PurposeThe purpose of this paper is to inform the development of vocationally focused marketing curricula by identifying the employability attributes required from new and early career marketing graduates.Design/methodology/approachExisting literature was used to develop a matrix of previously identified attributes. Content analysis of 250 online person specifications for a range of entry‐level and early career posts allowed the matrix to be populated and modified. Like attributes were grouped and organised into clusters to provide profiles of common requirements.FindingsUnder half of employers demanded a degree and less than a quarter a marketing one. Experience is generally required, thus questioning the value employers place on marketing degrees. In total, 52 attributes, within 16 clusters, were identified, common ones included communications, interpersonal relationships, information and communications technology, planning, self‐management, decision making and problem solving. Within the subset of macro and meta competences, 22 personal traits, including creativity, responsibility, initiative, determination and confidence, were commonly required.Research limitations/implicationsFindings quantify desirable attributes but fail to address issues of definition, rationale, contribution and measurement. These will be addressed within further qualitative research.Practical implicationsEducators should consider how the identified employability attributes can be addressed within the marketing curriculum in order to enhance the employment prospects of graduates.Originality/valueThe research verifies and adds to previous data regarding desirable attributes for marketing graduates. However, it also offers new, UK specific, data and a novel model to differentiate between micro and macro/meta competences and inform how transferrable skills and personal attributes combine with subject skills and knowledge to create employable graduates.
This paper reports on progress and findings to date on an ongoing action research project designed to address the problem of academic malpractice, notably collusion, amongst postgraduate students on an international MBA programme. Its roots lie in 2008 when it was found that case study assignments had largely designed-out plagia-rism but that collusion had taken its place with the result that 132 cases were taken to the University?s Unfair Practices Committee. Understanding the problem was ap-proached in several ways, including reference to existing literature, which highlighted the importance of students? previous cultural and educational experiences, and quali-tative research drawing on students? views and feelings. As a result, a two-pronged strategy was adopted, one element being a zero-tolerance policy with all MBA assign-ments submitted to the Turnitin text matching software and wide broadcasting of the dangers and penalties resulting from malpractice. These were coupled with strength-ening the induction and Study Skills elements of the programme in order to develop students? independent study skills and understanding and ability to comply with UK academic conventions. We conclude that the dual strategy of prevention and cure was effective, resulting in the overall rate of academic malpractice falling from a high of 34.8%, and of collusion of 26.6%, to single figures with both being maintained with subsequent cohorts. The ongoing question of how best to adapt teaching practices to suit the background and expectations of international students remains unresolved. Therefore, further research is being conducted with selected preliminary findings be-ing presented in this paper.
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