The Get Marketer Challenge Innovation: Challenging students using a tournament style competition

This paper presents an assessment innovation which used a tournament style competition to challenge and engage first year marketing students. The course-wide competition required student teams to solve real-world marketing problems for industry sponsors. Student feedback reflects enjoyment of the task and the competition, with students welcoming the opportunity to put theory into practice. Student attendance in the lectures and tutorials involving team presentations was improved. This structure can be adapted for any course with large enrolments. We recommend that instructors adopting a tournament structure consider grading mechanisms that promote equal effort and additional rewards, such as bonus marks, for teams progressing in subsequent rounds.

Promoting student learning with online videos : a research agenda

Gen Y students are digital natives (Prensky 2001) who learn in complex and diverse ways, with a variety of learning styles apparent in any given course. This paper proposes a web 2.0 conceptual learning solution–online student videos–to respond to different learning styles that exist in the classroom.

Using technology to facilitate grading consistency in large classes

University classes in marketing are often large, and therefore require teams of teachers to cover all of the necessary activities. A major problem with teaching teams is the inconsistency that results from myriad individuals offering subjective opinions. This innovation uses the latest moderation techniques along with Audience Response Technology (ART) to enhance the learning experience by providing more consistent and reliable grading in large classes. Assessment items are moderated before they are graded in meetings that employ ART. Results show the process is effective when the teaching team is very large, or there is a diverse range of experienced and inexperienced teachers. This “behind the scenes” innovation is not immediately apparent to students, but results in more consistent grades, more useful feedback for students, and more confident graders.

Blended delivery and online assessment : scaffolding student reflections in work-integrated learning

This paper documents a teaching innovation addressing the challenges of embedding and assessing reflective practice in work-integrated learning, specifically marketing internships. We identify four issues relating to this problem: lack of knowledge or skill for reflection, limitations of physical journals, facilitation of different forms of reflection, and suitable models for teaching and assessing reflection. The paper outlines a blended approach combining face-to-face workshops and online resources, and using online reflective journals and digital stories as assessment. The approach and assessment tasks can be implemented in a variety of marketing and business units.

Do Students Not Care about Extra Credit Opportunities? Investigating Student Perceptions of Extra Credit Value vs. Effort

Giving “extra credit” work to students has been a controversial and hotly debated pedagogical issue for the last 20 years (Blood et al. 1993; Groves 2000; Muztaba Fuad and Jones 2012; Norcross et al. 1989; Weimer 2011). Previous work has focused on the faculty perspective discussing benefits and drawbacks associated with extra credit work (e.g. Hill et al. 1993; Norcross et al. 1989). Other scholars have investigated the use and effects of pop quizzes and other extra credit assignments on students’ final grades (Thorne 2000; Oley 1993). Some authors have criticized that the empirical exploration of understanding students’ motivational and performance efforts remains scarce and “rarely appears in the literature” (Mays and Bower 2005, p. 1). Besides a gap of empirical work it further appears that most existing studies stem from Psychology or Information Science. Yet it is surprising that, even though the topic of extra credit is considered a common practice in marketing education (Ackerman and Kiesler 2007), there is a wide gap within the marketing education literature. For example, a quick search in the Journal of Marketing Education for the keyword “extra credit” shows only 25 search results; yet none of those papers address motivational or performance effects of extra credit. A further search in Marketing Education Review yielded no results at all. To the authors’ knowledge, the topic has only been addressed once by Ackerman and Kiesler in the 2007 MEA Proceedings who conclude that for “such a common part of the marketing education curriculum, we know surprisingly little about its impact on students” (p. 123).

Outdoor Illinois.

Title from cover.

Life with sheepdogs:alternative metaphorical models of the doctoral research process revisited

The doctoral research process is the entry path for the academic profession. Traditionally it is explained by reference to another professional entry path, the industrial apprenticeship. Revisiting a paper and discussion originally held at the Marketing Education Group conference in 1991, we explore the implications and limitations of this metaphorical model, suggest alternatives and consider the interaction between student characteristics and supervisory approach. Through this process we offer marketing academics a vast range of unflattering metaphors to employ in describing themselves, their students, their supervisors and their colleagues.

Elefántcsonttoronyból világítótorony. A felsőoktatási intézmények misszióinak bővülése, átalakulása

Az utóbbi években – új elemként – a felsőoktatás szembesül a 2008-tól a világot sújtó gazdasági válság következményeivel. 2012 márciusában az Európai Egyetemi Szövetség „Az európai egyetemek fenntarthatósága” címmel rendezte meg éves nagykonferenciáját, ami tömören jellemzi a ma érvényesülő legnagyobb kihívás tartalmát, súlyosságát (EUA Annual 2012). A kötet – szándékunk szerint – erről szól. A releváns nemzetközi trendek áttekintése mellett a magyar felsőoktatás vizsgálatára vállalkozik néhány kiemelt téma vonatkozásában. Figyelmünk ezúttal az intézményi szintre irányul, arra, hogyan reagálnak a felsőoktatási intézmények a környezetükből érkező kihívásokra, hogyan keresik helyüket, fogalmazzák meg egyedi mondanivalójukat.

Őszinte pesszimisták? – A magyar kultúraszemélyiség a külföldiek percepciója szerint

Hazánk felsőoktatásának versenyképessége szempontjából egyre kiemelkedőbb szerepe van annak, hogy sikeresen jelenjen meg a nemzetközi piacokon, minél több nemzetközi diákot vonzzon Magyarországra és sikerüljön elégedettséget kiváltó teljesítményt nyújtani számukra, hogy elvigyék egyetemeink, főiskoláink jó hírnevét. A külföldi hallgatókban kialakult megítélést azonban befolyásolhatja az is, hogyan észlelik az adott kultúrát, amelyben vagy szakmai vagy turisztikai céllal hosszabb ideig tartózkodnak. Kutatásunk célja az volt, hogy felmérjük, hogy a külföldi megkérdezettek milyennek látják a magyar kultúra személyiségét legalább fél év nálunk töltött időszak után, és ez milyen hatással van a kultúránkkal szembeni attitűdjükre, értékelésükre. Cikkünk eredményei – egy online kérdőíves megkérdezésben részt vevő - 404 külföldi cserehallgató véleményét tükrözik, akik 2010 és 2013 között tanultak hazánkban. Az eredmények alapján elmondhatjuk, hogy a külföldi hallgatók a magyar kultúrát leginkább őszintének tartják, emellett meglehetősen erkölcsösnek, békésnek, humorosnak, becsületesnek és szorgalmasnak. Legkevésbé optimistának, perfekcionistának és jól szervezettnek érzékelnek bennünket. A látogatás céljától függően azonban más kultúraszemélyiség-jellemzők befolyásolják, hogy összességében milyen attitűd alakul ki bennük az adott kultúrával szemben.

Creación del área de ventas y mercadeo para Industrias Leader Ltda.

El departamento de mercadeo y ventas es fundamental en una empresa debido a que es el encargado de desarrollar e implementar estrategias que satisfagan las necesidades y requerimientos del cliente. Es aquí donde más se puede ver reflejado el aumento de las ventas de la empresa. El servicio al cliente, la relación con el mismo y el acompañamiento, es un tema muy importante a tratar, tanto para atraer a nuevos clientes como también para conservar a los clientes actuales. Este trabajo se desarrolló con base en la problemática de la creciente pérdida de clientes de la empresa Leader Ltda., y tiene como objetivo diseñar y crear un plan de mercadeo y ventas para la misma. Por medio de un estudio no experimental, descriptivo e interpretativo  se enfocó en diferentes análisis internos y externos de la compañía para poder desarrollar un plan de acción que se pueda implementar en la compañía.

Moderating teen drinking : combining social marketing and education

Purpose This paper outlines a pilot study that was undertaken in Australia in 2011 that combined social marketing with education. An intervention targeting 14-16 year olds to influence attitudes and behavioural intentions towards moderate drinking was developed and tested. Game On:Know alcohol (GO:KA) is a six-module intervention that is delivered to a year level cohort in an auditorium. GO:KA combines a series of online and offline experiential activities to engage (with) students. Design/methodology Following social marketing benchmark criteria, formative research and competitive analysis were undertaken to create, implement and evaluate an intervention. The intervention was delivered in one all boys' and one all girls' school in April and June 2011, respectively. A total of 223 Year 10 students participated in GO:KA with the majority completing both pre- and post-surveys. Paired samples t-tests and descriptive analysis were used to assess attitudinal and behavioural intention change. Findings Attitudinal change was observed in both schools while behavioural intentions changed for girls and not boys according to paired samples t-testing. Post hoc testing indicated gender differences. Research limitations The lack of a control group is a key limitation of the current research that can be overcome in the 20 school main study to be conducted in 2013-2015. Originality/value The current study provides evidence to suggest that a combined social marketing and education intervention can change teenage attitudes towards moderate drinking whilst only changing behavioural intentions for female teenagers. Analysis of the intervention provides insight into gender differences and highlights the need for a segmented approach.