Creative Opportunities in Media Promotion: Entry-Level Hiring by Television and Radio Promotion Departments

Daugherty, Terry

doi:10.1177/109804820200600107

Cited by 2 publications

(1 citation statement)

References 22 publications

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“…For example, Robbs and Gale (2005) discussed some of the challenges in teaching an advertising research course, while Kim and Patel (2012) gave advice on teaching media planning in light of changes to media consumption patterns and audience fragmentation. For advertising practitioners, Newell, Daugherty and Li (2002) surveyed industry professionals about their perceptions of an advertising curriculum, while Banning and Schweitzer (2007) conducted a similar study with ad-vertising educators. Finally, one of the most common approaches to advertising education is by presenting recommendations for how to use a pedagogical tool in the classroom.…”

Section: Research About the Most Effective Ways To Teach Advertisingmentioning

confidence: 99%

Looking Backward, Looking Forward: A Systematic Review of 20 Years of Research and Commentary Published by Journal of Advertising Education

Wirtz

Hayes

Yan

2016

Journal of Advertising Education

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This article presents a systematic analysis of all refereed articles, research reports and invited commentaries (N = 197) published in the Journal of Advertising Education from 1996 to 2015. The analysis revealed that the most common article theme was classroom and course instruction (52.8%; n = 104). Within that theme, articles about using a tool or approach in the classroom (e.g., using a class wiki; 47.1%, n = 49) and achieving a learning outcome (e.g., developing teamwork skills; 30.8%; n = 32) were most popular. The authors performed additional analyses on articles reporting data collection and analysis (N = 122). The researchers found that only 26.2% (n = 32) of these articles identified a theory by name, and only six (4.9%) offered a theoretical implication in the discussion. However, a significant majority of these articles provided practical implications for educators (86.1%; n = 105).

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