When Were the Good Old Days? Revisiting Perceptions of Marketing Students’ Prior Preparation

Remington, Steve; Guidry, Julie Anna; Budden, Michael C.; Tanner, John F.

doi:10.1177/0273475300223003

Cited by 18 publications

(19 citation statements)

References 20 publications

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“…In both cases, the marketing major attracts students with less interest and/ or aptitude in analysis. Attracting majors with stronger analytical capacity and interest is consistent with Aggarwal et al (2007) and Remington et al (2000).…”

supporting

confidence: 84%

Building a Metrics-Enabled Marketing Curriculum

Pilling

Rigdon

Brightman

2012

Journal of Marketing Education

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The lack of analytical preparation of marketing students was a key concern at a large, public university in southeastern United States, leading to the decision to create a new required undergraduate marketing metrics course. This article describes the development of that course, designed specifically to strengthen analytical skills across the marketing curriculum. The process that guided course development is presented. The specific stages in course design are briefly discussed, and the instructional plan and specific teaching strategies are presented. This discussion includes the allocation of instructional time across topics, a description of in-class exercises, a description of hooks for each module, and a focus on establishing the relevance of individual metrics and introducing/reviewing math concepts on a just-in-time basis. Student perceptions of learning and primary trait analysis results are reported, followed by a discussion of challenges encountered and issues surrounding the applicability of the process.

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supporting

confidence: 84%

Building a Metrics-Enabled Marketing Curriculum

Pilling

Rigdon

Brightman

2012

Journal of Marketing Education

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“…According to job market statistics and survey results about marketing and business student's job search process, some of the abilities that are highly valued by today's employers have been in high demand for several years. Developing communication, presentation, and teamwork skills, for instance, is still encouraged by the faculty, preferred by employers of new hires over specific knowledge of the marketing function (Gaedeke, Tootelian, & Schaffer, 1983;Remington, Guidry, Budden, & Tanner, 2000;Taylor, 2003;), and acknowledged by students as important (Hite, Bellizzi, & McKinley, 1987).…”

Section: Literature Reviewmentioning

confidence: 99%

The Skills Marketing Majors Believe They Acquire: Evidence From a National Survey

Hartley

Routon

Torres

2018

Journal of Marketing Education

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Drawing from a panel survey of over 400,000 college graduates from over 600 different colleges and universities in the United States, this article addresses three questions related to skill change during college tenure. First, as judged by the students themselves, how much change in 15 skill categories do marketing majors experience during college? Second, how do these skill changes compare with those reported by other business majors and college students from all other majors? Finally, controlling for a host of relevant student and institutional characteristics, what is the impact of marketing education on the changes reported for each of these 15 skills? Findings indicate that marketing students’ perceptions of their own skill developments are generally very positive, but in some cases other business majors or the broader array of college students rated themselves more favorably. Taken in combination with employers’ contrasting perceptions of graduates’ workforce readiness, these results have implications for the improvement of marketing curricula and course design including greater emphasis on experiential learning and other opportunities for students to apply the knowledge they gain.

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“…Martin (1995) observed that faculty members may carry certain expectations of students, such as quantitative skill development, based on intuitive or personal experience that have no basis in educational research. Remington, Guidry, Budden, and Tanner (2000) and Galbraith and Haines (2000) offered a similar perspective, citing instances of "student negativity" that can result from poor student-faculty communication. To be effective, an outcomes assessment program must match stakeholders and their goals.…”

Section: Outcomes Assessmentmentioning

confidence: 99%