Integrating Business Technology and Marketing Education: Enhancing the Diffusion Process through Technology Champions

McCorkle, Denny E.; Alexander, Joe F.; Reardon, James

doi:10.1177/0273475301231003

Cited by 48 publications

(46 citation statements)

References 22 publications

(14 reference statements)

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“…Another frequently cited reason for the non-adoption and non-integration of educational technology is a lack of specialised and on going technical support (Bonk, 2001;Jones & Moller, 2002;Lee, 2001;McCorkle, Alexander & Reardon, 2001;Schifter, 2000). In particular, failure to provide specialised training in both use of the technology and understanding of how to effectively integrate the technology into the curriculum has impacted negatively on educational technology adoption and integration (Gulbahar, 2007;Mishra & Koehler, 2006;Surry, Ensminger & Haab, 2005).…”

Section: Institutional Barriersmentioning

confidence: 99%

“…The time required for developing technology skills, implementing technology and maintaining the courseware is a major area of concern for academics (Bonk, 2001;Cuban, Kirkpatrick & Peck, 2001;Jones & Kelley, 2003;Weston, 2005). Moreover, short life cycles, the need for constant updates, together with the development and maintenance of courses that involve educational technology compound an already time consuming activity (Brogden & Couros, 2002;McCorkle et al, 2001;Weston, 2005). Betts (1998) in particular stresses the time it takes to adopt and effectively integrate educational technology impacts negatively on academics' workloads.…”

Section: Individual Inhibitorsmentioning

confidence: 99%

“…Fear of change, a lack of willingness to take risks and lack of assurance about the benefits of technology have deterred some academics from adoption (Hunt, Eagle & Kitchen, 2004;Weston, 2005). A lack of rewards and recognition has also been found to inhibit academics' willingness to adopt and integrate educational technology and participate in distance education (McCorkle, et al, 2001;Moser, 2007).…”

Section: Individual Inhibitorsmentioning

confidence: 99%

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Bringing academics on board: Encouraging institution-wide diffusion of e-learning environments

Birch

Burnett

2009

AJET

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Rapid advances in educational and information communications technology (ICT) have encouraged some educators to move beyond traditional face to face and distance education correspondence modes toward a rich, technology mediated e-learning environment. Ready access to multimedia at the desktop has provided the opportunity for educators to develop flexible, engaging and interactive learning resources incorporating multimedia and hypermedia. However, despite this opportunity, the adoption and integration of educational technologies by academics across the tertiary sector has typically been slow. This paper presents the findings of a qualitative study that investigated factors influencing the manner in which academics adopt and integrate educational technology and ICT. The research was conducted at a regional Australian university, the University of Southern Queensland (USQ), and focused on the development of e-learning environments. These e-learning environments include a range of multimodal learning objects and multiple representations of content that seek to cater for different learning styles and modal preferences, increase interaction, improve learning outcomes, provide a more inclusive and equitable curriculum and more closely mirror the on campus learning experience. This focus of this paper is primarily on the barriers or inhibitors academics reported in the study, including institutional barriers, individual inhibitors and pedagogical concerns. Strategies for addressing these obstacles are presented and implications and recommendations for educational institutions are discussed.

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Section: Institutional Barriersmentioning

confidence: 99%

Section: Individual Inhibitorsmentioning

confidence: 99%

Section: Individual Inhibitorsmentioning

confidence: 99%

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Bringing academics on board: Encouraging institution-wide diffusion of e-learning environments

Birch

Burnett

2009

AJET

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“…The gigantic impact of technology for today and in future is without question as McCorke et al (2001) put it that they have become a constant in the business education and will continue to increase in importance in future, it is therefore without question that it will forever remain a key facet of all aspects of human functionalities but its pitfalls must be managed. …”

Section: Resultsmentioning

confidence: 99%

“…Ueltschy (2001) maintains that the use of technology in the classroom is now an expectation for the student given that children of today face an interactive, communications intensive and knowledge based environment and that has led to increasing changes in education. The ICT revolution is so powerful to the extend that its transforming the way businesses use marketing, the way marketing students learn marketing and such students often understand technologies better than their professor, hence the need for professors to adapt such technologies (McCorke et al, 2001). …”

Section: Of Marketing Cannot Be Conceptualized Without Consideration mentioning

confidence: 99%

Information and Communications Technology in Teaching Marketing: Benefits and Problems

Kadembo¹

2008

IES

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The advent of a continuous innovation and improvement, particularly in respect of information and communications technology has had a huge impact on the quality of life and in education delivery is an open secret. The benefits from exploiting ICT in education are ernomous but there are abuses that have tarnished its use in education. The excellence ICT is attributed with has been put to the sword and will stretch this innovation to develop tools for redressing these predicaments. ICT is with us from the cradle to the grave. This research reviewed published information and confirmed the overwhelming importance of information technology in marketing education. ICT has revolutionalised learning by enabling easy access to information through online materials and learning has become more convenient as students can combine work and online learning to good effect. However, academics and students have found it easier to access materials and often fail to acknowledge the source thus distorting the originality of the source. Where the systems for guarding against plagiarism are not thorough there is widespread abuse of the learning process. The paper recommends stringent systems for checking against plagiarism and that work submitted should be current if not live so as to avoid students duplicating work from elsewhere and appropriate punishment meted. At the same time there is software for detecting cheating in education which has gone some way in detecting the culprits and that had had a significant effect in reducing the proliferation of education malpractices.

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Hitting the Ground Running: Group Simulations Within Business School Cohorts

Brown¹,

Charity²,

Robson³

2019

Employability via Higher Education: Sustainability as Scholarship

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Within an ever more marketised Higher Education (HE) landscape, business students are focusing increasingly on the Graduate Premium. This involves balancing the costs of their programmes against expected benefits such as facilitated entry into, and progression within, fulfilling and well remunerated business careers. As such, educators are charged with differentiating their programmes from those of other institutions, not only to attract more applicants, but also giving their graduates a competitive advantage in the marketplace. The use of simulations as a learning and assessment strategy within business schools is widespread and growing, affording the dual role of enhancing programme attractiveness and enhancing graduate capabilities and hence employability.The purpose of this chapter is to analyse, by means of a literature review, the debate surrounding the use of such technology, identifying pedagogical benefits and potential limitations, and to critique how such technology may be harnessed to provide more transparent pathways to professionalism for today's diverse and demanding students. This review highlights some of the key benefits and challenges experienced by students in using simulations, as they adapt to a newer of different social and learning culture, as well as various benefits afforded around the explicit learning experience and the development of both "hard" and "soft" skills ahead of entry into the employment marketplace.

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Integrating Business Technology and Marketing Education: Enhancing the Diffusion Process through Technology Champions

Cited by 48 publications

References 22 publications

Bringing academics on board: Encouraging institution-wide diffusion of e-learning environments

Bringing academics on board: Encouraging institution-wide diffusion of e-learning environments

Information and Communications Technology in Teaching Marketing: Benefits and Problems

Hitting the Ground Running: Group Simulations Within Business School Cohorts

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