2008 - Marketing Educators' Association

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As shown in Table 1, the means of the two items related to the real business situation and personal satisfaction are 4.53 and 4.25, respectively. Similar results can be seen in other research (Forman, 2006; Li, Greenberg, & Nicholls 2007), and the results confirm that real world experience and personal satisfaction in career preparation benefit from experiential learning. CONCLUSIONS AND IMPLICATIONS The business proposal assignment offers a valuable alternative to the traditional case study for International Marketing courses. Findings reveal that students seem to learn more through this experiential project than from a traditional case study, which of course has great benefits to students too. Also, the results of this study provide empirical support for the inclusion of practical multicultural experiences in the context of the International Marketing classroom. The study produced five main findings: (1) Analyzing the research and developing an international business proposal are very different than just reading about it. Preparing the research paper to be accepted by both the real business partner overseas and the professor is a double responsibility for students. Students suggested that they get a feel for the reality of international business. Interestingly, the students tended to feel much more comfortable preparing a business proposal for a local market rather than for a general international partner. Narrowing the challenge to a certain sub-region allowed the students to focus on a particular area allowing for a greater sense of accomplishment. (2) A major benefit of this new technique is that the project can complement career interests. Students said that they had great motivation to have real international experience. They preferred to have the business proposal project with the real foreign partner’s response in their personal profile, rather than a traditional case study. Also, the project allowed students the opportunity to work with an international business partner without an expensive study abroad experience. (3) The experiential assignment helped students to understand cultural differences between the U.S. and an area of Russia. The project provided students with an understanding of the breadth and depth of the cultural responsibilities that a marketer needs today to be successful in international business relationships. For example, students discovered that the Russian economic environment is not stable; each sub-region of Russia is unique and differs both economically and socially. 118 (4) The students indicated that this project made the course more interesting and did not seem silly. (5) This is a challenging, rewarding assignment for both the educator and student. In establishing and maintaining an open dialogue with the students and the foreign partners, the educator can face two challenges: (1) they need to carefully organize, coordinate and to create the rules between the students and foreign partner; and (2) they must provide a supportive environment with liberal outside assistance so as to personalize interactions with each student (Mohr, 2007). In addition to having a clear understanding of the project, the educator must introduce the project to the students at the beginning of the term, get the students to focus on particular products, give examples, introduce the Russian market, and prepare the appropriate library resources for the students. The Russian business partners enjoyed working with the U.S. marketing students. One of the other challenges for the educator is to maintain their relationships and develop new contacts. In other words, preparation is the key to the success of the project. The main challenge for the students was to understand the differences of the foreign market and culture. The survey did indicate that the new project was not as enjoyable as compared to a traditional case study. It may have been somewhat less enjoyable because it was much more challenging and time consuming than a traditional case analysis. Sometimes the most challenging project is also the most memorable. Students’ most memorable course experiences are often those where they were challenged in a significant yet meaningful way and where they accomplished a lot through their own hard work and determina-tion, even more than they originally realized they were capable of accomplishing (Mohr, 2007). REFERENCES AACSB (Association to Advance Collegiate Schools of Business). (2007). Eligibility procedures and accreditation standards for business accreditation. Adopted April 2003, revised January 31, 2007. Retrieved February 2008 from http://www.aacsb.edu/accreditation/ standards.asp. Burton, D. (2005). New course development in multicultural marketing. Journal of Marketing Education 27, 151-162.
Browne, W. G. (1995). Living case and the real world experience. Western Marketing Educators’ Association Conference Proceedings. San Diego, CA, 2-5. Clarke III, I., & Flaherty, T. B. (2002). Teaching internationally: Matching part-time MBA instructional tools to host country student preferences. Journal of Marketing Education, 24, 233-241. Faranda, W. T., & Clarke III, I. (2004). Student observations of outstanding teaching: Implications for marketing educators. Journal of Marketing Education, 26, 271-281. Forman, H. (2006). Participative case-studies: Integrating case writing and a traditional case study approach in a marketing context. Journal of Marketing Education, 28, 106-113. Frontczak, N. T., & Kelley, C. A. (2000). Special issue on experiential learning in marketing education. Journal of Marketing Education, 22, 3-6. Frontczak, N. T., & Daughtrey, C. (2004). An application of critical thinking principles to marketing education: The student-driven syllabus. Western Marketing Educators’ Association Conference Proceedings, Las Vegas, NV: 36-42. Frontczak, N. T. (2005). An alternative assessment technique: The Six Flags exam. Marketing Educators’ Association Conference Proceedings, La Jolla, CA: 89-94. Gremler, D. D., Hoffman, K. D., Keaveney, S. M., & Wright, L. K. 2000. Experiential learning exercises in service marketing courses. Journal of Marketing Education, 22, 35-44. Karns, G. L. (2005). An update of marketing student perceptions of learning activities: Structure, preferences, and effectiveness. Journal of Marketing Education, 27, 163-171. : 119 Karns, G. L. (2006). Learning style differences in the perceived effectiveness of learning activities. Journal of Marketing Education, 28, 56-63. Kolb, D. (1984). Experiential learning. Englewood Cliffs. NJ: Prentice Hall. Li, T., Greenberg, B. A, & Nicholls, J. A. F. (2007). Teaching experiential learning: Adoption of an innovative course in an MBA marketing curriculum. Journal of Marketing Education, 29, 25-33. Mohr, J. J. (2007). Educators who have made a difference for their students: Observations and reflections of three nationally recognized marketing professors. Journal of Marketing Education 29, 88-90. Morrison, M., Sweeney, A., & Heffernan, T. (2006). Karns’s learning styles and learning effective-ness: A rejoinder. Journal of Marketing Education, 28, 64-68. Olsen, G. D. (1994). Enhancing learning in consumer behavior by incorporating course material into radio scripts. Journal of Marketing Education, 16(1), 59-65. Pearson, M. M., Barnes, J. W., & Onken, M. H. (2006). Development of a computerized inbasket exercise for the classroom: A sales management example. Journal of Marketing Education, 28, 227-236. Turley, L. W., & Shannon, R. J. (1999). The international marketing curriculum: View from students. Journal of Marketing Education, 21, 175-180. Young, M. R. (2005). The motivational effects of the classroom environment in facilitating selfregulated learning. Journal of Marketing Education, 27, 25-40.
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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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The results of this exploratory wor
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ENGAGING STUDENTS IN MARKETING CLAS
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Page 81 and 82: caused by group assignments was rai
Page 83 and 84: SOCIOLOGY, ECONOMICS, POLITICS, AND
Page 85 and 86: H8b: The more a student works while
Page 87 and 88: (predicted) and Independents were b
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Page 93 and 94: THE CLASS LESS TRAVELED - TEACHING
Page 95 and 96: HOW THE CHICKEN CROSSED THE ROAD: T
Page 97 and 98: solving products and services in th
Page 99 and 100: CREATING A COURSE TO INSERT CONSUME
Page 101 and 102: DEVELOPING CAREER MANAGEMENT COMPET
Page 103 and 104: Mentoring Assignment Requirements D
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Page 121 and 122: IMPROV COMEDY: TECHNIQUES AND EXERC
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Page 125 and 126: INTERNATIONALIZING THE BUSINESS CUR
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Page 139 and 140: E-LEARNING: AN INNOVATIVE LEARNING
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Page 145 and 146: APPLYING LESSONS FROM BRAIN SCIENCE
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Page 149 and 150: Variable Operationalization Our var
Page 151 and 152: TABLE 4 Effect of Revision and Rewr
Page 153 and 154: A CALL TO ACTION: A RESEARCH AGENDA
Page 155 and 156: have proficient reading skills, and
Page 157 and 158: effective way to prepare the next g
Page 159 and 160: TESTING CLIENT-BASED PROJECTS: WHAT
Page 161 and 162: ATTITUDES AND PERCEPTIONS OF SOCIAL
Page 163 and 164: ASSURANCE OF LEARNING AND ASSESSMEN
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