Journal of Marketing Education

Research comparing online and traditional course delivery methods has sought to demonstrate the equivalence of student performance in online and traditional courses. This study examines the unique proposition that online course delivery is superior to traditional when it comes to applied learning and is thus superior in the process of knowledge transfer. Students in six sections of Principles of Marketing differing in the method of course delivery are used in three studies to test this hypothesis. In the first study, online students outperformed traditional students in two of three parts of a business plan project. These findings are replicated in the second and third studies conducted in subsequent semesters. Process measures taken in the third study indicate that online students' confidence in the course material is related to a greater sense of community; a student debriefing reveals that there is more cooperation among online student teams than in traditional teams. These results indicate the usefulness of online courses for developing skills leading to the application of classroom knowledge to real-world projects.

Improvisational comedy emphasizes collaboration over competition. This leads to creative ideas and solutions to problems. By establishing this “improv mind-set” in the business classroom, an instructor may be able to overcome some of the problems associated with the case method (e.g., shy students, dominating students). By doing so, the learning environment of the classroom may be enhanced, and case discussions and learning outcomes may be improved. To frame the issue, the case method and some of its challenges are first discussed. Then the improv mind-set is explained and specific improv guidelines are offered. Finally, the author describes his experiences with trying to establish such a mind-set in a marketing class.

This article describes an innovative strategic tools course designed to enhance the problem-solving skills of marketing majors. The course serves as a means of preparing students to capitalize on opportunities afforded by a case-based capstone course and to better meet the needs and expectations of prospective employers. The course format utilizes active and deep learning to provide students with the ability to identify a marketing problem, select and use a strategic marketing tool or set of tools appropriate to its solution, collect and analyze relevant data, and make concrete data-based recommendations. Knowledge of the problem identification-to-recommendation process is enhanced via a “learning spiral,” which requires students to apply additional tools in different contexts, thus increasing their breadth and depth of understanding. The authors describe in detail two of the strategic tools that comprise course content (perceptual mapping and conjoint analysis). Finally, the article discusses the rewards and challenges that can be anticipated by those teaching the course.

For courses in a marketing curriculum to be effective where traditional textbook-based teaching methods are used, students must have sufficient ability to comprehend assigned reading materials. In addition, marketing graduates will have to read proficiently to meet the expectations of employers and to satisfy their own need to be highly competent self-directed learners. Self-regulated reading training is put forth as a partial remedy, and implementation of the most popular of these methods—SQ3R—is explained.

Hiring faculty is a challenge in the field of marketing. One important factor is a shortage of candidates. The problem is exacerbated, however, by an imperfect match between jobs and candidates. This study examines the homogeneity of academic jobs and candidates. Surveys were conducted with both parties. The results show that institutions and candidates are not homogenous. For example, hiring institutions differ in whether they are primarily seeking teaching or research ability and this is predictable depending on whether the institution is PhD granting or not. In addition, three types of job candidates are identified, each looking for something different—work environment, lifestyle, or research support. The lack of homogeneity can complicate the placement of candidates in jobs, but this depends on the distribution of these needs and the flexibility of both parties. Strategies to increase hiring success for hiring institutions are suggested, including assessing needs and competitive advantages.

This article describes the development and implementation of assessment in a new outcome-based marketing curriculum that was developed using a zero-based approach. Outcomes for the marketing curriculum were specified at the program, department, course, and lesson levels. Direct embedded assessments as well as indirect assessment methods were used to gauge student achievement. Results indicate that on both self-reported (indirect) and direct, as well as nonembedded and embedded, assessments significant value-added learning occurred. We chronicle the stages in developing and implementing an assessment plan and reflect on our experiences in the process to provide a roadmap for other marketing departments that also face the transition from teaching to learning.

The importance of graduate attributes is increasingly recognized internationally in higher education and by industry, government, and accrediting bodies. However, integrating the development of graduate attributes, such as critical thinking and critical reflection, has proved challenging in business education. This article demonstrates the value of constructive alignment for integrating graduate attributes into an intensive marketing course. This illustrative Australian study traces the integration of two graduate attributes from course design, through active student engagement in a range of learning activities, to various assessments of student learning outcomes using standards-based assessment criteria. The study recommends that graduate attributes are expressed as learning outcomes and aligned with assessment criteria, that students' awareness of graduate attributes and their value is developed, that relevance for students' future marketing careers is embedded into learning activities, that substantial opportunities for practice in developing generic skills is offered, that formal and informal feedback from lecturers and peers is provided, and that a programwide approach to developing and integrating graduate attributes is adopted. Finally, the implications for enhancing employability skills of new business professionals and for institutions meeting the assurance of learning standards required for business school accreditation by bodies such as Association to Advance Collegiate Schools of Business, European Quality Improvement System, and Community of European Management Schools and International Companies are considered.