The Future of Marketing Education

Abstract

Background Scholars have long debated the comparative value of developing marketing skills versus knowledge (Davis, Misra, &

Business Development Jobs: What Scaling the Career Ladder Entails

“…5;2015 should they favor marketing knowledge or marketing skills? (e.g., Finch, Nadeau, & O'Reilly, 2012;Pefanis Schlee & Harich, 2010). Lastly, some researchers have sought to unravel the knowledge and skill requirements linked to specific jobs such as sales (e.g., Cummins et al, 2013), product or brand management (e.g., Browne, 1979), advertising (e.g., Kerr, Waller, & Patti, 2009), database marketing (Pefanis Schlee & Harich, 2010) and commercial research (e.g., Freeman & Spanjaard, 2012).…”

Objective: Winning or Learning? A Study of Marketing Simulation Games

“…Although these "softer" competencies are the object of ever increasing research by employers, they remain little present in the classic curricula of modern-day business schools (Navarro, 2008). Finch, Nadeau, & O'Reilly (2012) conducted an importance-performance analysis and found that the top current priority of practitioners in marketing is knowledge related to areas associated with measuring return-on-investment and strategic marketing. Their findings also emphasize the importance of meta-skills perceived as high priorities for improvement, including the ability to creatively identify, formulate, and solve problems; the ability to write in a business environment; and the ability to set priorities, whereas design-related skills, production and merchandising are of lesser importance.…”

“…For undergraduates, however, the attainment of the lower three levels of Bloom's taxonomy, especially "application" might just be what is needed, especially when taking into account the employer's perspective (see Finch, Nadeau, & O'Reilly, 2012;Finch et al, 2013). Getting undergraduates to the highest level in Bloom's taxonomy may not necessarily be very relevant in a professional context and may, in addition, signal a misinterpretation of Bloom's upper three levels which may not be within reach of just any age group contrarily to what Anderson et al (2001) seem to suggest.…”

Fatores contribuintes para o desempenho do docente de marketing: um estudo na pós-graduação lato sensu

“…Marketing, identificando a necessidade de aprimorar as habilidades sociais e emocionais dos profissionais estudantes, ao mesmo tempo em que as novas competências técnicas, ligadas às mudanças no ambiente de negócios, são desenvolvidas. A associação de competências técnicas (hard skills) e comportamentais (soft skills) seria a forma de contribuir para o atingimento dos graus mais elevados de realização pessoal, de sucesso na carreira e do bom exercício do trabalho (Bacon, 2017;Finch, Nadeau, & O'Reilly, 2013;Galli, 2012;Kerr & Kelly, 2017;Schlee & Karns, 2017).…”

“…Os desafios da docência envolvem a constante busca por atualização do conhecimento e por manutenção das práticas de mercado, a atualização do ponto de vista didático e a gestão da solidão, uma vez que grande parte do trabalho do docente é realizada de forma solitária. O docente é um mediador de interesses, cabendo a ele a realização de escolhas que estruturarão a disciplina, sendo a identificação da essência e definição da forma de ensino um constante desafio da profissão (Bacellar & Ikeda, 2011;Cunha, 2006;Finch et al, 2013). (Bacellar & Ikeda, 2011;Kotler & Levy, 1969;Luck, 1969 (Kerr & Kelly, 2017;Kliatchko, 2008;Kotler et al, 2017;Semprini, 2010 (Bacon, 2017).…”