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Debating the Issues: A Tool for Augmenting Critical Thinking Skills of Marketing Students

Department of Marketing, Law and Social Responsibility, Sellinger School of Business, at Loyola College in Maryland, 4501 N. Charles St., Baltimore, MD 21210; email: aroy{at}loyola.edu

Bart Macchiette

Department of Business at Plymouth State University, 17 High Street, Plymouth, NH 03264; e-mail: bartm{at}plymouth.edu

The case for enhancing critical thinking as an integral part of the marketing curriculum through the debate process is presented. Linkages between critical thinking, debate, and the marketing curricula are examined in the context of desired student outcomes and learning skills. The role of the professor in planning and facilitating the debate is then discussed. Adapting formal debate procedures and formats to the marketing curriculum are considered. The criteria for selection, a process for choice, sources, and examples of actual issues are discussed with suggestions for preparing students for the debate process. Finally, guidelines for evaluation are generated for recognizing critical thinking through the debate experience.

Key Words: classroom debate • critical thinking • controversial marketing issues • learning outcomes • evaluation guidelines

Journal of Marketing Education, Vol. 27, No. 3, 264-276 (2005)
DOI: 10.1177/0273475305280533


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