Evidence Items as Signals of Marketing Competencies and Workplace Readiness: A Practitioner Perspective

Abstract

Although past research has spent considerable effort identifying competencies and academic activities that are associated with workplace readiness, the literature is largely silent regarding what might best serve as evidence to employers that a graduate possesses specific marketing competencies. In the current research, we develop a comprehensive set of evidence items that serve as potential signals of specific macro and micro competencies demanded for marketing graduates' employability. Specifically, we first systematically compile a list of evidence items and then explore what employers perceive to be compelling evidence of graduates' competencies. To our knowledge, this is the first attempt to capture and compare multiple evidence items related to academic curriculum, standardized measures, experience-based indicators, and the social-collaborative media environment and connect them to specific competencies as signals of workplace readiness. This research provides insights regarding how marketing curriculum should be leveraged in terms of assessments and deliverables that could be used by students to signal workplace readiness to employers.

Harnessing Digital Disruption With Marketing Simulations

“…Simulations are notably effective in their ability to showcase that there are always multiple approaches to solving a given problem, and the consequences of each of these possible paths must be weighed against current and future market unpredictability (Hilton, 2006). Perseverance is required for creativity in problem solving and strategy formation, and in the face of these market uncertainties students must be able to function competently with the skills that will be required of them as future marketers: communication skills, marketing fundamentals, teamwork, collaborative problem solving, sensitivities of interpersonal working relationships, within-group conflicts, and so forth (Brooks et al, 2006; Ganesh & Sun, 2009; Honea et al, 2017; Lovelace et al, 2016; Schlee & Karns, 2017; Treen et al, 2016).…”

“…Digital technology and the Internet have disrupted not only marketing but also the education system and modern workplace as well (Honea, Castro, & Peter, 2017). Since digital disruption is changing marketing practice, business schools have needed to change in parallel, reengineering, and adapting established approaches to business education to accommodate new content, new course delivery means, and new ways of training students (“Digital Disruption and the Future,” 2017; Press, 2017; Useem, 2014).…”

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

“…Honea et al (2017) outline four types of evidence items that signal competence to the marketplace, including academic coursework items, degree/certification items, online footprint items, and experience-based items. Using this framework, a platform like Trailhead can serve as academic coursework, a form of certification (or nanodegree), and an online footprint with the personal profile highlighting achievements through learning.…”

Fatores contribuintes para o desempenho do docente de marketing: um estudo na pós-graduação lato sensu

“…É um desafio para as escolas de Marketing tradicionais ajustarem-se ao desafio de desenvolverem, ao mesmo tempo, competências técnicas e comportamentais de um profissional estudante mais exigente e inserido em um contexto mais incerto. Esse desafio passa pela mudança na centralidade no aprendizado, na relação com o estudante, no papel assumido por docentes e discentes, na adoção de inovação em educação e na atualização constante dos conteúdos trabalhados (Duncan & West, 2018;Ewing & Ewing, 2017;Honea, Castro, & Peter, 2017;Krishen, 2013).…”

“…só escolas de negócios, como também empresas de consultoria, palestrantes, empresas de educação corporativa, agências, institutos e empresas de tecnologia. Os novos participantes passaram a oferecer novos formatos, como cursos de curta duração, os massive open online courses (MOOCs), nanodegrees (como os obtidos em cursos desenvolvidos por empresas de tecnologia na plataforma Udacity), badges (obtidos em cursos abertos em plataformas online como o Google Analytics Academic) e certificações profissionais(Bittencourt, 2016;Gallagher, 2016;Honea et al, 2017; …”