2008 - Marketing Educators' Association

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Craverly, D. C., Nicholson, S. A., & Radcliffe, R. (2004). The effectiveness of strategic reading instruction for college development readers. Journal of College Reading and Learning, 35, 25-49. Dougherty Stahl, K. A., & McKenna, M. C. (2006). Reading research at work: Foundations of effective practice. New York, NY: Guilford. Economist, The. (2007). Not bound by anything: The future of books. Economist Newspaper, Ltd. (March 24). Howard, J. (2007). Americans are closing the book on reading, study finds. Chronicle of Higher Education (November 19). Karns, G. L. (2005). An update of marketing students’ perceptions of learning activities: Structure, preferences, and effectiveness. Journal of Marketing Education, 27, 163-171. Maaka, M., & Ward, S. M. (2000). Content area reading in community college classrooms. Community College Journal of Reading and Practice, 24, 107-125. Maxwell, M. (1997). The dismal state of required developmental reading programs: Roots, causes and solutions. (The ERIC Documentation Reproduction Service No. ED415501). National Center for Educational Statistics. (2007). Literacy in everyday life: National assessment of adult literacy. Washington, D.C.: U.S. Department of Education. Retrieved February 2008 from http://nces.ed.gov. 146 National Center for Educational Statistics. (2005). A first look at the literacy of America's adults in the 21st Century: National assessment of adult literacy. Washington, D.C: U.S. Department of Education. Retrieved February 2008 from http://nces.ed.gov. National Endowment for the Arts (NEA). (2007). To read or not to read: A question of national consequence, November, Research Report 47. Retrieved February 2008 from http://www.arts. gov. Ramocki, S. P. (2007). Metacognition and transfer: Keys to improving marketing education. Journal of Marketing Education, 29, 18-24. Smith, M. C. (1998). The educational psychology of reading in adulthood. In M. C. Smith, & T. Pourchot (Eds.), Adult learning and development: Perspective from educational psychology, Chapter 11. Mahwah, NJ: Lawrence Erlbaum, 201-218. Unni, R. M. (2005). Value perceptions and retention of textbooks among marketing and other business majors. Marketing Education Review, 15, 71-79. Weeks, L. (2001). Aliteracy: Read all about it, or maybe not. Millions of American who can read choose not to: Can we do without the written word? Washington Post (May 14), C1. Williams, S. (2005). Guiding students through the jungle of research-based literature. College Teaching, 53, 137-139.
TESTING CLIENT-BASED PROJECTS: WHAT DO UNDERGRADUATES LEARN? Christina McCale, Regis University, Division of Business, 3333 Regis Blvd, H-8, Denver, CO 80221; cmccale@regis.edu Employers have often stated that graduating marketing majors do not have the requisite skills to be successful entry-level professionals. This is not a new complaint. In the mid-1970s, Mintzberg (1976, p. 53) described how education had to change to meet the needs of business more effectively: Greater use should be made of the powerful new skill-development techniques which are experiential and creative in nature…. Educators need to put students into situations … where they can practice managerial skills, not only interpersonal but also informational and decisional. The importance of business relevance in academia (Porter & McKibbon, 1988), coupled with an increasingly challenging job market (McCorkle, Alexander, Reardon, & Kling, 2003) magnifies the importance for students to be better prepared for the marketplace. Today, students must not only possess the requisite marketing-related skills but also certain supporting skills such as communications abilities and problem-solving aptitude in order to be successful as an entry-level employee (McCorkle, Alexander, Reardon, & Kling, 2003). The competitive job market complicates this matter. In recent years, fewer companies have been visiting college campuses than in previous years (Capell, 2002). Perhaps the biggest shock for many marketing undergraduates is that: “… a marketing degree is not required for many entrylevel marketing jobs, meaning that marketing majors ABSTRACT 147 must compete for them against college graduates from other fields” (Taylor, 2003, p. 97). Researchers have focused on a few key supporting skills today’s business managers continually state are the most important to an entry-level employee’s career success which are, according to employers, missing from the educational landscape. The abilities most commonly valued among employers include communication and interpersonal skills (Floyd & Gordon, 1998; Scott & Frontczak, 1996) and problem solving skills or critical thinking abilities (Floyd & Gordon, 1998; Ray & Stallard, 1994). These supporting skill sets would not typically be thought of as skills that can be enhanced by students’ marketing courses. However the literature shows that students’ skills can be enhanced through experiential learning activities, such as the culminating experience found in client-based projects (Bobbitt, Inks, Kemp, & Mayo, 2000). This paper provides evidence of the benefits a traditional-aged undergraduate marketing student derives from completing a client-based project. Students find benefit and value in completing such a project both in personal satisfaction as well as professional development of the key supporting skills employers indicate are needed in today’s graduates. Lastly, completing such an experiential activity not only provides practical experience but reinforces the key marketing concepts covered in marketing classes, thus aiding in learning. 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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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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(predicted) and Independents were b
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CROSS-CULTURAL APPROACHES TO SUCCES
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STRENGTHENING THE MARKETING CURRICU
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THE CLASS LESS TRAVELED - TEACHING
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HOW THE CHICKEN CROSSED THE ROAD: T
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solving products and services in th
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CREATING A COURSE TO INSERT CONSUME
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DEVELOPING CAREER MANAGEMENT COMPET
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Mentoring Assignment Requirements D
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ACHIEVING A BLACK BELT IN THE MENTO
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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
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Page 125 and 126: INTERNATIONALIZING THE BUSINESS CUR
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Page 131 and 132: Browne, W. G. (1995). Living case a
Page 133 and 134: STUDENT PERSONALITY TYPES IN TEAM P
Page 135 and 136: GETTING PUBLISHED IN THE JOURNAL OF
Page 137 and 138: STRATEGIC MEMBERSHIP DEVELOPMENT PL
Page 139 and 140: E-LEARNING: AN INNOVATIVE LEARNING
Page 141 and 142: The future of marketing education b
Page 143 and 144: Even as social presence provides th
Page 145 and 146: APPLYING LESSONS FROM BRAIN SCIENCE
Page 147 and 148: INCORPORATING WRITING IN THE MARKET
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
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Page 161 and 162: ATTITUDES AND PERCEPTIONS OF SOCIAL
Page 163 and 164: ASSURANCE OF LEARNING AND ASSESSMEN
Page 165: Miniano, Carl Mark B...............
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