Establishing Cross-Disciplinary Marketing Education

Abstract

This article continues the dialogue about the proper breadth of the marketing curriculum. Specifically, we suggest that developing better links between marketing and other areas of business and fostering connections between marketing and liberal arts courses provide benefits to students, organizations, and society. Suggestions are made regarding pedagogy and necessary changes in the academic reward structure.

Improving International Marketing Programs to Reflect Global Complexity and Risk: Curriculum Drivers and Constraints

“…Cross-disciplinary education, researchers argue, will not only provide relevant subject matter to supplement the business curriculum but also additional methods to develop communication, analysis, and critical thinking skills-all seen as crucial for those operating in international Downloaded by [Flinders University of South Australia] at 05:50 04 February 2015 VOS situations characterized by complex, often discontinuous events and situations (Martinez et al, 2007;Crittenden & Wilson, 2005;Smith, Hornsby, & Kite, 2000;Toyne, 1992;Alden, Laxton, Patzer, & Howard, 1991).…”

“…In discussing whether current business education is fit for purpose, Behrman and Levin (1984) argued that actual business problems and challenges cannot be solved from a single-discipline perspective, and thus students can benefit from exposure to subjects outside a typical business degree program. More specifically in marketing education, Alden et al (1991) proposed the benefits of a cross-discipline approach to developing marketing curricula for the reasons that "disciplinary boundaries within organisations are becoming fuzzier" (p. 25) and those who have been educated across a range of disciplines will improve their problem-solving skills and increase their chances of a more fulfilling career with greater flexibility. Crittenden and Wilson (2005) noted that students on international marketing courses need to be developing a global knowledge base and set of skills.…”

“…Employers also value graduates who have critical skills honed through exposure to a range of approaches. David Kearns, Chairman and CEO of Xerox, Downloaded by [Flinders University of South Australia] at 05:50 04 February 2015 noted that employers are virtually unanimous in their need for candidates to have strong problem solving, communication, and learning to learn skills, and that these skills are best developed through a broad and deep curriculum (Kearns, 1989, as cited in Alden et al, 1991). In a study that asked 225 American company executives what knowledge areas they deemed most important for international marketing students to possess, economics, politics, language, and social customs were among the top four cited (McDaniel & Smith, 1987).…”

“…As Alden et al (1991) note, "when we borrow from other disciplines, but do not evaluate the concepts in their proper context, [we may] misinterpret or misuse them" (p. 27). Chew and McInnis-Bowers (2004) also argue that when the curriculum is structured so that liberal arts subjects are included but not integrated into the business modules, students may find it difficult to make connections between the ideas in these disparate areas of study.…”

“…The decision to embed cross-cultural theory and decision-making skills into the International Marketing module was made in order to address concerns expressed by those such as Alden et al (1991) and Chew and McInnis-Bowers (2004) who, as noted above, argue for a better integration of concepts from different disciplines to allow students to make the right connections and to see their relevance and more is said on this below.…”