACH Angelica Bahl and Nancy T. Frontczak, Metropolitan State College of Denver, Department of Marketing, P.O. Box 173362, Denver, CO 80217; abahl@mscd.edu, frontczn@mscd.edu ABSTRACT Business school educators continue to adopt new experiential learning methods and provide a total educational experience that emphasizes conceptual reasoning, problem solving skills, and preparation for lifelong learning (AACSB, 2007). To meet demands from the international business community, faculty face challenges to provide students with multicultural understanding and critical thinking skills. To assist in these challenges, this paper describes a new experiential learning technique called the business proposal and compares this new technique with the traditional case study. The goal of this study is to measure student preferences and the learning effectiveness of these two learning activities in an International Marketing course, and develop recommendations for marketing educators. The study shows student preferences for the new international business proposal assignment over the traditional case study, especially in improving ability to understand the real world of international business. In addition, the business proposal assignment improved students’ multicultural and critical thinking skills. INTRODUCTION Today, multicultural understanding, experiential learning activities, and critical thinking skills are important elements of marketing education. In today’s demanding world of education, the growing variety of educational tools and theories of the effectiveness of teaching have made teaching globally even more difficult for marketing educators. When looking at the extent of the marketing literature, an educator faces the challenge of providing multicultural understanding to students. Mainstream marketing texts give little or sometimes no coverage to multicultural marketing issues. Multicultural marketing pedagogy is so underdeveloped there is significant potential to develop this aspect of discourse (Burton, 2005). With globalization in many countries and industries, multicultural knowledge and cross-cultural experience have become extremely important for marketing students. Only a few years ago, it was hard to find a personal resume with multicultural expertise; now the many multinational corporations have set up multicultural marketing departments or required their personnel to have multicultural skills. Are our marketing students ready for this challenge? 115 To prepare students for a real world perspective, educators use a wide spectrum of teaching styles and techniques, many falling into the category of experiential learning activities (Frontczak & Kelley, 2000). Existing marketing literature indicates that many marketing programs use a variety of experiential learning activities, such as living case projects (Browne, 1995), in-basket exercises (Pearson et al., 2006), experiential learning exercises (Gremler et al., 2000), student-driven syllabi (Frontczak & Daughtrey, 2004), and many others. And as a result, Karns’ research indicates that experiential learning activities are seen as relatively more effective (Karns, 2005, 2006). This was also concluded by many others (Olsen, 1994; Young, 2005; Clarke & Flanerty, 2002, Li et al., 2007). Other research discovered that “real world,” personal, practical work experience can be used to establish credibility among marketing students. The most knowledgeable and credible educator offers “real world” cases beyond those offered in the textbook and prepares students for the realities of a marketing career (Faranda & Clark, 2004). Also, since the majority of marketing students do not have international experience, real world exercises (such as living cases, simulations, real business proposals, field trips and the like) in international marketing courses can certainly improve students’ knowledge, and in some cases, give them actual international experience. Karns’ study explores and measures preferences for learning activities rather than effectiveness (Karns, 2006); he also analyzed differences in learning style dimensions by using Kolb’s model (Kolb. 1984). Marketing educators recommend that further research should investigate how specific learning activities influence learning outcomes (Morrison et al., 2006), which directly relates to this research. The primary thrust of this study is to examine the preparation of students for international marketing careers. This paper presents a new experiential learning project to link marketing students to real world experience. The marketing literature supports the importance of this link (Browne,1995; Forman, 2006). This research investigates the effect of the new teaching technique on
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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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COLLEGIATE LIVING/LEARNING PROGRAMS
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perhaps even relationships could ch
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2008 - Marketing Educators' Association

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