Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

CiteULike is a free service for managing and discovering scholarly references - click here to get started.

Sign In to gain access to subscriptions and/or personal tools.
Journal of Marketing Education
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Borin, N.
Right arrow Articles by Tietje, B. C.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

A Replicable, Zero-Based Model for Marketing Curriculum Innovation

Norm Borin

California Polytechnic State University, San Luis Obispo

Lynn E. Metcalf

California Polytechnic State University, San Luis Obispo

Brian C. Tietje

California Polytechnic State University, San Luis Obispo

As university curriculums inevitably change, their evolution typically occurs through a series of minor incremental adjustments to individual courses that cause the curriculum to lose strategic consistency and focus. This article demonstrates a zero-based approach to marketing curriculum innovation. The authors describe forces of change that led them to completely redesign their marketing curriculum, and they chronicle a replicable process that can be used to develop and launch an extensive transformation of an existing program that is focused yet adaptive. The process includes faculty commitment, consensus, collaboration, and compromise; stake-holder input; points of distinction; unifying themes; intended learning outcomes; instructional design; approval; a transition plan; launch; and evaluation and continuous improvement. The authors believe that departments of any size can implement a similar redesign process to develop a curriculum that is strategically consistent with the department's core competencies and focused on learning outcomes that are fundamental to any marketing career.

Key Words: educator • curriculum change • college and university • curriculum • marketing

Journal of Marketing Education, Vol. 29, No. 2, 164-174 (2007)
DOI: 10.1177/0273475307302018
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 Journal of Marketing EducationHome page
M. L. Meuter, K. J. Chapman, D. Toy, L. K. Wright, and W. McGowan
Reducing Content Variance and Improving Student Learning Outcomes: The Value of Standardization in a Multisection Course
Journal of Marketing Education, August 1, 2009; 31(2): 109 - 119.
[Abstract] [PDF]