Showing papers in "Journal of Marketing Education in 2019"
TL;DR: In this article, the authors investigate whether the use of virtual, interactive, and interactive learning can improve the performance of online and technology-enabled learning in post-secondary education, and find that it can.
Abstract: There are growing trends in postsecondary education that emphasize the importance of online and technology-enabled learning. This study aims to investigate whether the use of virtual, interactive, ...
99 citations
TL;DR: In this paper, the authors describe how digital change is like a fast-moving tsunami, with the digitalization of many business practices creating new relationships between businesses and customers and altering the marketing landscape.
Abstract: Digital change is like a fast-moving tsunami, with the digitalization of many business practices creating new relationships between businesses and customers and altering the marketing landscape. We...
77 citations
TL;DR: In this article, the degree to which marketing education has responded to shifting capabilities and practice is examined in the context of marketing education, and it is shown that the degree of response depends on the type of education used.
Abstract: Recent advances in technology have affected nearly every facet of marketing. However, less is known about the degree to which marketing education has responded to shifting capabilities and practice...
53 citations
TL;DR: In this paper, the authors discuss the challenges related to teaching digital marketing in academic programs and educators face numerous challenges in the world of digital marketing, and how they have struggled to maintain pace with
Abstract: Academic programs and educators face numerous challenges related to teaching digital marketing Today, the world of marketing is digital and marketing programs have struggled to maintain pace with
38 citations
TL;DR: In this paper, the question of how future marketers can use data to make their marketing more relevant and to make a strategic difference remains, as firms gather increasing amounts of data, and the question remains how to use these data to improve their marketing.
Abstract: As firms gather increasing amounts of data, the question of how future marketers can use these data to make their marketing more relevant and to make a strategic difference remains. However, studen...
35 citations
24 citations
TL;DR: In this paper, the authors describe how marketing simulation represents a comprehensive and integrative business environment in which students actively manage firms that compete against each other, and describe how to manage a marketing simulation environment.
Abstract: A marketing simulation represents a comprehensive and integrative business environment in which students actively manage firms that compete against each other. This article describes how marketing ...
24 citations
TL;DR: In this paper, a gamified pedagogical exercise is presented to motivate students to consider how their in-person experiences in higher education affect their decision-making process in the future.
Abstract: Gamification is increasingly being implemented in higher education to engage students. This article presents a gamified pedagogical exercise intended to motivate students to consider how their in-p...
24 citations
TL;DR: In this paper, an emerging technological disruptor for marketing across a wide range of industries, Influencer marketing is used to promote products in a more organic, trust-affirming manner.
Abstract: Influencer marketing is an emerging technological disruptor for marketing across a wide range of industries. This tactic allows companies to promote products in a more organic, trust-affirming mann...
23 citations
TL;DR: In this article, the authors discuss the need for marketing educators to design and deliver courses with relevant and timely content and learning activities that facilitate knowledge discovery and facilitate knowledge transfer for digital marketing students.
Abstract: Preparing students for careers in digital marketing requires marketing educators to design and deliver courses with relevant and timely content and learning activities that facilitate knowledge com...
22 citations
TL;DR: This study expands the existing research trend exploring students’ motivation to use a mobile polling application in the classroom by identifying five motivational themes for knowledge acquisition and learning and four themes for expression of self and others.
Abstract: E-learning applications have been rapidly adopted by instructors inside and outside of the classroom. As a result, some researchers have started to assess their usefulness applying uses and gratifi...
TL;DR: In this paper, a panel survey of over 400,000 college graduates from over 600 different colleges and universities in the United States was conducted to address three questions related to skill change.
Abstract: 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 ...
TL;DR: This article found that students and instructors may be disaffected with many of the most widely used learning management systems (LMS) and found that Millennials and post-millenials are more likely to be disafflicted with LMS.
Abstract: Past research has found that students and instructors may be disaffected with many of the most widely used learning management systems (LMS). Other research has found that Millennials and post-Mill...
TL;DR: In this article, the popularity of social media among students and practitioners has encouraged marketing educators to find ways to incorporate social media into their classrooms, and they offer results from an intercollcoll...
Abstract: The popularity of social media among students and practitioners has encouraged marketing educators to find ways to incorporate social media into their classrooms. We offer results from an intercoll...
TL;DR: In this paper, the authors present an effect of teaching with cases in universities where cases are not a regular part of the curriculum, which poses challenges for both faculty and students, and the results in this paper show that the results presented an effect on students' performance.
Abstract: Teaching with cases, especially at universities where cases are not a regular part of the curriculum, poses challenges for both faculty and students. The results in this research present an effecti...
TL;DR: This paper found that instructors' teaching evaluations are influenced by students' grades, making some instructors feel pressured to reduce the academic rig-out rate of their courses, making them feel stressed out.
Abstract: Research findings tend to confirm anecdotal observations that instructors’ teaching evaluations are influenced by students’ grades, making some instructors feel pressured to reduce the academic rig...
TL;DR: The marketing field is undergoing dramatic shifts in the digital age as mentioned in this paper, and the increasing reliance on, collection, and use of data enabled by technological innovations requires teaching the responsible marketing field to be responsible.
Abstract: The marketing field is undergoing dramatic shifts in the digital age. The increasing reliance on, collection, and use of data enabled by technological innovations requires teaching the responsible ...
TL;DR: The authors compared business students concentrating in marketing, accounting and finance (AF), and management with respect to five motives: lifestyle aspirations, reputational effects, reputation effects, and career goals.
Abstract: This four-country study compares business students concentrating in marketing, accounting and finance (AF), and management with respect to five motives: lifestyle aspirations, reputational effects,...
TL;DR: This commentary highlights some of the strengths of Passyn and Billups’s study that may not be obvious to those who are newcomers to this type of research and presents some areas for improvement in future research.
Abstract: I was fascinated to read Kirsten Passyn and Judi Billups’s paper when it was first submitted to Journal of Marketing Education (Passyn & Billups, 2019). Case teaching is widely used in marketing; Crittenden and Crittenden (2006, p. 85) estimated that 80% of marketing capstone courses include cases, and Crittenden and Wilson (2006, p. 85) reported that 76% of marketing departments are teaching cross-functional cases. However, even with such widespread use of cases, there is little rigorous empirical research on how best to teach with cases to maximize student learning. My understanding of the unique challenges of case-based learning research has grown through my own teaching and research (Bacon, 2006; Bacon & Quinlan-Wilder, 2011, 2014) and from reading many papers on case teaching that were not accepted for publication as the editor of Journal of Marketing Education and a member of the editorial review boards of Academy of Management Learning and Education and Journal of Management Education. While interesting, most of these papers had methodological deficiencies. Passyn and Billups’s methodology overcomes several of these deficiencies, and they subsequently provide valuable insights into case learning and recommendations for case teaching. I see opportunities to build on Passyn and Billups’s work and substantially advance our knowledge about how students best learn with case analysis. My purpose in this commentary is to highlight some of the strengths of Passyn and Billups’s study that may not be obvious to those who are newcomers to this type of research. I will then present some areas for improvement in future research. One of the significant strengths of Passyn and Billups’s work is the use of actual measures of student learning. Many authors have contributed thoughtful conceptual work on how case teaching can be done and its potential benefits (e.g., Bailey, 2002; Christensen & Carlile, 2009; Crittenden, Crittenden, & Hawes, 1999; Gamble & Jelley, 2014; Garvin, 2007; Greenhalgh, 2007; Pitt, Crittenden, Plangger, & Halvorson, 2012; Stewart & Winn, 1996). However, relatively few papers have measured the effectiveness of their proposed methods, and when they do, the measures used are usually indirect or perceived learning measures (e.g., Dröge & Spreng, 1996; Karns, 2005). Research that uses measures of actual learning are quite rare. I know of only a few published articles in marketing or management education journals that use direct measures of learning in assessing alternative approaches to case teaching (Abernethy & Butler, 1993; Desiraju & Gopinath, 2001; Loewenstein, Thompson, & Gentner, 2003; Riddle, Smith, & Frankforter, 2016). This shortcoming substantially limits progress in this area. As I have commented before (Bacon, 2016), actual learning and perceived learning are quite different constructs, and they are often confused in our literature. Passyn and Billups’s use of direct measures is a welcome exception in this regard. A second important strength of Passyn and Billups’s study is their use of experimental designs, and not just the one group, pre-post design, but a design with multiple treatment groups. Too often in business education studies, I see prepost designs with no control or comparison group. Such designs can show that the intervention is better than nothing, but such findings are rarely a contribution beyond common sense. For example, it is not surprising if an author finds that taking an extra class period to run an experiential exercise on a particular topic improves knowledge of that topic. Taking extra time and using any reasonable means (including cases or lecture) will probably improve learning on that topic. However, when a study identifies significantly different outcomes across two reasonable approaches for obtaining the same learning outcomes, the result is a far more substantial contribution. Ideally in this regard, interventions should be comparable in time commitment and use of student resources (time, energy, and preparation). In two experiments, Passyn and Billups contrast outcomes across reasonably comparable treatment groups, including differences in the length of the 875281 JMDXXX10.1177/0273475319875281Journal of Marketing EducationBacon research-article2019