2008 - Marketing Educators' Association

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documentation. Journal of Marketing Education, 23, 187-194. Smart, D. T., Kelley, C. A,. & Conant, J. S. 2003. Mastering the art of teaching: Pursuing excellence in a new millennium. Journal of Marketing Education, 25, 71-78. Talbot, G. L. 1997. A grounded research perspective for motivating college students’ self-regulated learning behaviours: Preparing and gaining the 70 cooperation, commitment of teachers. ERIC Clearing House for Community Colleges. (The ERIC Documentation Reproduction Service No. ED414788). Warren, R. G. 1997. Engaging students in active learning. About Campus, 2, 16-20. Wee, L. K., Kek, M. A..Y., & Kelley, C. A. 2003. Transforming the marketing curriculum using problem-based learning: A case study. Journal of Marketing Education, 25, 150-162
SOCIOLOGY, ECONOMICS, POLITICS, AND RELIGION: SUCCESS OF MARKETING STUDENTS Gregory S. Black, Leon F. Dube, and Sue Wingfield, Texas A&M University-Corpus Christi, College of Business, 6300 Ocean Dr., Corpus Christi, TX 78412; gblack@cob.tamucc.edu ABSTRACT As marketing educators, we are facing more challenges than ever as accrediting agencies are increasing the pressure to assess learning outcomes and allegations of dishonest business practices are increasing. Are our students receiving our best efforts to prepare them for the real marketing and ethical challenges they will face on the job? Before we can ensure we are providing the best education possible, we must do our best to understand our students more fully. This study identifies factors related to sociology, economics, politics, and religion/spirituality in a comprehensive model to help explain student performance. The results indicate that sociological factors, such as a student’s charitable involvement, professional ambition, and materialism are significant contributing factors. In addition, the study shows political party affiliation, academic major, and religiosity/spirituality to be contributing factors to a student’s academic performance. INTRODUCTION The view that business education needs to be revised and revamped has become more noticeable since the turn of the century, with much attention being focused recently on business education due to the rash of businesses being exposed for engaging in unethical business practices (e.g., Leavitt, 1989). Business schools must adjust their curriculum to deal with an environment that requires employees to ethically maximize profits. In addition, the curriculum must equip students with strong communication skills, flexibility, and decisiveness. Students must be taught to maintain the highest ethical standards while they analyze and synthesize information from multiple sources, make decisions and implement courses of action. They must also be prepared to apply knowledge in diverse situations, remaining ethical as they implement key programs within their companies. Marketing professors today must therefore accept the responsibility of providing students with the necessary skills, and focus on teaching methods that emphasize and include the most effective elements for student learning. Faculty must concern themselves with a dual purpose: imparting knowledge and developing the skills required in today’s dynamic business environment. Identifying 71 characteristics of our students that lead to outstanding academic performance is essential for us to have the greatest and most permanent impact on business students during the few short months when we may have an influence upon them. Various recent studies show the positive impact of a person’s religiosity and/or spirituality on his/her ethical inclination, leadership effectiveness, and success of entire organizations (e.g., George, 2006; Reave, 2005; Sheep, 2006; Steingard, 2005; Terpstra et al., 1993). In fact, employees are reported to have a need for, and even yearn for, spirituality in the workplace (Hart & Brady, 2005; Marques, 2005). Though bringing religious and/or spiritual ideas into the classroom may not be appropriate, it is important to examine these concepts’ impact on the academic performance of our marketing students. In fact, in the face of mounting evidence that business students are among the most unethical of all university students (e.g., Blalock, 1996), understanding the impact of these concepts may even be critical. Thus, the purpose of this paper is to identify factors from sociology, economics, and politics that may impact the level of student religiosity/spirituality, and then to assess the impact of religiosity and spirituality upon academic performance. LITERATURE REVIEW There is great variation regarding the concepts of religiosity and spirituality in the literature. In fact, many writers urge academic counselors and advisors to recognize the need to assess and ascertain the role these variables have in predicting the future academic success of students (Cook et al., 2000). Also, many studies claim to demonstrate a distinction between religiosity and spirituality, resulting in differences in how they influence people’s behavior. Religion is often defined as an institutionalized system of attitudes, beliefs, and practices through which people manifest their faith and devotion to an ultimate reality or deity (Kelly, 1995). It is expressed in such world religions as Judaism, Christianity, Islam, Hinduism, Buddhism, Confucianism, and Taoism. As an extension, religiosity is defined as a person’s degree of adherence to the beliefs, doctrines, and practices of a particular religion (Jagers & Smith, 1996; Mattis, 1997). The reasons for a person to be devoted to such an organized religion may be social, ambition, etc., and may have nothing to do with a person’s actual spiritual beliefs in a greater power.
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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
Page 31 and 32: • recognizing that ideas and huma
Page 33 and 34: Greek Thought Homer, The Odyssey Ae
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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 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
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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: caused by group assignments was rai
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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
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Page 111 and 112: Other teaching methods that are ass
Page 113 and 114: TABLE 1 Mean Contrast between Facul
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Page 117 and 118: VIRTUAL MENTORING FOR A RETAIL MARK
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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
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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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