‘Hey, you there! Marketing!’ On ideology and (mis)interpellation of the marketing educator as subject

Gross, Nicole; Laamanen, Mikko

doi:10.1080/0267257x.2021.1944896

Cited by 7 publications

(3 citation statements)

References 62 publications

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“…The MREs all possess contextual knowledge, that is, a deep understanding of the real-life business world developed through their previous career experience, in line with Gross and Laamanen (2018, 2022). This informs both their pedagogical and subject knowledge.…”

Section: Discussionmentioning

confidence: 99%

“…Whereas traditionally, educators have played the role of knowledge providers, the development of know-how requires the co-creation of knowledge between student and educator (Anastasiou, das, & Alves 2009; Haynes, 2022; Miranda, Casa Nova & Cornacchione Júnior, 2012). In some schools, the client-server perspective of the relationship between students and educators in the education process is identified, considering aspects such as different final goals, including student satisfaction, student learning or student learning sensation (Anastasiou, das, & Alves 2009; Bacon, 2016; Endres, Chowdhury, Frye & Hurtubis, 2009; Gross & Laamanen, 2022).…”

Section: Literature Reviewmentioning

confidence: 99%

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Contributing factors to marketing educators’ teaching performance: insights from executive postgraduate programmes in Brazil

Borba Salvador,

Bassi-Suter,

Forsdike

2023

RAUSP

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Purpose This study aims to understand how marketing faculty become reference-educators of business executives by exploring the factors that contribute to their teaching performance. Design/methodology/approach Exploratory qualitative research, using in-depth interviews in which the object of the study was the marketing educator, based on three Brazilian business schools. Findings The teaching performance depends on the teaching practice, which is influenced by technical knowledge, pedagogical factors and personal features. The development of a practitioner-educator is a complex process that arises from both formal and informal learning. Research limitations/implications Deepens the understanding of marketing educators’ individual factors, proposing a model to expand the knowledge of the factors shaping a reference-educator. Practical implications Raises awareness among managers of Higher Education institutions of the relevance of the development of its educators considering not only pedagogical skills but also marketing and social skills. Social implications Improvements in education generate a positive contribution to society. Better marketing educators may result in better professionals, which could, ultimately, generate more benefits both for corporations and for society. Originality/value Existing literature has neglected the understanding of how marketing educators’ individual factors may impact on good teaching to create a well-rounded practitioner-educator. This study seeks to address that gap by exploring how marketing faculty, especially practitioners of marketing, become reference-educators, that is, educators identified as exemplars of good practice by their students and peers.

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Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Contributing factors to marketing educators’ teaching performance: insights from executive postgraduate programmes in Brazil

Borba Salvador,

Bassi-Suter,

Forsdike

2023

RAUSP

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“…We navigate the tension between ideology and enlightenment, hoping that it is possible to teach Marketing in ways that nurture our students' critical thinking and life skills while also equipping them with the knowledge of Marketing discourse and practice that will help them fulfil their vocational and life aspirations (Hackley, 2022). As part of this process, as Gross and Laamanen (2022) point out, we cannot escape the fact that to some degree we reproduce the ideology of our discipline even as we attempt to challenge it, by a process of interpellation (Althusser, 2014). We ask students to apply Marketing concepts to case material, but we also ask them to critically evaluate the material, and the concepts, sometimes without giving them the conceptual tools they need to do so.…”

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confidence: 99%

Critical Marketing Pedagogy: Caught Between Ideology and Enlightenment

Hackley

2023

Rev. Int. de Marketing

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Marketing has become a vibrant academic field and a highly popular university subject choice globally since Philip Kotler (1967) first popularised the discipline with his seminal text Marketing Management: Analysis, Planning and Control. The normative, managerial paradigm popularised by Kotler remains the dominant influence in marketing thought and pedagogy, yet it has many shortcomings, one of which is the fact that it was conceived for a very different world to the one we now face. In this Pensata I argue that Marketing pedagogy must be conceived as an intellectually critical discipline if it is to serve the needs of contemporary students, organisations and universities. In order to be an intellectually critical discipline, I suggest that Marketing must engage critically with its own ideological character if it is to equip students with the skills to navigate their path through an ideologically inflected world.

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Dismantling medical education’s incompatible ideology

Varpio

2023

Medical Teacher

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‘Hey, you there! Marketing!’ On ideology and (mis)interpellation of the marketing educator as subject

Cited by 7 publications

References 62 publications

Contributing factors to marketing educators’ teaching performance: insights from executive postgraduate programmes in Brazil

Contributing factors to marketing educators’ teaching performance: insights from executive postgraduate programmes in Brazil

Critical Marketing Pedagogy: Caught Between Ideology and Enlightenment

Dismantling medical education’s incompatible ideology

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