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 All Versions of this Article:
0273475309345198v1
31/3/190    most recent
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 Scopus
Google Scholar
Right arrow Articles by Sweeney, A. D. P.
Right arrow Articles by Heffernan, T.
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?

Modeling the Constructs Contributing to the Effectiveness of Marketing Lecturers

Arthur D. P. Sweeney

Griffith University, Gold Coast Campus, Southport, Australia

Mark D. Morrison

Charles Sturt University, Bathurst, Australia

Denise Jarratt

Charles Sturt University, Bathurst, Australia

Troy Heffernan

University of Plymouth, United Kingdom

Student evaluation of teaching has been examined in higher education research for over 70 years but there are gaps in our knowledge about the contribution, and relationships between, the relevant constructs. Recent literature encourages researchers to test multivariate models of Teaching Effectiveness. Seven main constructs known to influence Teaching Effectiveness have been variously selected for inclusion in previous literature; however, previous multivariate studies have examined only a subset of these constructs, with the majority considering four or fewer constructs. The comprehensive model of Teaching Effectiveness developed in this study examines the main and mediated influence of all seven constructs on Teaching Effectiveness. Data have been collected from undergraduate marketing students. Three constructs (Clear Communication, Delivery Dynamism, and Assessment Fairness) contribute directly to Teaching Effectiveness. Real-World Knowledge, Rapport, Subject Organization, and Subject Difficulty contribute indirectly to Teaching Effectiveness. Consistent with previous research, these findings highlight the importance of personal attributes (communication, delivery, real-world knowledge, and rapport) on Teaching Effectiveness.

Key Words: marketing education • Teaching Effectiveness • structural equation modeling

This version was published on December 1, 2009

Journal of Marketing Education, Vol. 31, No. 3, 190-202 (2009)
DOI: 10.1177/0273475309345198
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?