Updating the Marketing Research Course to Prepare the Marketing Generalist

Reavey, Brooke; Zahay, Debra; Rosenbloom, Al

doi:10.1177/02734753211043925

Cited by 6 publications

(2 citation statements)

References 47 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Partner with a small or medium-sized business and have students design and conduct a marketing survey (Reavey et al, 2021) or conduct a sentiment analysis of social media posts (Featherstone & Barnett, 2020). Data analysis (R, SPSS, SAS, etc.…”

Section: Hubspotmentioning

confidence: 99%

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

Keiper,

Nachtigal,

Lupinek

et al. 2023

Journal of Marketing Education

View full text Add to dashboard Cite

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.

show abstract

Section: Hubspotmentioning

confidence: 99%

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

Keiper,

Nachtigal,

Lupinek

et al. 2023

Journal of Marketing Education

View full text Add to dashboard Cite

show abstract

“…Some marketing educators prefer to teach technical software as part of a marketing class, whereas others assume they will learn it outside of those classes (e.g., learn technical software in a foundational class). The case of SPSS offers a clear example: About 44% of marketing research classes formally teach SPSS (Reavey et al, 2021), revealing an obvious split in teaching philosophies. Similar considerations likely apply to ChatGPT.…”

Section: How Chatgpt Might Be Used By Marketing Educators In the Clas...mentioning

confidence: 99%

Generative AI and Marketing Education: What the Future Holds

Guha,

Grewal,

Atlas

2023

Journal of Marketing Education

View full text Add to dashboard Cite

To understand why and how marketing educators can best use generative artificial intelligence (AI), such as ChatGPT, this article integrates a literature survey, interviews with both marketing educators and managers, and surveys of both marketing educators and students. In leveraging these inputs, the authors argue that generative AI can significantly shape and improve the future of marketing education. Specifically, by including ChatGPT in their lessons, marketing educators can both materially enhance learning experiences and better prepare students for future jobs with marketing firms that rely on ChatGPT in practice. Noting that ChatGPT has downsides, this research identifies several steps educators should take to minimize the risks. Finally, the authors propose an agenda for continued research into how marketing educators can and should use ChatGPT, with the explicit recognition that ChatGPT is evolving rapidly, so that, the research agenda will need to adapt as well.

show abstract

Ready, set, go! Deploying the social listening stoplight activity to teach marketing analytics using qualitative techniques

Bryant,

Riley,

Turner-Henderson

et al. 2024

J Market Anal

View full text Add to dashboard Cite

Analytical skills are in high demand across business sectors and various positions. Therefore, it is pivotal for marketing students to have exposure and practice leveraging analytical methods and tools before graduation and entering the job market. However, qualitative techniques to gather marketing analytics and insights are rarely taught as an approach. As a result, the authors created the Social Listening Stoplight Activity to teach students how to qualitatively gather marketing analytics insights for actionable recommendations that can be used to adjust social media strategies for increased engagement. By leveraging data from the Social Listening Stoplight Activity, the authors qualitatively analyze undergraduate and graduate student assignment submissions to assess the activity as a method to teach students qualitative social listening, a growing industry skill. This research finds that students exhibit more difficulty with qualitative versus quantitative strategic social media marketing analysis skills, further justifying the need for an activity like this in marketing analytics and social media courses. Students must not only be able to assess numerical data, but they also must be able to interpret and communicate recommendations to truly contribute to organizations.

show abstract

Updating the Marketing Research Course to Prepare the Marketing Generalist

Cited by 6 publications

References 47 publications

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

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

Generative AI and Marketing Education: What the Future Holds

Ready, set, go! Deploying the social listening stoplight activity to teach marketing analytics using qualitative techniques

Contact Info

Product

Resources

About