2008 - Marketing Educators' Association

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RAPPORT BETWEEN BUSINESS FACULTY AND THEIR STUDENTS: DEVELOPMENT OF A THEORETICAL MODEL Neil A. Granitz, California State University, Fullerton, Department of Marketing, P.O. Box 6848, Fullerton, CA 92834-6848; ngranitz@fullerton.edu Stephen K. Koernig, DePaul University, Department of Marketing, 1 East Jackson Blvd., Chicago, IL 60604-5282; skoernig@depaul.edu Katrin R. Harich, California State University, Fullerton, Department of Marketing, P.O. Box 6848, Fullerton, CA 92834-6848; kharich@fullerton.edu Rapport refers to when two people connect. While business education researchers have begun to study rapport, several gaps remain. First, past research has principally focused on students’ perceptions of rapport, while faculty members’ perceptions of rapport have never been studied nor contrasted with those of students. As rapport is a cointerpretive experience that neither participant accomplishes individually, it is essential to understand the perceptions of both parties. Second, a detailed model inclusive of antecedents and outcomes has never been presented. Third, outcomes obtained in different contexts, as well as those hypothesized in an academic setting, have not been tested nor fully identified in the specific academic context of faculty and students. Finally, the techniques for building rapport in an academic setting have not been fully researched. This research study has the following objectives: To compile the findings on rapport from the extant literature, to develop a model of rapport, to understand how business faculty create rapport and to offer recommendations on how to build rapport, and to compare and contrast students’ and business faculty member’s perceptions of rapport. Building on findings from the extant literature, this study presents a model of rapport between business faculty and their students. ABSTRACT 32 This model shows that approach (Respect, Approachability and Open Communication), personality (Caring, General Friendliness and Empathy), and homophily (Shared Ideas, Values, and Goals) factors serve as antecedents to such rapport, while student benefits, faculty benefits, outside-of-the-classroom benefits, as well as benefits for both faculty and students, follow from rapport. Despite similar student observations on the factors leading to rapport with those reported by faculty, a comparison of the student perceptions of rapport with those uncovered in this research revealed several attributes mentioned by faculty that were not mentioned by students. These included Communicate Openly; Interest in Student Success; Student Interest; Expertise; Make an Effort; Keeping it Real; Patience; and Shared Ideas, Goals and Values. The implications of the findings, contrasts to past research and recommendations for faculty to build rapport are presented. References Available on Request.
BENCHMARKING CHINESE BUSINESS EDUCATION AGAINST THE U.S.: A PROTOTYPE MODEL FOR DEVELOPING CONSTRUCTS AND ASSESSING RESPONSE STYLE DIFFERENCES Stuart Van Auken, Ludmilla Gricenko Wells, and Daniel Borgia Florida Gulf Coast University, Lutgert College of Business, 10501 FGCU Blvd. South, Ft. Myers, FL 33965; svanauke@fgcu.edu, lwells@fgcu.edu, dborgia@fgcu.edu Chinese benchmarking of their educational programs against the U.S. should increase with the development of business education programs in China. For the purpose of such comparative analyses, this study develops a prototype model that encompasses the following three constructs: program emphases, general satisfaction, and explicit satisfaction. Using these constructs, a comparison between a Chinese business institution and its U.S. ABSTRACT 33 business school partner suggest the presence of response style differences. A procedure is presented for operationalizing response styles and for the making of adjustments in mean scores. After the ANCOVA-based adjustments, the bulk of comparative assessments still reveal substantive differences with the U.S. business institution denoting greater favorability. The prototype model is advanced for future comparative studies.
Page 1 and 2: Marketing Educators’ Association
Page 3 and 4: PREFACE This volume contains the pr
Page 5 and 6: Mary Conran, Temple University Debo
Page 7 and 8: Ethics and Social Responsibility In
Page 9 and 10: Special Sessions Diverting Traditio
Page 11 and 12: Linking Marketing Students to the R
Page 13 and 14: MARKETING EDUCATORS’ ASSOCIATION
Page 15 and 16: at improving the lives of all Filip
Page 17 and 18: of the marketing program and streng
Page 19 and 20: A NEW CONCEPT OF VALIDITY: EVALUATI
Page 21 and 22: ankings, alumni ratings, and the ra
Page 23 and 24: simply be utilized to publicly vali
Page 25 and 26: IS THAT YOUR FINAL ANSWER? IMPROVIN
Page 27 and 28: THE COMMUNITY AS OUR CLASSROOM: STU
Page 29 and 30: Learning Outcomes Even more importa
Page 31 and 32: • recognizing that ideas and huma
Page 33 and 34: Greek Thought Homer, The Odyssey Ae
Page 35 and 36: INVESTIGATING PLAGIARISM: CREATION
Page 37 and 38: ATTITUDES TOWARDS BUSINESS ETHICS A
Page 39 and 40: week semester, the author is able t
Page 41 and 42: or she may be ready to appreciate h
Page 43: RELATIONSHIP MARKETING: A CONCISE C
Page 47 and 48: NOT LIKE US: WHAT IT MEANS TO BE FO
Page 49 and 50: TABLE 2 Example Frequencies: “Rus
Page 51 and 52: THE MARKETING RESCUE: STRATEGIES TH
Page 53 and 54: PRICE V. QUALITY: THE CONSUMERS’
Page 55 and 56: COLLEGE OF BUSINESS ADMINISTRATION
Page 57 and 58: TARGETING HIGHER EDUCATION TO INTER
Page 59 and 60: understand how the material they tr
Page 61 and 62: IMPROVING GRADUATE BUSINESS EDUCATI
Page 63 and 64: Chew and Mclnnis-Bowers (2004) expl
Page 65 and 66: exchange various opinions and work
Page 67 and 68: Myers, C. B., & Myers, S. M. (2007)
Page 69 and 70: FIGURE 2: Detailed Education Compon
Page 71 and 72: COLLEGIATE LIVING/LEARNING PROGRAMS
Page 73 and 74: perhaps even relationships could ch
Page 75 and 76: The results of this exploratory wor
Page 77 and 78: ENGAGING STUDENTS IN MARKETING CLAS
Page 79 and 80: or group, are undertaken outside of
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
Page 89 and 90: CROSS-CULTURAL APPROACHES TO SUCCES
Page 91 and 92: STRENGTHENING THE MARKETING CURRICU
Page 93 and 94: 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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Other teaching methods that are ass
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TABLE 1 Mean Contrast between Facul
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TABLE 4 STUDENT CORRELATIONS BETWEE
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VIRTUAL MENTORING FOR A RETAIL MARK
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TOWARD A DEEPER UNDERSTANDING OF CO
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IMPROV COMEDY: TECHNIQUES AND EXERC
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BUILDING A MARKETING CURRICULUM TO
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INTERNATIONALIZING THE BUSINESS CUR
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LINKING MARKETING STUDENTS TO THE R
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anged from 1 (strongly disagree) to
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Browne, W. G. (1995). Living case a
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STUDENT PERSONALITY TYPES IN TEAM P
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GETTING PUBLISHED IN THE JOURNAL OF
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STRATEGIC MEMBERSHIP DEVELOPMENT PL
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E-LEARNING: AN INNOVATIVE LEARNING
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The future of marketing education b
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Even as social presence provides th
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APPLYING LESSONS FROM BRAIN SCIENCE
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INCORPORATING WRITING IN THE MARKET
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Variable Operationalization Our var
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TABLE 4 Effect of Revision and Rewr
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A CALL TO ACTION: A RESEARCH AGENDA
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have proficient reading skills, and
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effective way to prepare the next g
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TESTING CLIENT-BASED PROJECTS: WHAT
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ATTITUDES AND PERCEPTIONS OF SOCIAL
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ASSURANCE OF LEARNING AND ASSESSMEN
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Miniano, Carl Mark B...............
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2008 - Marketing Educators' Association

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