Editors’ Corner: The “Work-Ready” Marketing Graduate

Greenacre, Luke; Freeman, Lynne; Jaskari, Minna Maarit; Cadwallader, Susan

doi:10.1177/0273475317712411

Cited by 19 publications

(16 citation statements)

References 5 publications

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“…In recent years, both academics and practitioners have recognized the increasing importance of equipping modern marketing students with divergent-thinking skills, greater self-efficacy, and collaboration skills to ensure an ability to respond quickly in a constantly changing environment (Greenacre et al, 2017; Rohm et al, 2018). These skills represent a list of attributes that better position marketing students for success in modern marketing careers: digital marketing, social media marketing, and experiential marketing.…”

Section: Discussionmentioning

confidence: 99%

“…Recent reflection on what it takes to produce a “work-ready” marketing graduate, along with updating marketing curriculum for an increasingly “digital-first” world, revealed some interesting insights about preparing marketing students for the modern job market (Greenacre, Freeman, Jaskari, & Cadwallader, 2017). Some of the most important attributes proposed included multidisciplinary approaches to enhance creative thinking, communication, and collaborative skills (Rohm, Stefl, & Saint Clair, 2018), as well as more personal traits like self-motivation, being proactive, and the drive to achieve (McArthur, Kubacki, Pang, & Alcaraz, 2017).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

“…The goal of the present research is to explore the relationship between improvisational comedy and its effects on divergent thinking, self-efficacy, and group collaboration, all skills essential for “work-ready” marketers working in roles that demand quick thinking and greater immediacy, such as positions in digital and social media marketing (Greenacre et al, 2017; Rohm et al, 2018). Drawing on the foundational work linking improvisational comedy to marketing (Aylesworth, 2008; Rocco and Whalen, 2014), the current work hypothesizes the following:…”

Section: Overview Of the Present Researchmentioning

confidence: 99%

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Improv Comedy and Modern Marketing Education: Exploring Consequences for Divergent Thinking, Self-Efficacy, and Collaboration

Mourey

2019

Journal of Marketing Education

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In an era of constant connectedness—from Twitter tweets to the 24-hour news cycle—the need for marketers to be nimble and responsive to the needs of consumers and ever-evolving markets is greater than ever before. Indeed, being able to be “in the moment” and to react instantaneously demands a different kind of training and education than the slower paced, carefully constructed, and casually timed marketing campaigns of yesterday. Improvisational comedy and its tenets—agreement (“Yes, and . . . ”); be you (and know that you are enough); make bold, unexpected choices—require a comparable, in-the-moment mind-set that encourages group collaboration, positive self-efficacy, and the ability to generate creative ideas without hesitation. Two studies show that improvisational training has positive consequences for group collaboration, self-efficacy, and divergent thinking, skills essential for modern marketing roles. First, an exploratory study of the general population reveals preliminary links between improvisation familiarity and the aforementioned marketing skills, as well as between a brief improv manipulation and divergent thinking. Second, a follow-up study using actual students in a 10-week improvisation course confirms causal relationships between long-term improv training and group collaboration, self-efficacy, and divergent thinking. Effect sizes are large and endure even 4 months following the improv training.

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Section: Discussionmentioning

confidence: 99%

Section: Theoretical Backgroundmentioning

confidence: 99%

Section: Overview Of the Present Researchmentioning

confidence: 99%

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Improv Comedy and Modern Marketing Education: Exploring Consequences for Divergent Thinking, Self-Efficacy, and Collaboration

Mourey

2019

Journal of Marketing Education

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“…Finally, the ARTFS can be used to promote students’ soft skills for dealing with post-failure behavior (Finch et al, 2013; Greenacre et al, 2017). Professors, academic counselors, and career counselors can expose vulnerable students to the ARTFS, and discus key cognitive and emotional responses to subgoal failure and their effects on persistence.…”

Section: Discussionmentioning

confidence: 99%

“…Persistence is a valued soft skill in the marketing workplace, as important as leadership, creativity, and teamwork (Finch, Nadeau, & O’Reilly, 2013; Greenacre, Freeman, Jaskari, & Cadwallader, 2017). Changing students’ cognitive or emotional responses to subgoal failure may offer an effective way to increase persistence (Cochran & Tesser, 1996).…”

Section: Study 5: Increasing Persistence Of Vulnerable Studentsmentioning

confidence: 99%

The Academic Response-to-Failure Scale: Predicting and Increasing Academic Persistence Post-Failure

Zemack‐Rugar

Corus

Brinberg

2019

Journal of Marketing Education

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When students experience failure in the pursuit of a marketing degree (e.g., on a test or a course), do they persist or relent their academic efforts? Relenting can lead to long-term academic failure and severe negative consequences for students, universities, and society. Thus, identifying students prone to relenting and directing resources to help them persist is important. We address this need by leveraging prior research on the response-to-failure construct to develop and validate a new measure: the Academic Response-to-Failure Scale. Two studies validate the measure, and two additional studies show that it predicts post-failure persistence and relenting more effectively than 12 related measures. Because the scale uses students’ chronic cognitive and emotional responses to subgoal failure to predict post-failure relenting, it can be applied to design interventions that modify these responses to improve persistence. A final study tests one such intervention, showing that it improves post-failure persistence, particularly for students who otherwise tend to relent. We provide recommendations on how the Academic Response-to-Failure Scale can be used to identify vulnerable students, to design interventions that can help increase these students’ persistence, and to target those interventions and create meaningfully differentiated learning environments.

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Experiential Learning: Helping Students to Become ‘Career-Ready’

Spanjaard

Hall

Stegemann

2018

Australasian Marketing Journal

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Today's graduates face a competitive entry-level job market whilst at the same time employers from all areas of business plea for alumni who are ‘work-ready’. There is an underlying expectation that throughout their studies, graduates have opportunities where they are actively engaged in other areas of their education apart from just achieving final grades. Whilst ‘work ready’ remains an important goal, higher education institutions should consider the longer term alternate: the ‘career-ready’ graduate. This conceptual paper considers this principle and proposes a range of alternative experiential learning activities to equip marketing students with ‘real world’ experiences. It aims to show that by offering students opportunities that incorporate not only the ‘organisational’ perspective, but also those of the customer, and the living context in which the interaction is experienced, they will have a far more holistic viewpoint to make informed decisions about the direction in which to develop their career.

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Editors’ Corner: The “Work-Ready” Marketing Graduate

Cited by 19 publications

References 5 publications

Improv Comedy and Modern Marketing Education: Exploring Consequences for Divergent Thinking, Self-Efficacy, and Collaboration

Improv Comedy and Modern Marketing Education: Exploring Consequences for Divergent Thinking, Self-Efficacy, and Collaboration

The Academic Response-to-Failure Scale: Predicting and Increasing Academic Persistence Post-Failure

Experiential Learning: Helping Students to Become ‘Career-Ready’

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