Building Skills with Professional Activity Reports

122

Section: Experiential Learningmentioning

confidence: 99%

A Critical Review of the Literature for Sales Educators

Cummins

Peltier

Erffmeyer

et al. 2013

122

“…Previous research has focused on skills needed by marketing and business majors and MBA students prior to entering the work force (cf. Arora & Stoner, 1992; Boatwright & Stamps, 1988; Floyd & Gordon, 1998; Kelley & Gaedeke, 1990; Levenburg, 1996; McDaniel & White 1993; Raymond, Carlson, & Hopkins, 2006; Schlee & Harich, 2010; Tomkovick, Erffmeyer, & Hietpas, 1996), the importance of professional development and self-marketing skills (Hawes & Foley, 2006; Kelley & Bridges, 2005; McCorkle, Alexander, Reardon, & Kling, 2003), and curriculum issues (e.g., Ackerman, Gross, & Perner, 2003; Ellen & Pilling 2002; Lamb, Shipp, & Moncrief, 1995; Taylor, 2003) to enhance the competitiveness of both undergraduate and graduate business students. Yet even though investigations such as that by McCorkle et al (2003) discussed the competitive job market and challenges students face as technology, business, and marketing conditions evolve, marketing educators may have to change their pedagogy to successfully address challenges and determine where our students appear to be falling short.…”

mentioning

confidence: 99%

Educating Students to Give Them a Sustainable Competitive Advantage

Hopkins

Raymond

Carlson

2011

With an increasingly competitive job market, this study focuses on what marketing educators can do to help students develop a sustainable competitive advantage. The authors conducted a survey of students, faculty, and recruiters to develop a better understanding of what skills and characteristics might be of value to each group of respondents and to ascertain where differences might exist across respondent groups. Although the basic skills (i.e., critical thinking, communication) recruiters seek have not changed much from previous studies, recruiters rated critical thinking skills, such as problem solving, much higher than either faculty or students. Graduates must be accountable and show the impact and rationale behind decisions. In other words, educators must continue to stress reading, writing, and “arith-metrics.” The lessons learned herein include ways to engage students, strengthen communication skills, incorporate skill development workshops, use professional speakers in marketing organizations, and promote services available outside the classroom as well as help students develop multiple skill sets in class. Educators should also encourage students to be open-minded, creative, and explore opportunities including internships and positions that may not be their current career choice. Finally, educators should discuss pros and cons of going straight through school or working before attending graduate school.

“…Similarly, career preparation has been described as a significant responsibility for university marketing education programs (Hawes & Foley, 2006). Career preparation and job search preparation are distinct but go hand in hand.…”

Section: Using Salesforce Trailhead As a Work-ready Graduate Assignmentmentioning

confidence: 99%

The Use and Value of Badges: Leveraging Salesforce Trailhead Badges for Marketing Technology Education

Humphrey

Laverie

Muñoz

2020

Recent calls to the academy challenge marketing educators to prepare new graduates for a complex, high-stakes marketing environment driven by technology. We explore the value of utilizing readily available marketing technology (martech) learning platforms as a means to stimulate preparedness for new careers or career advancement. Specifically, we explore the potential of using Salesforce Trailhead digital badges as a learning platform. We discuss how faculty can develop a Trailmix for their classes based on their specific learning outcomes. Next, we test the efficacy and student outcomes of using a marketing technology–focused digital badge learning platform.