2008 - Marketing Educators' Association

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THE USE AND ABUSE OF STUDENTS IN RESEARCH ACTIVITIES John A. Schibrowsky, Richard S. Lapidus, and Alexander Nill, University of Nevada, Las Vegas; john.schibrowsky@unlv.edu Charles R. Duke, Clemson University, Clemson, SC James Cross, University of Nevada, Las Vegas James W. Peltier, University of Wisconsin Whitewater Micol Maughan, Fort Hays State University, Hays, KS Gail Ball, Management Consultant Lucille Pointer, University of Houston, Downtown Campus, Houston, TX After all the years of marketing educators using students as subjects, data collectors, etc., it seems odd to us that almost no one has investigated and developed policies related to the potential ethical issues involved in these practices. For example, should you offer students extra credit for filling out a survey? Should you offer extra credit for your students to go to the mall and collect data? Most of us know that the human subjects review committees at schools evaluate research proposals in terms of their potential psychological and physical risk to subjects. However, the issues go way beyond these concerns. This Special Session discusses issues concerning the use of students in research activities. Charles Duke and others will lead a discussion on issues pertaining to human subjects review boards at universities. The discussion will center on the legal issues along with the purposes for their existence compared to what activities they actually undertake. Anyone using student subjects will want to be part of this discussion. ABSTRACT 150 Alexander Nill, James Cross, Micol Maughan, Gail Ball and Lucille Pointer will talk about techniques used to encourage students to participate as research subjects. Ethical issues surrounding those practices will be discussed. Next, Alexander Nill, James Cross, Micol Maughan, Gail Ball and Lucille Pointer will talk about issues pertaining to the use of students to help in the collection of research. Ethical issues surrounding those practices will be discussed. Finally, Alexander Nill and Jack Schibrowsky will present their research findings pertaining to ethical issues pertaining to the use of students to help in the collection of research data. This is an important topic for all marketing educators who get involved with human subjects review committees and those who have or are considering using students to help in their research activities.
ASSURANCE OF LEARNING AND ASSESSMENT ISSUES Session Chairs James Cross and John A. Schibrowsky, University of Nevada, Las Vegas; john.schibrowsky@unlv.edu Panelists Steven Hartley, University of Denver, Denver, CO Gail Ball, Management Consultant Alexander Nill, University of Nevada, Las Vegas Micol Maughan, Fort Hays State University, Hays, KS Richard S. Lapidus, University of Nevada, Las Vegas Lucille Pointer, University of Houston, Downtown Campus, Houston, TX AACSB has developed a new set of standards regarding students’ learning experiences. The new buzzword is “AOL,” Assurance of Learning. This session will present an overview of the AOL process, how it ties in with assessment activities, and various experiences students will have with these activities. Professor Cross will introduce the topic. He and Professor Hartley will then give an overview of AOL. The process emphasizes accountability and continuous improvement. Assessment programs at the University of Nevada, Las Vegas and the University of Denver and how they tie in with AOL will be featured. ABSTRACT 151 Next, Professors Pointer, Maughan, Nill and Schibrowsky will describe some of the student activities which fall under this banner at UNLV. They will discuss specific assignments that they use in their senior-level marketing classes. AOL suggests broad expectations for each degree program. Professor Lapidus (who is also Associate Dean at UNLV) will wrap up the session with an administrator’s perspective on AOL, AACSB standards, and college assessment. The session will end with a roundtable discussion of the topic and comments from the audience.
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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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It is preferred that mentoring occu
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RELATING PERCEPTIONS OF TEACHING ME
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Page 113 and 114: TABLE 1 Mean Contrast between Facul
Page 115 and 116: TABLE 4 STUDENT CORRELATIONS BETWEE
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
Page 125 and 126: INTERNATIONALIZING THE BUSINESS CUR
Page 127 and 128: LINKING MARKETING STUDENTS TO THE R
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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
Page 157 and 158: effective way to prepare the next g
Page 159 and 160: TESTING CLIENT-BASED PROJECTS: WHAT
Page 161: ATTITUDES AND PERCEPTIONS OF SOCIAL
Page 165: Miniano, Carl Mark B...............
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2008 - Marketing Educators' Association

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