Journal of Marketing Education recent issues

The Guest Editors' Corner

Rundle-Thiele, S. R., Polonsky, M. J. — Thu, 29 Oct 2009 13:33:45 PDT

Modeling the Constructs Contributing to the Effectiveness of Marketing Lecturers

Sweeney, A. D. P., Morrison, M. D., Jarratt, D., Heffernan, T. — Thu, 29 Oct 2009 13:33:45 PDT

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.

Can Australian Universities Take Measures to Increase the Lecture Attendance of Marketing Students?

Dolnicar, S., Kaiser, S., Matus, K., Vialle, W. — Thu, 29 Oct 2009 13:33:45 PDT

Lectures are a central element of traditional university learning, but Australian lecturers increasingly face very low levels of lecture attendance. A significant amount of research exists that investigates the drivers of lecture attendance. However, those studies typically study single factors in an isolated manner, thus overestimating the importance of individual factors. This study contributes to the understanding of lecture attendance (and nonattendance) by including a range of factors that potentially affect lecture attendance simultaneously, thus accounting for possible interactions between factors and identifying the key drivers of lecture attendance. The study uses a survey among all students of an Australian university to compute a regression model with the probability of lecture attendance as the dependent variable. Results indicate that only four of the factors previously investigated are significant for marketing students (i.e., the difficulty of the subject, the quality of the lecture as perceived by the student, the quality of the student as indicated by his or her average mark, and the format of the lecture), which leaves little opportunity for Australian universities to improve attendance with simple measures. Instead, the data suggest that universities need to improve the quality of lectures to achieve better attendance levels.

Experiencing the Product Life Cycle Management Highs and Lows Through Dramatic Simulation

Pearce, G., Jackson, J. — Thu, 29 Oct 2009 13:33:45 PDT

Product life cycle (PLC) stages and diagrams are briefly and dispassionately covered in the standard marketing textbook format with little attention to the social-psychological experiences of those actually participating. This qualitative study used process drama as a teaching tool and a research instrument to probe the PLC phenomenon in a different way. A useable sample of 27 students used the educational drama convention called Space Mission to Mars, a form of process drama, to bring first-hand contact with, and relevance to, this marketing concept and practice. Student journals were analysed through content analysis, and this was combined with lecturer observations and some semistructured probe interviewing. The study found that students clearly expressed a new, more involved, and more insightful appreciation of the actual conceptual marketing processes and emotional experiences that marketers have when directly involved in PLC activities.

Poster Sessions in Marketing Education: An Empirical Examination

Stegemann, N., Sutton-Brady, C. — Thu, 29 Oct 2009 13:33:45 PDT

Poster sessions provide a creative and stimulating alternative to traditional assessment methods in marketing. Poster sessions, as a means of assessment, have long been used in science fields. This article presents the successful implementation of poster sessions as a means of assessment in a postgraduate unit of study. Poster sessions in conference style were used as an alternative method of assessment in a postgraduate unit. The article provides information for marketing educators seeking to use poster presentations as a means of assessment in addition to providing the first empirical examination of the use of posters in a marketing education context. It focuses on gaining a better understanding of student perceptions of anxiety, stress, the level of creativity, and academic confidence in addition to understanding independent variables such as gender, age, and cultural background. Findings show that students are enthusiastic about poster sessions, which encourage creativity and provide an interactive learning environment.

A Case Study of Teaching Marketing Research Using Client-Sponsored Projects: Method, Challenges, and Benefits

Bove, L. L., Davies, W. M. — Thu, 29 Oct 2009 13:33:46 PDT

This case study outlines the use of client-sponsored research projects in a quantitative postgraduate marketing research subject conducted in a 12-week semester in a research-intensive Australian university. The case study attempts to address the dearth of recent literature on client-sponsored research projects in the discipline of marketing. Evaluation results provided from students in a 3-year period indicate support for the use of client-sponsored projects because they provide a number of benefits. In particular, students feel that such projects give invaluable opportunities to develop consulting and research skills that are highly sought after by industry. However, despite the advantages of the client-sponsored research projects, the quantitative nature of the marketing research subject is still an impediment to attaining high student quality teaching scores. Furthermore, there can be problems if students lack basic statistical knowledge, do not practice SPSS outside of class, and segment project tasks within the team. Finally, although client-sponsored marketing research projects can improve the profile of marketing research courses, they demand high levels of energy by the lecturer, a small class size (up to 35 students), and are dependent on a strong degree of client commitment.

Do Business Students' Culturally Anchored Values Shape Student-Driven or Teacher-Driven Learning Style Preferences?

Mitsis, A., Foley, P. W. — Thu, 29 Oct 2009 13:33:46 PDT

University education is part of a globally competitive service industry and contributes more to Australia’s export earnings than agriculture. This article argues that a deeper understanding of diverse cultural student groups is important for Australian and other universities that wish to differentiate their education service offerings by customizing them to different segments. International and domestic students are commonly seen to have different learning style preferences. This study empirically explores whether an understanding of culturally anchored values provides a better customer segmentation measure to predict learning style preferences than existing domestic and international student measures. Three questions are empirically addressed: Do business students’ culturally anchored values explain variation in learning style preferences? Do students’ culturally anchored values predict a preference for a more student- or teacher-driven learning environment? and Can an understanding of culturally anchored values provide a better customer segmentation variable to identify learning style preferences than the more commonly used categories of domestic and international? This study found that culturally anchored values provided stronger predictors of learning style preferences than domestic and international student categorizations. Implications for marketing undergraduate business programs are identified.

The Development of Competent Marketing Professionals

Walker, I., Tsarenko, Y., Wagstaff, P., Powell, I., Steel, M., Brace-Govan, J. — Thu, 29 Oct 2009 13:33:46 PDT

The process of transition from university undergraduate to business professional is a crucial stage in the development of a business career. This study examines both graduate and employer perspectives on the essential skills and knowledge needed by marketing professionals to successfully perform their roles. From in-depth interviews with 14 graduates and 14 employers, it is apparent that the transition trajectory is both diverse and dynamic. The first main finding is that the transition from marketing graduate to employee is marked by a lack of skills to organically "fit the organization." Another finding is related to specific competencies such as the ability to have and, most importantly, apply marketing knowledge. These findings have strong implications for the development and redesign of curricula to produce highly skilled, employable graduates and to assist universities in retaining a competitive advantage within the tertiary sector.

Advertising Education in Australia: Looking Back to the Future

Kerr, G. F., Waller, D., Patti, C. — Thu, 29 Oct 2009 13:33:46 PDT

In Australia, advertising is a $13 billion industry that needs a supply of suitably skilled employees. Over the years, advertising education has developed from vocational-based courses to degree courses across the country. This study uses diffusion theory and various secondary sources and interviews to observe the development of advertising education in Australia from its early past to its current-day tertiary offerings, to discussing the issues that are arising in the near future. Six critical issues are identified, along with observations about the challenges and opportunities within Australian advertising education. By looking back to the future, it is hoped that this historical review provides lessons for other countries of similar educational structure or background, or even other marketing communication disciplines on a similar evolutionary path.

The Guest Editors' Corner

Chapman, K. J., Karns, G. L. — Wed, 12 Aug 2009 07:36:51 PDT

Group-Based Assessment as a Dynamic Approach to Marketing Education

Bicen, P., Laverie, D. A. — Wed, 12 Aug 2009 07:36:51 PDT

Assessment is a prominent issue in education today. However, assessment of learning often occurs only at the end of the semester to satisfy accreditation agencies. An alternative is to conduct assessments during the course, not only to assess if learning goals are being met but also to assess student learning during the course. Assessment for learning puts assessment at the heart of the learning process. In this approach, students are active participants in the assessment process. The authors propose a new approach to assessment—group-based assessment (GBA), which includes in-class group learning, peer assessment, and peer and instructor feedback. They develop their approach based on theoretical underpinnings of the dynamic assessment theory and the zone of proximal development theory to develop GBA. The authors test the effectiveness of this approach in a study conducted with students using a one group pretest—posttest quasi-experimental design. The results of this study provide empirical support that GBA is related to students' intrinsic motivation, self-regulated learning strategies, perceived autonomy, perceived competence, task mastery orientation, and actual performance. In addition, guidelines for implementing GBA are provided.

Reducing Content Variance and Improving Student Learning Outcomes: The Value of Standardization in a Multisection Course

Meuter, M. L., Chapman, K. J., Toy, D., Wright, L. K., McGowan, W. — Wed, 12 Aug 2009 07:36:51 PDT

This article describes a standardization process for an introductory marketing course with multiple sections. The authors first outline the process used to develop a standardized set of marketing concepts to be used in all introductory marketing classes. They then discuss the benefits to both students and faculty that occur as a result of standardizing a required course that has multiple sections. Finally, they present results from a survey designed to assess student attitudes about the use of standardized marketing concepts within a course and across the curriculum. The results indicate that students value a standardized curriculum and appreciate more repetition of concepts within and between marketing classes. In addition, the survey results show that students who are introduced to the standardized set of concepts in their introductory marketing classes score higher on a knowledge test than students who are not exposed to the standardized set of concepts.

Viva Voce (Oral Examination) as an Assessment Method: Insights From Marketing Students

Pearce, G., Lee, G. — Wed, 12 Aug 2009 07:36:51 PDT

Viva voce (viva) or oral examinations are widely used in medical education, clinical examinations, and doctoral defenses, yet the assessment method is seldom adopted by university marketing departments. Correspondingly, the marketing education literature makes no reference to vivas as an alternative academic assessment technique. This research discusses the use of viva as a summative assessment method in university marketing education. Final-year marketing students undertaking an elective unit in services marketing were given an end-of-unit viva instead of a written examination. Fifty-four cartoon completion tests were analyzed to gain insight into student perceptions of the viva assessment task. Interpretive findings from this study suggest that viva is a valid and novel method of assessing learning outcomes such as application of deep learning, application of theory to practice, and problem-solving skills. The vivas enabled dialectic communication between the examiner and student and provided invaluable experience for career interviews. Although some students were anxious prior to the viva examination, on reflection they conceded that the process was user friendly. Based on these findings, implications for the adoption of vivas as an assessment method are discussed.

Assurance of Learning for Principles of Marketing Students: A Longitudinal Study of a Course-Embedded Direct Assessment

LaFleur, E. K., Babin, L. A., Lopez, T. B. — Wed, 12 Aug 2009 07:36:51 PDT

This article describes the process one marketing faculty followed to demonstrate assurance of learning for marketing students and presents longitudinal results associated with a course-embedded direct assessment device in the Principles of Marketing course. The process follows closely the Association to Advance Collegiate Schools of Business (AACSB) new requirements for demonstrating assurance of learning and illustrates a methodology used to satisfy the requirements of multiple accrediting agencies. Although AACSB does not mandate assurance of learning at the major level, other accrediting bodies (i.e., regional agencies) do require this effort. Our focus on the Principles of Marketing course informs the assurance of learning in the foundations of knowledge for all business students, while simultaneously enabling continuous improvement with regard to education of marketing majors.

The Editor's Corner

Lincoln, D. J. — Wed, 12 Aug 2009 07:36:51 PDT

An Exploratory Investigation of the Periodic Performance Evaluation Processes for Marketing Faculty: A Comparison of Doctoral-Granting and Non-Doctoral-Granting Universities

Shepherd, C. D., Carley, S. S., Stuart, R. S. — Wed, 12 Aug 2009 07:36:51 PDT

Whether a first entrant into the academic job market or a seasoned professional, career outcomes for marketing educators depend heavily on the evaluation process used at their institutions. This research explores the periodic performance evaluation process for marketing faculty members using data collected from a national sample of marketing department chairpersons. Several aspects of the evaluation and its potential outcomes are explored, including teaching and research expectations. The results indicate that regular and frequent performance evaluations are a routine part of life for marketing faculty, whatever their institutional affiliation. Furthermore, these evaluations tend to play a role in promotion, tenure, compensation, and retention decisions. Several interesting conclusions emerge when the results from doctoral-granting and non-doctoral-granting universities are compared, including that doctoral-granting universities tend to have a more restrictive view of what constitutes acceptable research. Additionally, teaching and service were found to play a more important role in the tenure decision at non-doctoral-granting universities, whereas research was found to play a larger role at doctoral-granting universities. These and other results offer a unique look at the policies and procedures used in the periodic performance evaluation of marketing faculty members.

Group Projects Using Clients Versus Not Using Clients: Do Students Perceive Any Differences?

Parsons, A. L., Lepkowska-White, E. — Wed, 12 Aug 2009 07:36:51 PDT

Today's educators are faced with the challenge of preparing undergraduate students to be productive employees who can communicate effectively, work well in teams, and solve problems, as well as demonstrate content knowledge. Group projects are one tool that educators can use to help students develop these key skills. Educators may be tempted to try client-based projects in which students consult with real companies, an approach that may involve extensive preparation for the faculty member, or opt instead for a less labor-intensive option, such as having students work on hypothetical problems for established companies. Faculty must decide what type of project will most benefit their students and, at the same time, will not be too complex to administer. In this article the authors discuss literature regarding group projects using real world clients (client-based learning) and they empirically test whether the nature of the project has any influence on how the students perceive the project as a motivational tool, a learning device, and a contributor to their skill development, and the personal benefits they receive from completing the project. Understanding these issues will help instructors to better design and administer group projects.

Response Style Contamination of Student Evaluation Data

Dolnicar, S., Grun, B. — Wed, 12 Aug 2009 07:36:51 PDT

Student evaluation surveys provide instructors with feedback regarding development opportunities and they form the basis of promotion and tenure decisions. Student evaluations have been extensively studied, but one dimension hitherto neglected is the actual measurement aspect: which questions to ask, how to ask them, and what answer options to offer to students to get the most valid results. This study investigates whether cross-cultural response styles affect the validity of student evaluations. If they do, then the student mix in a class can affect an instructor's evaluation, potentially producing biased feedback and prompting inappropriate decisions by university committees. This article discusses two main response styles, demonstrates the nature of the bias they can cause in student evaluation surveys using simulated artificial data, and illustrates three cases based on real student evaluation data in which marketing instructors' teaching quality assessments may be heavily biased because of response styles. The authors propose a simple method to check for response style contamination in student evaluation data and they discuss some practical implications.

Student Intercultural Proficiency From Study Abroad Programs

Clarke, I., Flaherty, T. B., Wright, N. D., McMillen, R. M. — Wed, 12 Aug 2009 07:36:51 PDT

In the past decade, study abroad programs (SAPs) have more than doubled, where today, about 223,000 U.S. college students study abroad, immersing themselves in foreign language, culture, and business practices. It is customary to hear students describe these experiences as "life changing," yet little empirical evidence exists to establish the specific areas of personal development achieved in a SAP. This study investigates several of the potential intercultural influences of a semester abroad for students from the United States. Findings reveal that students who study abroad may have greater intercultural proficiency, increased openness to cultural diversity, and become more globally minded than those students remaining in a traditional campus setting. Students who participate in SAPs perceive themselves as being more proficient, approachable, and open to intercultural communication.

Marketing Educators' Association: 2010 MEA Conference -- April 8-10, 2010 Downtown Seattle, Renaissance Seattle Hotel

Wed, 12 Aug 2009 07:36:51 PDT

The Editor's Corner

Lincoln, D. J. — Tue, 10 Mar 2009 08:34:50 PDT

Building a Marketing Curriculum to Support Courses in Social Entrepreneurship and Social Venture Competitions

Schlee, R. P., Curren, M. T., Harich, K. R. — Tue, 10 Mar 2009 08:34:50 PDT

This study examines the implications of the increased popularity of social enterprise programs and social venture competitions for the marketing curriculum. Social enterprise programs and competitions are often offered outside the school of business and target students from a variety of academic backgrounds. Although social enterprises use business skills to solve social problems, the specific marketing skills required differ from those covered in most marketing curricula. This article recommends some changes in emphasis and/or scope to specific areas in the marketing curriculum and includes an outline of the proposed marketing curriculum for social enterprise programs.

Student Evaluations of Teaching: Are They Related to What Students Learn?: A Meta-Analysis and Review of the Literature

Clayson, D. E. — Tue, 10 Mar 2009 08:34:50 PDT

Although the student evaluation of teaching has been extensively researched, no general consensus has been reached about the validity of the process. One contentious issue has been the relationship between the evaluations and learning. If good instruction increases the amount of learning that takes place, then learning and the evaluations should be validly related to each other. A review of the literature shows that attempts to find such a nomological relationship has been complicated by practice, methodology, and interpretation. A meta-analysis of the literature shows that a small average relationship exists between learning and the evaluations but that the association is situational and not applicable to all teachers, academic disciplines, or levels of instruction. It is concluded that the more objectively learning is measured, the less likely it is to be related to the evaluations.

Student Self-Identity as a Critical Thinker: The Influence of Attitudes, Attitude Strength, and Normative Beliefs

Celuch, K., Black, G., Warthan, B. — Tue, 10 Mar 2009 08:34:50 PDT

During the past decade, critical thinking has received increasing recognition in the marketing education literature. However, much of the extant literature emphasizes techniques tied to implementing critical thinking approaches, while questions exist regarding the processes by which students are influenced through participation in critical thinking pedagogies. This study merges attitudes, norms, and self-identity literature as a means of addressing the question of how students come to view themselves as critical thinkers. Specifically, the authors hypothesize that attitude strength should moderate the influence of attitudes on normative beliefs. Normative beliefs, in turn, are posited to mediate the influence of the Attitude x Attitude Strength interaction on student self-identity as a critical thinker. Thus, students with strong and positive attitudes regarding critical thinking will have strong normative beliefs associated with the skill, and these beliefs, in turn, will affect self-identity as a critical thinker. Results, based on a sample of students participating in critical thinking—oriented classes, support these hypotheses. Findings hold implications for academics and future researchers attempting to understand how to effectively leverage critical thinking pedagogies in marketing classes.

The Hot Seat: Profiling the Marketing Department Chair

Aggarwal, P., Rochford, L., Vaidyanathan, R. — Tue, 10 Mar 2009 08:34:50 PDT

The chair of the marketing department serves a critical role in balancing the needs of the university with those of the faculty. Because most department chairs are drawn from the faculty in their departments, the administrative role they take on conflicts with their desire to maintain their academic roles as teacher and researcher. Although there is evidence that the chair role is perceived differently across disciplines, there has been limited examination of this role in marketing. This study profiles marketing departments and chairs in Association to Advance Collegiate Schools of Business—accredited schools in the United States and examines how the chairs view their position in the broader context of the department and faculty they serve. The authors propose and empirically test a number of hypotheses pertaining to factors contributing to the stress experienced by marketing department chairs. Results show that marketing department chairs treat their "faculty developer" role as the most important responsibility. A major driver of stress is not the lack of preparation for taking on administrative responsibilities but rather the time demands of the chair position.

Now It's Personal: Antecedents and Outcomes of Rapport Between Business Faculty and Their Students

Granitz, N. A., Koernig, S. K., Harich, K. R. — Tue, 10 Mar 2009 08:34:50 PDT

Rapport refers to when two people "click." Although business education researchers have begun to study rapport, past research has principally focused on students' perceptions of rapport, whereas faculty's perceptions of rapport have never been studied or contrasted with those of students. Understanding this is critical as rapport between faculty and students can improve learning and bestow other positive student and faculty benefits. Employing qualitative research, this study uncovers faculty's views of the antecedents and outcomes of rapport between faculty and students. Based on the results of this study, a faculty-student model of rapport is developed. This model shows that approach, personality, and homophily factors serve as antecedents to such rapport. Student benefits such as enhanced learning, greater involvement, and greater customization are important outcomes of rapport. Other outcomes include faculty benefits, outside-of-the-classroom benefits, as well as benefits for both faculty—students. Contrasts to past research and recommendations for faculty to build rapport are presented.

Upgrading to Web 2.0: An Experiential Project to Build a Marketing Wiki

Cronin, J. J. — Tue, 10 Mar 2009 08:34:50 PDT

Wikis are one of the newest features of Web 2.0. This article describes the implementation of a project in a marketing course in which students created an interactive textbook using wiki software. Several surprises encountered along the way are described, and the unique problem of grading individual contributions to a wiki is discussed. The author concludes that the wiki work improved the collaboration skills of students, but effects on learning could not be assessed. Strategies are provided that other instructors interested in using a wiki in the classroom can use to make the experience fulfilling for both instructor and students. The article ends with a call for the development of better grading methods and for assessment of the impact of wikis on learning.

The Google Online Marketing Challenge and Research Opportunities

Neale, L., Treiblmaier, H., Henderson, V., Hunter, L., Hudson, K., Murphy, J. — Tue, 10 Mar 2009 08:34:50 PDT

The Google Online Marketing Challenge is an ongoing collaboration between Google and academics, to give students experiential learning. The Challenge gives student teams US$200 in AdWords, Google's flagship advertising product, to develop online marketing campaigns for actual businesses. The end result is an engaging in-class exercise that provides students and professors with an exciting and pedagogically rigorous competition. Results from surveys at the end of the Challenge reveal positive appraisals from the three—students, businesses, and professors—main constituents; general agreement between students and instructors regarding learning outcomes; and a few points of difference between students and instructors. In addition to describing the Challenge and its outcomes, this article reviews the postparticipation questionnaires and subsequent datasets. The questionnaires and results are publicly available, and this article invites educators to mine the datasets, share their results, and offer suggestions for future iterations of the Challenge.

The Editor's Corner

Lincoln, D. J. — Wed, 29 Oct 2008 12:52:40 PDT

Creating an Interactive and Responsive Teaching Environment to Inspire Learning

Paladino, A. — Wed, 29 Oct 2008 12:52:40 PDT

Teaching students to understand, disable, and solve problems is one of the largest challenges educators face in undergraduate marketing education. My teaching philosophy is centered on the creation of an interactive learning environment. This encompasses problem-based teaching and collaborative learning to foster discussions between students and between faculty members and students. This setting is largely supported by the creation of technological resources and the design of feedback systems. Feedback provides students with the opportunity to gauge their understanding of the course and to improve. The technological resources assist students to learn at their own pace. Consisting of digital lecture recordings, an on-line tutor, and a "bank" of lecture slides and assessment materials, these online resources serve to provide students with feedback and 24-hr support to assist with their learning. Variety in teaching tools, the creation of an interactive and supportive environment, and the implementation of high standards have motivated my students to attend class and excel in their performance. It has also improved their transferable skill development and their value to employers for years to come.

Designing a Marketing Course With Field Site Visits

Van Doren, D., Corrigan, H. B. — Wed, 29 Oct 2008 12:52:40 PDT

A key goal of including field site visits in marketing courses is to give business students increased interaction with industry professionals and community leaders. Site visits give students a concrete idea of how different marketing disciplines work in the business world. Business students gain greater insight into a career in marketing from this type of course. Undergraduate students learn about careers in marketing early in their college education and graduate students realize new career opportunities. In this course, students prepared for and completed two experiential site visits to businesses in the local area to reach these goals. Significant benefits of this course included building stronger relationships between the Sellinger School of Business and Management and local companies and introducing students to prospective employers. This article describes the reasoning behind the course as well as practical strategies for faculty interested in implementing site visits as an experiential teaching approach. A pilot graduate course has been completed at Loyola College in Maryland with encouraging results, and an undergraduate course with site visits is planned. Early results indicate that it is possible to incorporate site visits into any marketing course.

Don't Throw Out the Baby With the Bathwater: Verbal Repetition, Mnemonics, and Active Learning

Saber, J. L., Johnson, R. D. — Wed, 29 Oct 2008 12:52:40 PDT

The effectiveness of using verbal repetition and first-letter acronyms to teach a common marketing framework was examined in two experiments. In Experiment 1, 345 undergraduate students were exposed to the framework using one of four conditions: control, verbal repetition, acronym, and verbal repetition plus acronym in a traditional learning setting. Students were tested for unaided recall of the concepts as well as concept application and analysis. Results indicate that using acronyms increased student scores at 2 weeks and 3 months for both unaided recall and analysis, but verbal repetition had no significant effect, either alone or in conjunction with the acronym. Experiment 2 tested the impact of acronym use in an active learning setting. Here, 129 undergraduate students were exposed to the framework using only an active learning method or the active learning method plus an acronym. Students were tested for unaided recall and concept application and analysis at 2 weeks and 3 months after exposure. Use of the acronym increased scores for both unaided recall and concept application and analysis compared to the active learning method alone. Implications for teaching strategies are discussed.

Improving Writing Through the Marketing Curriculum: A Longitudinal Study

Bacon, D. R., Paul, P., Johnson, C., Conley, T. — Wed, 29 Oct 2008 12:52:40 PDT

An objectively scored assessment of basic writing skills was used systematically in several courses throughout the marketing curriculum at a private university. Results indicate that repeated testing on editing skills with feedback will lead to repeated improvements in skills and that these skills tend to be recalled for substantial periods of time. Furthermore, the objectively scored instrument was found to correlate significantly with actual writing performance. Despite the success with this method, barriers remain to wider adoption.

Exploring Cramming: Student Behaviors, Beliefs, and Learning Retention in the Principles of Marketing Course

McIntyre, S. H., Munson, J. M. — Wed, 29 Oct 2008 12:52:40 PDT

Cramming for finals is common on college campuses, and many students seem to cram for their final in the Principles of Marketing course. This article addresses the question of defining and measuring a "cramming study strategy." Scales are developed to assess (a) cramming for courses in general and (b) cramming specifically in the Principles of Marketing course relative to two other study strategies. Several research questions about cramming are addressed, including (a) How widespread is the practice? (b) How effective do students perceive it to be? (c) How effective is it actually, both in the short and long term, for students' GPA and grade in the Principles of Marketing course? and (d) Is there a deterioration in retention, as measured by a master test, of content learned in the Principles course from using more of a cramming study strategy? Implications are discussed, particularly in light of various pedagogical approaches to combating learning decay, and areas for future research are suggested.

The Effects of Team Personality Awareness Exercises on Team Satisfaction and Performance: The Context of Marketing Course Projects

Lancellotti, M. P., Boyd, T. — Wed, 29 Oct 2008 12:52:40 PDT

Marketing courses heavily utilize team projects that can enhance student learning and make students more desirable to recruiters seeking greater teamwork skills and experience from students. Unfortunately team projects that provide opportunities to learn and improve such skills can also be great sources of frustration and dissatisfaction for instructors and students. This research investigates the effects of exercises designed to encourage student reflection on their behavior as team members and engage in proactive communications with teammates. The exercises are based on a set of humorous personality types derived from common maladaptive student behavior in teams (e.g., "The Dictator," "The Monarchist"). The exercises are tested in a field study, which shows their use results in greater student satisfaction with the team and team output. They also result in increased student learning as measured by improved team project performance and better individual exam and course grades compared to students who engage in the same team projects without participating in the exercises. Details on the personalities and how to run the exercises are provided along with reflections from 8 years of their use in the classroom.

Social Loafing on Group Projects: Structural Antecedents and Effect on Student Satisfaction

Aggarwal, P., O'Brien, C. L. — Wed, 29 Oct 2008 12:52:40 PDT

To respond to the expectations of the industry and business school accreditation bodies, marketing faculty have been making extensive use of group projects in their curricula. A common problem with the use of student groups, however, is that of social loafing. In this study, we identify some easy-to-implement project set-up factors and examine their impact on reducing the incidence of social loafing. We find that the incidence of social loafing increases with the scope of the project and the size of the student group assigned to the project. We also find that having multiple peer evaluations during the course of the project reduces social loafing. We study the impact of social loafing on students' satisfaction with group members' contribution and the perceived fairness of the project grade. Recommendations for reducing social loafing and increasing students' satisfaction with group projects are also discussed.