It is Time to Teach Creativity throughout the Marketing Curriculum

Ramocki, Stephen P.

doi:10.1177/027347539401600203

Cited by 27 publications

(34 citation statements)

References 36 publications

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“…However, institutions of higher education are still struggling to implement instructional programs to teach creativity and innovation (Ramocki, 1994;Smoot, 2006). Helping students become innovative is challenging, particularly as traditional education tends to focus simply on distribution of knowledge.…”

Section: Please Scroll Down For Articlementioning

confidence: 99%

Innovation 101: Promoting Undergraduate Innovation Through a Two-Day Boot Camp

West

Tateishi

Wright

et al. 2012

Creativity Research Journal

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Section: Please Scroll Down For Articlementioning

confidence: 99%

Innovation 101: Promoting Undergraduate Innovation Through a Two-Day Boot Camp

West

Tateishi

Wright

et al. 2012

Creativity Research Journal

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“…To compound the problem, students often fail to integrate the concepts and make strategic connections between elective courses focusing on specific aspects of marketing (e.g., promotion and personal selling, retailing and channels management). Ramocki (1994) states, "What is required is the generation of thinking that breeds connections and creative transfers across concepts and fields" (p. 20).…”

Section: Integrating Courses To Enhance Experiential Learningmentioning

confidence: 99%

Integrating Marketing Courses to Enhance Team-Based Experiential Learning

Bobbitt¹,

Inks²,

Kemp³

et al. 2000

Journal of Marketing Education

148

108

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Many recent studies suggest that undergraduate education needs to be more effective. Accordingly, individuals involved in higher education continue to search for ways to improve student learning. This article describes a team-based experiential learning project that integrates three marketing courses: principles of marketing, principles of selling, and sales management. Working in teams, students in the principles of marketing course develop new product concepts and create corresponding marketing promotional materials for use in a mock trade show. Students from the personal selling and sales management courses, also working in teams, attend the trade show to identify and select products they wish to use to complete a sales call exercise. This project provides students an opportunity to work in teams and combine their efforts with teams from other courses to successfully complete their respective experiential exercises. The article includes students' reactions to the project and steps for implementation. Inanefforttoascertainthemosteffectivemethodsforlearn-ing, universities across the country are experimenting with a variety of innovative techniques. While scholars may differ in their opinions of which methods are most effective, most agree that the traditional lecture format is not the most effective method for today's classroom. In an article that focuses on the shift from teaching to learning, Guskin (1994) suggests that "the primary learning environment for undergraduate students, the fairly passive lecture-discussion format where faculty talk and most students listen, is contrary to almost every principle of optimal settings for student learning" (p. 20). While it is noted that lectures have a place in the learning environment, it is clear that lectures alone are not the most effective pedagogy for universities. The importance of using cooperative experiential learning projects has received a significant amount of attention in the marketing education literature (Dommeyer 1986;Graeff 1997;Titus and Petroshius 1993;Williams, Beard, and Rymer 1991). There are many opportunities in the marketing curriculum to develop term projects that can provide practical experience for students. These projects range from designing promotional campaigns for existing companies to designing and implementing marketing research studies.The purpose of this article is to describe an experiential learning project that has been used successfully to integrate the efforts of three marketing undergraduate courses and to present student reactions to its implementation. Students in principles of marketing classes develop a new business-tobusiness product (good or service) and develop a marketing strategy to fit the product. Their communication plans include the design of a trade show booth that is exhibited in a mock trade show. Students from sales management courses and personal selling courses choose products from the trade show to use in their semester selling projects.

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“…The effect of CPS training on enhancing an individual's creativity has been extensively documented (e.g. Ross and Lin, 1983;Dodds, 1998;Ramocki, 1994;Conger, 1995;Gilbert et al, 1996). For example, in a study by Basadur et al (1982), a two-day CPS programme was administered to 16 engineers of an industrial research organization.…”

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confidence: 99%

The effects of creative problem solving training on creativity, cognitive type and R&D performance

Wang

Horng

2002

R & D Management

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The effects of Creative Problem Solving (CPS) training on creativity, cognitive type, and R&D performance were investigated with 106 R&D workers of a large government-owned manufacturing company in Taiwan. Seventy-one of them volunteered to participate in the CPS training and were divided into three groups. Each group received 12 hours of CPS training and two follow-up training sessions over a one-year long period in a time-series design. The`Circle Test of the Torrance Test of Creative Thinking', and the`Myers-Briggs Type Indicator' were administered before and after the CPS training. R&D performance averaged over the past three years before the CPS training and one year after the pretest were obtained from the company. Results showed that participant's scores on fluency and flexibility of ideas were higher after the CPS training. There was also an increase in the number of persons being classified as extrovert or feeling type of cognition. In terms of R&D performance, the participants' number of co-authored service projects increased significantly from pretest to posttest, whereas no such change was observed among those 35 R&D workers who did not participated in the CPS.

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It is Time to Teach Creativity throughout the Marketing Curriculum

Cited by 27 publications

References 36 publications

Innovation 101: Promoting Undergraduate Innovation Through a Two-Day Boot Camp

Innovation 101: Promoting Undergraduate Innovation Through a Two-Day Boot Camp

Integrating Marketing Courses to Enhance Team-Based Experiential Learning

The effects of creative problem solving training on creativity, cognitive type and R&D performance

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