2008 - Marketing Educators' Association

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The final set of hypotheses predicting the impact of sociological factors on the religiosity and spirituality of students suggests that self sufficiency has an affect. However, statistical analysis fails to indicate any effects. Thus, H5 is not supported. The next three pairs of hypotheses suggest certain economic factors have an impact on student religiosity and spirituality. However, statistical analysis fails to reveal influence from any of the economic factors on a student’s religiosity or spirituality. Thus, H6, H7, and H8 are not supported. The ninth set of hypotheses predicts that political party affiliation does not influence a person’s spirituality (H9b). As can be seen in Table 1, this hypothesis was fully supported. However, H9a predicts that members of the Republican Party are more religious than are members of other political parties. The data collected allowed comparisons of the effects of being a Republican, Democrat, Independent, or others on a person’s religiosity. As predicted, Republicans are more religious than Democrats (F = 2.412, p < .10), but are not more religious than members of the other political groups. Another difference found in these comparisons was that Independents are more religious than are Democrats (F = 3.179, p < .10). Thus H9a is partially supported. The tenth set of predictions hypothesize that since different types of students are attracted to different majors, and that a student’s major will impact his/her religiosity and spirituality. H10a is partially supported because the analyses show that marketing majors are more religious than are non-business majors (F = 2.781, p < .10) and non-business majors are more religious than are accounting majors (F = 2.759, p < .10). In addition, marketing majors are more spiritual than are management majors (F = 4.489, p < .05); accounting majors are more spiritual than are management majors (F = 5.628, p < .05); and general business majors are more spiritual than are accounting majors (F = 3.312, p < .10). Thus, H10a is partially supported. The final set of hypotheses in this study predicts that both a student’s religiosity and spirituality impact that student’s GPA. No support was found for spirituality having an impact (H11b). On the other hand, analysis clearly indicates that students’ religiosity impacts their GPA (t = -2.195, p < .05). However, the finding is opposite of the prediction; thus, H11 is not supported. DISCUSSION AND CONCLUSIONS Among the sociological factors, only charitable 74 involvement impacted a student’s religiosity as predicted. Opportunities for charitable involvement are often available in social settings by being active in organized religions. The t-values on the impact of some of the other sociological factors (professional ambition, materialism, and self sufficiency) on religiosity were nearly large enough to be significant and a larger sample size may result in more of the hypotheses being significant. One implication for professors of these students is that opportunities for service learning or even requirements for community service may be important in raising student religiosity and thus their academic performance. Several sociological factors had an influence on student spirituality. These factors include charitable involvement, professional ambition, and materialism. Professional ambition and materialism proved to have a negative impact on spirituality, while charitable involvement has a positive impact. These findings support the notion that spirituality is a deeper human quality that appears to transcend a person’s desire for achievement in other areas, such as professional ambition and materialism. The positive impact of charitable involvement is likely because of a person’s more altruistic desire to be charitable, rather than his/her desire for social involvement, as might be the case in religiosity. The implications for professors of these students and charitable involvement are the same as above in the discussion about religiosity. However, the significant findings about the impact of professional ambition and materialism may help explain the findings on the negative influence of religiosity on a business student’s academic performance. It is conceivable that a majority of students majoring in business are motivated by the possibility of making money, thus coming into colleges of business with professional ambition and some materialism. Since these concepts negatively impact religiosity, it makes sense that religiosity among business students would negatively impact business students’ GPA. Economic factors did not significantly impact religiosity or spirituality. It is possible that many students have not had enough life experience to integrate religiosity and/or spirituality into their lives. If such is the case, the findings make sense in that the students have not made the connection between their religious or spiritual beliefs to other significant factors in their lives. Many of them will make these connections in later life and research is beginning to indicate the important of religion and spirituality in the performance of businesses. An individual’s politics do not influence his/her spirituality; however, politics do appear to influence a person’s religiosity. Both of these findings were as predicted by the study’s hypotheses. Republicans
(predicted) and Independents were both found to be more religious than were Democrats. Because of the conservative reputation of the members of the Republican Party, strong members are most likely to wish to continue to enhance that representation by belonging to and being active in organized religions. Not only does this “look” good for the Party, but it also gives them a politically social outlet as other members of the various congregations are likely to be more conservative also. 75 As predicted, majors appear to attract different types of people, or the majors themselves may contribute to a person’s spirituality and religiosity. It appears that the least spiritual students are management majors because both marketing and accounting students are significantly more spiritual than are management majors. Further, it appears that accounting students are less religious than are any of the other majors assessed in this study in that marketing majors are significantly more religious than are non-business majors and accounting students are less spiritual than are non-business majors. References Available on Request.
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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
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 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: H8b: The more a student works while
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
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
Page 129 and 130: anged from 1 (strongly disagree) to
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
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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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