Evaluating the readability of marketing research textbooks: an international comparison

Berndt, Adele; Wayland, Jane P.

doi:10.1108/jieb-03-2013-0009

Cited by 5 publications

(2 citation statements)

References 30 publications

(57 reference statements)

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“…Proficient reading skills in marketing enable students to become superior self-directed learners and acquire mastery within their professional fields (Artis, 2008). There is agreement among marketing scholars that studying students’ reading comprehension, particularly of textbooks, is crucial for understanding their learning (Bargate, 2012; Berndt and Wayland, 2014).…”

Section: Literature Reviewmentioning

confidence: 99%

What matters the most, the assessment method or individual skills in marketing research learning?

Manrique Molina,

Durán,

Valencia

2024

JIEB

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Purpose The purpose of this study is to generate knowledge about assessment methods in blended business education, which have become increasingly important to establish sustainable assessment practices that support knowledge acquisition for undergraduate students in business administration at a Colombian university. Design/methodology/approach For the analysis, a two groups comparison was performed using a nonequivalent control group design with a sample of 420 students. As this study wants to find insights to improve the knowledge on assessment topics in marketing research (MR) education, it was focused on the students from the business administration program. This study also uses individual scores from the state test as prior cognitive scores and the high school classification provided by the National Ministry of Education in Colombia (2012). Findings It was found that the variables that best predict performance on the MR course examinations were the mathematics skills and reading comprehension scores on the state test. The study also showed a better performance of female students on both assessment methods. There were no significant differences between the assessment methods or among the high school levels. Research limitations/implications One of the limitations of this study is the limited number of items on the tests. Additionally, the authors recommend conducting an analysis of the differences between the testing items to provide a detailed explanation of students’ performance when comparing computer-based testing and paper-and-pencil testing. Practical implications Further design of teaching material and assessments online and offline, based on local and regional marketing problems, is suggested. As the current text and readings are more oriented to the English-speaking contexts, most of the problems presented are oriented to multinational companies and brands. Social implications Insights into the skills required for future jobs provide valuable guidance (World Economic Forum, 2020). Essential skills for emerging roles, like data scientists, can find robust support within the MR course. To further enrich in-class and online exercises with Excel and SPSS, Colombian educators can leverage data sets obtained from sources like the national statistics office and international market intelligence databases available through the university’s library, including Passport and Statista. Engaging with authentic data sets provides students with a more profound understanding of practical applications in MR. Originality/value This approach facilitates the identification of key variables, such as assessment and cognitive abilities in math and reading, which predict students’ knowledge acquisition in MR. It not only offers insights into the relevant factors influencing learning in MR but also provides valuable feedback. Additionally, it suggests potential avenues for future research in this field.

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Section: Literature Reviewmentioning

confidence: 99%

What matters the most, the assessment method or individual skills in marketing research learning?

Manrique Molina,

Durán,

Valencia

2024

JIEB

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“…A number of authors have already raised the importance of readability for text (and images) [5] and text books [3]. In addition, they can be used to assess reader comprehension and test answers [1,6] in online settings.…”

Section: Personalization Via 'Readability Indices'mentioning

confidence: 99%

Current and Alternate Approaches to Personalization in Online Learning

Jeske

Bagher

Pantidi

2017

Proceedings of the 13th International Symposium on Open Collaboration

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Access to the full text of the published version may require a subscription. Rights Current and Alternate Approaches to Personalization in Online Learning AbstractIn the context of distance (online) learning programs, the current paper focuses on two specific goals. First, we outline how personalization based on learning analytics has been implemented in online programs offered by traditional universities, but also providers of MOOCs and virtual institutions. However, this established approach is not without its limitations. Second, we introduce two alternate concepts that may support personalization based on work around readability indices and job crafting. These approaches may also help to address some of the limitations of learning analytics. The emphasis is on how personalization may support the development of individual learning paths that would provide means for both self-pacing and co-construction of the experience. The paper concludes with a review of facilitating and challenging factors for program leaders, online technical staff and designers working in open educational contexts.

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