2008 - Marketing Educators' Association

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For SWOT analysis, we make sure that each student honestly conducts self-assessment for the best results. We use strengths and weakness for shortterm career development and learning. Recognized strengths can encourage students if we show the strengths as their acquired skills; moreover, we can encourage them to improve weaknesses as shortterm motivations. We can also motivate students if we can show opportunities as possible options for their future career and learning plans. In the same manner, we can encourage them when we can show threats as long-term challenges which they should conquer for better career and learning situations. MBO sheets and SWOT results are the only tools to start our mentoring component. MBO needs continuous monitoring, controlling, supervising, and feedback in order to let participants (1) go through the MBO process, (2) attain their objectives, and (3) be motivated to further developments. Especially, if we want our students to be self-leaders, MBO also needs effective mentoring tools for the self-leaders which will continuously give positive feelings and experiences, visible outcomes and improvement, and stimulation (Manz, 1992). We will also use the continuous improvement or Kaizen method which is characterized by mini kaizen and kaizen events. The mini kaizen is to support the gradual but constant progress of participants; therefore, this will continue until the end of a course. We expect that this will continuously satisfy MBO’s continuous monitoring, controlling, supervising, and feedback through the plan-do-check-action (PDCA) cycle (Alukal, 2007). The kaizen event is a special workout in order to correct inappropriate situations quickly. The kaizen event should be a collaboration between each mentee and a mentor (Manos, 2007). As one of the mini kaizen activities, we have biweekly meetings with each student in order to check his/her progress. If the student is doing just fine, the lecturer simply gives recognition, encouragement, and further suggestions as well as small talk about the course, personal experiences, and extracurricular activities. However, when the student is not showing progress or is performing less than initial expectations, we will make a plan and perform the kaizen event with the student in order to correct the situations promptly. By this kaizen event, we expect that the student can achieve the objectives at the end of the course. We think that the kaizen event is not about changing the defined goals but about fixing inappropriate situations together in order to achieve the goals. 54 At the end of the course, a final MBO meeting with each student is held to evaluate each student’s performance. This final meeting is not about criticizing or grading each student but about evaluating the entire process, making a new SWOT table, setting new goals, giving recognition and congratulations, and showing positive outcomes for each student. We consider this as the most important moment for the lecturer to create high levels of student satisfaction. SUMMARY We proposed HEM to make teaching and mentoring effective in our introductory marketing courses in small liberal arts colleges. However, HEM is neither a complete education model nor a proven model in order to make both teaching and mentoring effective to our students from various majors in our introductory marketing courses. Therefore, we will finalize HEM and test its performance in our college. REFERENCES Akerlind, G. (2007). Constraints on academics' potential for developing as a teacher. Studies in Higher Education, 32, 21-37. Alukal, G. (2007). Lean lessions: Lean kaizen in the 21st century. Quality Progress, 40, 69-70. Chew, E. B., & Mclnnis-Bowers, C. (2004). Blending liberal arts and business education. Liberal Education, 90, 56-62. Cox, B. E., & Orehovec, E. (2007). Faculty-student interaction outside the classroom: A typology from a residential college. Review of Higher Education, 30, 343-362. Edwards, N.M. (2007). Student self-grading in social statics. College Teaching, 55, 72-76. Gillmor, V. (1999). Newest technology, plus liberal arts, makes for success: Colleges increasingly integrating business courses and liberal arts. Chicago Tribune (April 18), 3. Light, R. J. (2004). Making the most of college. Cambridge, MA: Harvard University Press. Manos, A. (2007). The benefits of kaizen and kaizen events. Quality Progress, 40, 47-48. Manz, C. C. (1992). Masterinig self-leadership. Englewood Cliffs, NJ: Prentice Hall.
Myers, C. B., & Myers, S. M. (2007). Assessing assessments: The effects of two exam formats on course achievement and evaluation. Innovative Higher Education, 31, 227-236. Neese, M. (2007). A foundation for continuous improvement. Circuits Assembly, 50-51. Odiorne, G. S. (1991). Chaos in management. Manage, 4-7. Odiorne, G. S. (1992). MBO means having a goal and a plan not just a goal. Manage, 8-11. 55 Raymond, A. (2006). Remembering Peter Drucker's ideas. FDM, 24-26. Texas State Board for Educator Certification. (2003). <strong>Marketing</strong> education standards: Final, approved on January 9, 2004. Vinten, G. (2000). The business school in the new millennium. International Journal of Educational Management, 14, 180-191. Williamson, D., Jenkins, W., & Moreton, K. M. (2003). Strategic management and business analysis. Oxford: Butterworth-Heinemann.
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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
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 and 44: RELATIONSHIP MARKETING: A CONCISE C
Page 45 and 46: BENCHMARKING CHINESE BUSINESS EDUCA
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: exchange various opinions and work
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
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
Page 105 and 106: ACHIEVING A BLACK BELT IN THE MENTO
Page 107 and 108: It is preferred that mentoring occu
Page 109 and 110: RELATING PERCEPTIONS OF TEACHING ME
Page 111 and 112: Other teaching methods that are ass
Page 113 and 114: TABLE 1 Mean Contrast between Facul
Page 115 and 116: 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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