An Exploratory Examination of Teaching Styles Currently Employed in Marketing Education: Developing a Typology and its Implications for Marketing Students

Abstract

The state of marketing education has been discussed a great deal in the discipline. Unfortunately, very few empirical studies have examined the actual perceptions of marketing academicians. To better understand these perceptions, a study was conducted that examined the interaction of individual differences in marketing faculty and instructional style. Results propose an "instructional style typology" consisting of three distinct types of teaching approaches. In addition, the results suggest individual differences do not seem to have a major influence on method of teaching.

Guiding Reflective Practice: An Auditing Framework to Assess Teaching Philosophy and Style

“…Most empirical work on teaching styles focuses on identifying and classifying teachers according to their pattern of teaching behavior (Axelrod, 1970;Fisher & Fisher, 1979;Henke et al, 1988;Leung, Lue, & Lee, 2003;Mann, 1970;Roach et al, 1993;Saroyan & Snell, 1997). This classification focus appears driven, at least in part, by a desire to identify a common set of teaching behaviors that embody the "optimal" teaching style.…”

“…This classification focus appears driven, at least in part, by a desire to identify a common set of teaching behaviors that embody the "optimal" teaching style. Roach et al (1993) identify three predominant teaching styles, based on the pattern of studentfaculty interaction that results from the mix of instructional methods employed by the instructor (i.e., lecture, class discussion, computer simulations, presentations, projects, business interaction). These three teaching styles are (a) a lecture-dominant teaching style, referred to as "student passive;" (b) a teaching style characterized by heavy two-way communication between student and faculty, labeled "student communication;" and (c) a "student interaction" teaching style dominated by heavy student involvement in practical, hands-on learning activities.…”

Experiences Flipping an Undergraduate Advertising Course

“…Roach, Johnston, and Hair (1993) found three major teaching styles that are based on a continuum of student involvement in their educational process: the "student passive" approach, reflecting an environment where the instructor adopts a one-way communication process; the "student communicator" approach, reflecting a group experience with the instructor as the one leading; and the "student interactive" approach, reflecting an environment where students make decisions and apply what they have learned. An interactive teaching style has been shown as the most important factor influencing course effectiveness and student learning (Conang, Smart, & Kelly, 1988).…”

Photoessays in the Teaching of Marketing

“…Yet, lectures are still the most common method of imparting knowledge the world over (Roach, Johnston and Hair 1993;Grisoni 2000;Anonymous 2000). Despite the opposition to the idea of a "one size fits all" approach, lectures are still seen to be the most efficient form of instruction when numbers are large.…”