Curriculum Currency: Integrating Direct and Interactive Marketing Content in Introductory Marketing Courses

Spiller, Lisa D.; Scovotti, Carol

doi:10.1177/0273475307312279

Cited by 27 publications

(22 citation statements)

References 37 publications

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“…Returning to the themes identified as being required in the marketing curriculum, the principal one appears to be the integration of technological skills (e.g., Mitchell & Strauss, 2001; Spiller & Scovotti, 2008). Where digital marketing is growing exponentially in practice, it tends to remain “boxed” into individual modules in the marketing curriculum (Spiller & Scovotti, 2008).…”

Section: Introductionmentioning

confidence: 99%

How Can Marketing Academics Serve Marketing Practice? The New Marketing DNA as a Model for Marketing Education

Harrigan

Hulbert

2011

Journal of Marketing Education

105

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This article seeks to address how marketing academics can best serve marketing practice through marketing education. It is contended that, where technology is driving marketing in practice, it is afforded significantly less attention in both theory and education. Thus, the marketing graduates being produced from universities are often lacking in the skills that 21st-century marketers require. Where the focus of the article is on marketing education, a broad analysis of the content of marketing textbooks and degree programs is presented and an “old Marketing DNA” presented. The study also adopted an inductive approach to data collection where the aim was to investigate the exact nature, constituency, and role of marketing in organizations. Qualitative in-depth interviews were undertaken with senior marketing managers and executives in U.K. organizations. Findings are organized into the areas of customer-led marketing, value-driven strategic marketing, channels, data-driven marketing, and online and off-line integrated marketing communications. The article concludes that there is a disconnect between marketing education and marketing practice and goes some way to recommending what the response of marketing academia should be through the “new Marketing DNA.” This article aims to inspire a holistic response from marketing educators to bring their practice more in line with what is actually being practiced by marketing practitioners in the 21st century.

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Section: Introductionmentioning

confidence: 99%

How Can Marketing Academics Serve Marketing Practice? The New Marketing DNA as a Model for Marketing Education

Harrigan

Hulbert

2011

Journal of Marketing Education

105

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“…Career preparation and job search preparation are distinct but go hand in hand. McCorkle et al (2003) proposed that an element of successful career preparation as part of marketing education is the development of job search skills, while a current and relevant curriculum is necessary for career preparation (Spiller & Scovotti, 2008).…”

Section: Using Salesforce Trailhead As a Work-ready Graduate Assignmentmentioning

confidence: 99%

The Use and Value of Badges: Leveraging Salesforce Trailhead Badges for Marketing Technology Education

Humphrey

Laverie

Muñoz

2020

Journal of Marketing Education

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Recent calls to the academy challenge marketing educators to prepare new graduates for a complex, high-stakes marketing environment driven by technology. We explore the value of utilizing readily available marketing technology (martech) learning platforms as a means to stimulate preparedness for new careers or career advancement. Specifically, we explore the potential of using Salesforce Trailhead digital badges as a learning platform. We discuss how faculty can develop a Trailmix for their classes based on their specific learning outcomes. Next, we test the efficacy and student outcomes of using a marketing technology–focused digital badge learning platform.

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“…The integration of ethics into courses, or the alternative of having separate ethics courses (e.g. McDonald, 2005;Bridges and Wilhelm, 2008;Spiller and Scovotti, 2008), constitutes a third fundamental element in ethics teaching, and it is, therefore, included in the implication list. A fourth and different element relates to teacher expertise and competence in ethical issues (Clarke et al, 2006;Bosco et al, 2010); today this competence greatly varies, and therefore, we highlight it here.…”

Section: Responsibility In Relationship Marketingmentioning

confidence: 99%

“…Along with many other marketing curriculum researchers (e.g. Clarke et al, 2006;Stringfellow et al, 2006;Harris, 2008;Spiller and Scovotti, 2008;Bosco et al, 2010), they subsequently called for more studies to determine the specific coverage of ethical theories.…”

Section: Introductionmentioning

confidence: 99%

Ethics and responsibility in relationship marketing

Perret

Holmlund

2013

Marketing Intelligence &Amp; Planning

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If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractPurpose -The role of ethical issues is growing in business and in society, but surprisingly, that role is sparsely examined in the relationship-marketing context. The purpose of this paper is to develop a framework describing the fundamentals of ethical relationship marketing and analyses the content of six selected textbooks on the subject. Design/methodology/approach -The paper sheds light on ethics in a significant marketing sub-discipline, i.e. relationship marketing. Findings -The findings confirm previous findings from analyses of teaching material in marketing, indicating that ethical issues are superficially treated. None of the books has separate sections devoted to ethical issues. Key words selected to represent ethical issues are sparsely used. Research limitations/implications -There is considerable room for improvement if business schools are to prepare their students for the challenges in the future business world. Through the analysis of the textbook, and the recommendations, this study contributes to such improvement in one marketing discipline which is considered to represent a paradigm shift in marketing because it is fundamentally different from transaction-based marketing. Practical implications -The paper presents suggestions for how to encourage faculty and students to develop awareness about ethical relationship marketing, and recommends courses to improve learning about the subject. Originality/value -The framework of the fundamentals of ethical relationship marketing, a textbook analysis, and implications for business school faculty.

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Curriculum Currency: Integrating Direct and Interactive Marketing Content in Introductory Marketing Courses

Cited by 27 publications

References 37 publications

How Can Marketing Academics Serve Marketing Practice? The New Marketing DNA as a Model for Marketing Education

How Can Marketing Academics Serve Marketing Practice? The New Marketing DNA as a Model for Marketing Education

The Use and Value of Badges: Leveraging Salesforce Trailhead Badges for Marketing Technology Education

Ethics and responsibility in relationship marketing

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