Integrating Skills and Content Knowledge in the Marketing Curriculum

Abstract

Business schools are frequently criticized for focusing too much attention on theories and concepts and not enough attention on communication, decision making, and other skills that are at least as important to career success as content knowledge. This article presents a six-step approach that has been used successfully to integrate skills training into an undergraduate marketing curriculum. The process is general and appropriate for other faculty groups considering systematic integration of skills training into their curricula.

Balancing student learning and commercial outcomes in the workplace

“…Cooperative placements provided by colleges and universities as a form of experiential learning are recognised as an appropriate and necessary way of meeting students' increasingly complex need for non-traditional learning modes (Canton, 1997). Employers seek graduates with theoretical knowledge, technical expertise, effective communication skills (Crosling & Ward, 2000;Davis, Misra, & van Auken, 2002;Haffer & Hoth, 1981), leadership, team-building, decision-making skills (Lamb, Shannon, & Moncrief, 1995) and an ability to cope with change (Morrison, Sweeney, & Heffernan, 2003). The challenge therefore for tertiary educators is how to most effectively prepare graduates with career-ready attributes that match employers' needs (Haffer & Hoth, 1981;Lamb et al, 1995).…”

Selecting Features Of A Web Platform To Enhance Course Delivery

“…Much of the literature on learning in marketing education deals with the need for skill development and enhancement in the curriculum (see, for example, Lamb et al 1995;Chonko 1993). This reflects the interest of professors to teach students how to think about issues critically.…”

Using the Jazz Metaphor to Enhance Student Learning and Skill Development in the Marketing Research Course

“…The marketing research industry feels business schools need to develop student's communication skills, computer usage skills, along with problem-solving and decisionmaking skills (Chonko and Roberts, 1996;Kimball,1996;Lamb, Shipp, and Moncrief 1995;McGorry 2006). Lastly, today's marketing research course must deal with the increasing challenges and needs of a demanding new generation of students.…”