2008 - Marketing Educators' Association

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HISTORICAL PERSPECTIVES IN MARKETING EDUCATION: JUSTIFICATION AND IMPLEMENTATION Ed Petkus, Jr., Ramapo College of New Jersey, Anisfield School of Business Department of Marketing and International Business, 505 Ramapo Valley Rd., Mahwah, NJ, 07430; epetkus@ramapo.edu This paper provides a justification and an implementation plan for the establishment of a historical orientation across the marketing curriculum. The justification for the historical perspective addresses three areas: critical and reflective thinking, practical implications, and tapping into the extensive body of knowledge in marketing history. The implementation plan involves the development of two pedagogical approaches: one that addresses the degree to which ABSTRACT 126 topical marketing history can be infused into the marketing curriculum, and one that addresses the development of a general historical perspective across marketing topics and courses (i.e., the role of marketing in history) by specifying historical contexts that are relevant to particular courses. The paper also discusses the potential for developing a Marketing History course as part of the marketing curriculum.
E-LEARNING: AN INNOVATIVE LEARNING ENVIRONMENT FOR MARKETING EDUCATORS Elizabeth B. Amaranto, and Theresita V. Atienza, Polytechnic University of the Philippines, Sta. Mesa, Manila, Philippines; purple_elise528@yahoo.com, tva_pup@yahoo.com ABSTRACT Of paramount importance for marketing educators today is how to best equip students to succeed in this knowledge-based society. There is a compelling need to articulate a cohesive, collective vision for education through a framework for action that deals with the complex challenges of accelerating technological change, rapidly accumulating knowledge, mounting global competition and expanding workforce capabilities. This paper focuses on e-learning as an innovative means of delivering responsive education to marketers of the future. The possibility of this evolving to mobile learning is likewise envisioned. INTRODUCTION Today’s economy places value on broad knowledge and skills, flexibility, cross-training, multi-tasking, teaming, problem solving and project-based work. Successful businesses are looking for employees who can adapt to changing needs, juggle multiple responsibilities and routinely make decisions on their own. Workers must be equipped not only with technical know-how but also with the ability to create, analyze and transform information and interact effectively with others. Learning will increasingly be a lifelong activity. The explosion of powerful technology has altered traditional practices not only in workplaces but in homes as well. It is not only businesses that demand dramatically different sets of skills. Rapidly evolving technologies have made new skills a requirement for success in everyday life. Effectively managing personal affairs, from shopping for household products to selecting health care providers to making financial decisions, often requires people to acquire new knowledge from a variety of media, use different types of technologies and process complex information. In a knowledge-based economy, citizens need to be better educated to fill new jobs and more flexible to respond to the changing knowledge and skill requirements of existing jobs. Lifelong skills development must become one of the central pillars of the new economy. A recent study indicated that the narrow job skills that most employees learn today will be obsolete within three to five years. Workers need to become lifelong learners with the 127 capacity to update their knowledge and skills continually and independently. Technology and advanced communications have transformed the world into a global community, with business associates and competitors as likely to be in Asia as in America (Achenbach, 1999). Also, horizontal organizations in competitive businesses require employees to make business decisions, work productively in teams, and communicate directly with customers. This being the environment, employers value job candidates who can acquire new knowledge, learn new technologies, rapidly process information, make decisions and communicate in a global and diverse society. Education that prepares students for learning in this digital society will be more meaningful and more effective in preparing students for the future. Students who have access to technology outside of school will find schools without access to and integration of technology into their coursework to be antiquated and irrelevant to their world. Students without access at school or at home may find themselves on the periphery of the knowledgebased society. The scenario remains that there is a profound gap between the knowledge and skills most students learn in school and the knowledge and skills required in the typical 21 st century communities and workplaces. It must be recognized that a country’s vitality, economic viability, business competitiveness, and personal quality of life depend on a wellprepared populace and workforce. Education provides the bedrock from which our national and individual prosperity ascend together. Thus, of paramount importance for educators today is how to best equip students to succeed in this knowledge-based society. There is a compelling need to articulate a cohesive, collective vision for education through a framework for action that deals with the complex challenges of accelerating technological change, rapidly accumulating knowledge, mounting global competition and expanding workforce capabilities. Marketing and Marketing Education Marketing education should be like marketing itself. It should be dynamic, ever-new, and ever-changing. Marketing is currently experiencing a wave of
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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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or group, are undertaken outside of
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caused by group assignments was rai
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SOCIOLOGY, ECONOMICS, POLITICS, AND
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H8b: The more a student works while
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Page 93 and 94: THE CLASS LESS TRAVELED - TEACHING
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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
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Page 117 and 118: VIRTUAL MENTORING FOR A RETAIL MARK
Page 119 and 120: TOWARD A DEEPER UNDERSTANDING OF CO
Page 121 and 122: IMPROV COMEDY: TECHNIQUES AND EXERC
Page 123 and 124: BUILDING A MARKETING CURRICULUM TO
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Page 131 and 132: Browne, W. G. (1995). Living case a
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Page 135 and 136: GETTING PUBLISHED IN THE JOURNAL OF
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Page 141 and 142: The future of marketing education b
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Page 151 and 152: TABLE 4 Effect of Revision and Rewr
Page 153 and 154: A CALL TO ACTION: A RESEARCH AGENDA
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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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2008 - Marketing Educators' Association

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