Marketing Analytics Curriculum Integration: An Exploration of Resource Availability for Faculty

Abstract

This study builds on the long-identified gap between the marketing industry and marketing academia. The research investigates the relationship between resource-based factors and marketing faculty’s intention to use marketing analytics technology. The theoretical framework for this study is the concerns-based adoption model (CBAM). Resource-based factors explored included technical support, managerial support, financial support, and time. The methodology included a randomized sample of Association to Advance Collegiate Schools of Business (AACSB) marketing faculty, and the statistical analysis used was multiple regression. Perceived technical support, time to integrate technology, and administrative support are all related to the intention to use marketing analytics technology. Overall, these results indicate that administration within AACSB business schools should consider the resources faculty need to adopt marketing analytics technology into the marketing curriculum, and faculty should consider methods to advocate for such resources.