2008 - Marketing Educators' Association

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Hair, Jr., J. F., Anderson, R. E., Tatham, R. L., & Black, W. C. (1998). Multivariate data analysis (5 th ed.). Englewood Cliffs, NJ: Prentice Hall. Karns, G. L. (2006). Learning style differences in the perceived effectiveness of learning activities. Journal of Marketing Education, 28, 56-63. Korsgaard, M. A., & Roberson, L. (1995). Procedural justice in performance evaluation: The role of instrumental and non-instrumental voice in performance appraisal discussions. Journal of Management, 21, 657-669. McCollough, M. A., & Gremler, D. D. (1999). Guaranteeing student satisfaction: An exercise in treating students as customers. Journal of Marketing Education, 21, 118-130. Moos, R. H. (1979). Evaluating educational environments. San Francisco, CA: Jossey-Bass. 64 Morrison, A., Sweeney, A., & Heffernan, T. (2003). Learning styles of on-campus and off-campus marketing students: The challenge for marketing educators. Journal of Marketing Education, 25, 208- 217. Pine, J. B., & Gilmore, J. H. (1999). The experience economy: Work is theatre and every business a stage. Boston, MA: Harvard Business School Press. Podsakoff, P. M., MacKenzie, S. B., Lee, J.Y., & Podsakoff, N. P. (2003). Common method biases in behavioral research: A critical review of the literature and recommended remedies. Journal of Applied Psychology, 88, 879-903. Strange, C. C., & Banning, J. H. (2001). Educating by design: Creating campus learning environments that work. San Francisco, CA: Jossey-Bass.
ENGAGING STUDENTS IN MARKETING CLASSES Robert P. Errey, University of Ballarat, School of Business, University Dr. Mount Helen, Victoria 3353 Australia; r.errey@ballarat.edu.au ABSTRACT High levels of student engagement have been linked with better student learning outcomes, such as the quality of their output. Marketing has traditionally been delivered in a teacher-centric model, as opposed to a student-centric model which better encourages independent learning. Important aspects of the latter model are interactivity, active and collaborative learning, and enriching educational experiences. The author has experimented with various aspects of his marketing classes and combined student feedback with findings from focus groups conducted with business students to derive a preliminary model of student engagement. The model was tested via quantitative research and initial analysis reveals tentative support for directly linking elements in the Lecturer’s Approach and Learning Support to the level of student engagement. INTRODUCTION Four colleagues from various disciplines in the School of Business won a grant from their university to study student engagement at the undergraduate level. The research aims to establish the level of student engagement and identify the drivers of student engagement. Students specialise in fields such as: accounting, applied economics and finance, entrepreneurship, human resource management, marketing and tourism. Approximately 20 percent of students major in marketing and a high percentage of undergraduate business students, majoring in other disciplines, undertake at least one marketing subject. The findings will be used to shape the School’s learning and teaching efforts across all discipline areas. The paper commences with a brief review of the student engagement literature and proceeds to describe the use and findings of focus groups conducted at the start of the research. Next, the paper outlines how the author, in an attempt to improve student engagement, has experimented with the structure of marketing classes, the delivery of material, and the nature of the assessment tasks. The paper then describes how the findings from the focus groups and the marketing class experimentation were brought together to develop a preliminary model of student engagement. This model was explored via an online survey and early statistical results are reported. The 65 study’s limitations are noted, as well as possible future research directions. The paper concludes with implications for the School of Business. LITERATURE REVIEW Two aspects of the National Survey of Student Engagement (NSSE) findings (Kuh, 2001) that appear highly salient to teaching the marketing curricula are: (1) active and collaborative learning, and (2) enriching educational experiences. Businesses want to employ people who have the ability to manage rather than merely having knowledge about management concepts (Cunningham, 1995). As a consequence, business schools should “design a curriculum to assist students” to achieve identifiable outcomes (Wee, Kek, & Kelley, 2003, p.150). Wee et al. believe that problem-based learning (PBL) goes some of the way to achieving the outcomes. They also acknowledge that “The PBL approach is only one way to transform the curriculum.… To produce graduates with the skills required by the business world, marketing educators must first be able to produce self-directed learners” (2003, p.160). In their study of what constitutes a master teacher, Smart, Kelley, and Conant (2003, p. 77) concurred with earlier studies that teaching success requires, “strong communication skills, a real-world perspective, caring/empathy, an involvement orientation, and organization/preparation.” Further, participants in the study indicated a number of other attributes they believed were crucial to effective teaching and student learning, e.g. interactive lecturing, considerable questioning to lift student involvement, and assessment pieces that “require critical, integrative thinking” (Smart, Kelley, & Conant, 2003, p.77). Peterson (2001) made an interesting observation: participation is more than “taking part” and class participation may not be the central issue. What may really be relevant is “course participation,” i.e. “readily speaking, thinking, reading, role taking, risk taking, and engaging oneself and others, and it may occur inside or outside the classroom confines” (p.187). Peterson (p.188, citing Warren 1997, p.16) stated that active learning is “the process of making students the center of their learning” and that active learning hones the skills sought by employers. Drawing upon Talbot (1997), Peterson pondered whether college instructors have themselves been sufficiently skilled in the active
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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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Page 29 and 30: Learning Outcomes Even more importa
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Page 45 and 46: BENCHMARKING CHINESE BUSINESS EDUCA
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Page 53 and 54: PRICE V. QUALITY: THE CONSUMERS’
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Page 59 and 60: understand how the material they tr
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Page 65 and 66: exchange various opinions and work
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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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