Developing and Enhancing Marketing Students’ Skills: Written and Oral Communication, Intuition, Creativity, and Computer Usage

Shipp, S.; Lamb, Charles W.; Mokwa, Michael P.

doi:10.1080/10528008.1993.11488418

Cited by 24 publications

(16 citation statements)

References 22 publications

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“…That is, learning that helps arrive at creative solutions to new problems and is achieved vicariously (Kaplan 1964). Alternatively, skills are abilities that can be refined through practice (Shipp, Lamb, and Mokwa 1993). Definitions facilitate understanding and the creation of variables for study.…”

Section: Knowledge Versus Skillsmentioning

confidence: 99%

A Gap Analysis Approach to Marketing Curriculum Assessment: A Study of Skills and Knowledge

Davis

Misra

Auken

2002

Journal of Marketing Education

105

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The need for continuous improvement in a marketing curriculum requires periodic outcomes assessments. Part of the process includes a monitoring of the relevance of a marketing curriculum to a graduate's work environment. This article describes a process for conducting an outcomes assessment and the results of an actual alumni assessment encompassing skill and knowledge areas. Specifically, a gap analysis approach was employed in which the importance of key skill and knowledge areas to one's current employment were contrasted with perceptions of their own academic preparation in these areas. Our results indicate that marketing alumni perceive that they are underprepared in skills and overprepared in designated knowledge areas. The implications of the findings are discussed as well as the utility of the gap analysis in outcomes assessment.The continuous improvement process for a marketing major calls for an examination of marketing curricula in several respects-coverage of theory, application, currency of information, and relevance to the careers of marketing alumni. The relevance aspect of curriculum improvement can be assessed in part by asking marketing graduates about the extent to which their marketing education prepared them for their marketing careers. This article examines the relevancy of marketing curriculum through a gap analysis applied to marketing alumni.Gap analysis is a concept that has received much attention since it was presented in the services marketing literature by Parasuraman, Zeithaml, and Berry (1985). These authors described a gap as a divergence between either an expected service and a perceived (delivered) service from a customer's point of view or the difference between a service provider's specified level of service and the service actually delivered. Overall, measurement can be made objectively in terms of "what the consumer receives as a result of his interactions with a service firm" (Lewis and Klein 1986, p. 33). In the context of our study, we measure the difference between the service that was delivered-marketing curriculum-and the students' or consumers' perceptions of the relevance of that service to their careers. The variables that we employ encompass skill and marketing knowledge areas. GAP STUDIESGap analyses may take several forms. To illustrate, Nordstrom and Sherwood (1997) compared undergraduate and graduate perceptions of the adequacy of skills and characteristics required by the work environment. Winer (1998) described a gap analysis approach to assessing the administration of a business school, including the design of curricula to meet employers' expectations. Giacobbe and Segal (1994) also used a gap model to explore the performance interrelationships that existed between marketing students, marketing research educators, and marketing research practitioners. Their study examined perceptions of performance skills and abilities desired by practitioners relative to the extent of their delivery. Lundstrom and White (1997) also used a gap analysis to measure perceptual ...

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Section: Knowledge Versus Skillsmentioning

confidence: 99%

A Gap Analysis Approach to Marketing Curriculum Assessment: A Study of Skills and Knowledge

Davis

Misra

Auken

2002

Journal of Marketing Education

105

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show abstract

“…135 academics, 60 practitioners Shipp, Lamb, and Mokwa (1993) Communication skills, creativity skills, intuition skills, and computer usage skills 70 marketing educators Levenburg (1996) eighteen "Skills and Abilities" to the respondents, which included oral communication, written communication, presentation skills, multimedia presentation skills, teamwork, diversity or multicultural appreciation, problem analysis skills, statistical analysis skills, computer skills, decisionmaking skills, leaderships skills.…”

Section: Referencementioning

confidence: 99%

“…Unlike the Malhotra et al (1989) study which was based on secondary research, there are other studies that have conducted primary research to identify skills that should be developed and advanced in students undertaking business courses or programs. Some studies have surveyed the views of academics (Shipp, Lamb, andMokwa 1993: Hyman andHu 2005), and others have compared academics' views with those of industry practitioners (Lewis and Ducharme 1990;Levenburg 1996). Shipp, Lamb, and Mokwa (1993) encouraged marketing educators to develop and enhance marketing students' skills by identifying their importance and giving teaching tips, and selected four main skill areas: communication skills, creativity skills, intuition skills, and computer usage skills.…”

Section: Alumnimentioning

confidence: 99%

“…Some studies have surveyed the views of academics (Shipp, Lamb, andMokwa 1993: Hyman andHu 2005), and others have compared academics' views with those of industry practitioners (Lewis and Ducharme 1990;Levenburg 1996). Shipp, Lamb, and Mokwa (1993) encouraged marketing educators to develop and enhance marketing students' skills by identifying their importance and giving teaching tips, and selected four main skill areas: communication skills, creativity skills, intuition skills, and computer usage skills. No ranking of the skills occurred but each skill was described as important.…”

Section: Alumnimentioning

confidence: 99%

“…These results address objective 4. Malhotra, Tashchian and Jain (1989), Lewis and Ducharme (1990), Shipp, Lamb, and Mokwa (1993), Gault, Redington and Schlager (2000), Tanian and James (2001), Duke (2002), and Hyman and Hu (2005). The items that represented communication were: oral communication, presentation skills, and written communication.…”

Section: Business Attributesmentioning

confidence: 99%

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Advertising Students’ Perceptions of Skills and Attributes for Future Employment

Waller

Hingorani

2009

Journal of Advertising Education

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Fall 2009 Literature Review Business Skills Management education in general has been changing over the years from a traditional "chalk 'n' talk" classroom approach to more innovative, practical approaches (Raelin 1995; Vicere 1996; Polonsky and Waller 1998). Yet there is concern that there is still a "gap" between what business practitioners want and what academics are providing (Lewis and Ducharme 1990; Levenburg 1996; Davis, Misra, and Van Auken 2002; Stern and Tseng 2002). To bridge this gap it has been suggested that there should be more emphasis on teaching particular skills, such as communication or analytical skills (Malhotra,

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Learning to Earning: Employer Desired Skills A Call for Action

Young¹

2014

Proceedings of the 2000 Academy of Marketing Science (AMS) Annual Conference

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Developing and Enhancing Marketing Students’ Skills: Written and Oral Communication, Intuition, Creativity, and Computer Usage

Cited by 24 publications

References 22 publications

A Gap Analysis Approach to Marketing Curriculum Assessment: A Study of Skills and Knowledge

A Gap Analysis Approach to Marketing Curriculum Assessment: A Study of Skills and Knowledge

Advertising Students’ Perceptions of Skills and Attributes for Future Employment

Learning to Earning: Employer Desired Skills A Call for Action

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