Business Analytics in the Marketing Curriculum: A Call for Integration

Mintu‐Wimsatt, Alma; Lozada, Hector R.

doi:10.1080/10528008.2018.1436974

Cited by 20 publications

(15 citation statements)

References 10 publications

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“…While big data analytics is a broad concept involving the analysis of a high volume, variety, and velocity of data to support decision making and action taking (Wang & Wang, 2020), marketing analytics has a long history but has achieved prominence in the past decade with its promise of data-driven decision making in the digital environment (Liu & Levin, 2018;Wedel & Kannan, 2016). There is no generally agreed definition of marketing analytics in the academic literature and there is an overlap with business analytics, with some researchers using the terms interchangeably (Haywood & Mishra, 2019;LeClair, 2018;Mintu-Wimsatt & Lozada, 2018). Digital analytics emerged from web analytics, an early technique to measure the performance of digital marketing (Chaffey & Patron, 2012;Järvinen, 2016;Järvinen & Karjaluoto, 2015).…”

Section: Defining Analytics In Marketingmentioning

confidence: 99%

“…better business decisions require more data or better models" (Wedel & Kannan, 2016, p. 104). However, this may not be able to address the key challenge that lies at the heart of all marketing analytics education-the need to link the data collected and analyzed with strategy, without which data has little business value (Mintu-Wimsatt & Lozada, 2018;Wedel & Kannan, 2016). The majority of new marketing roles are now in digital marketing (Cowley et al, 2021) and the digital marketing skills gap remains a critical challenge for marketing educators with no end in sight (Spiller & Tuten, 2019).…”

Section: Analytics In Marketing Educationmentioning

confidence: 99%

“…Thus, third-party certifications could be used successfully in developing students' technical skills, completing the strategic marketing knowledge with handson experience with various marketing technologies and tools (Cowley et al, 2021). Researchers also agree that these certificates are an effective and efficient way of exposing students to marketing analytics practice (Cowley et al, 2021;Mintu-Wimsatt & Lozada, 2018;Spiller & Tuten, 2019;Staton, 2016). Various third-party industry certifications are available for educators, including Google Analytics, Google Ads Academy, HubSpot Academy, or Hootsuite Academy (for full details on certification types please refer to Cowley et al, 2021).…”

Section: Certain Technical Skills and Tools Are Criticalmentioning

confidence: 99%

“…Data-driven marketing has emerged as a critical issue, particularly in the context of new types of customer data emerging from digital media and online consumer information exchanges (Langan et al, 2019;Walker & Moran, 2019;Wymbs, 2016). The challenge for organizations operating in the digital economy is how to make sense of this overwhelming amount of data and transform it into actionable insights to improve marketing performance (Finch et al, 2013;Liu & Burns, 2018;Mintu-Wimsatt & Lozada, 2018). As a consequence, the demand for data skills has grown significantly, with the skills gap in contemporary marketing primarily driven by analytics, digital marketing and marketing technology (Cowley et al, 2021;General Assembly, 2020;Institute of Data & Marketing, 2019;Spiller & Tuten, 2019).…”

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confidence: 99%

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Analytics Capability in Marketing Education: A Practice-Informed Model

Kurtzke

Setkute

2021

Journal of Marketing Education

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As marketing continues to be transformed by technology and the explosion of big data, academic research has identified a significant need for analytics skills in marketing education. However, it is unclear whether current curriculum approaches to marketing analytics equip students with the skills employers need and prepare them effectively for data-driven marketing roles. This study identifies the knowledge and skills marketing graduates require for analytics practice to bridge the theory-practice gap and increase students’ employability. Our research reveals that a blend of knowledge, soft and technical skills is needed, and that the ability to communicate insights from data to stakeholders is critical. We offer a practice-informed model which demonstrates that conceptual knowledge, technical skills, tools skills and soft skills are required to develop holistic analytics capability for marketing practice. Actionable takeaways for how educators can embed holistic analytics teaching in marketing education are also provided.

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Section: Defining Analytics In Marketingmentioning

confidence: 99%

Section: Analytics In Marketing Educationmentioning

confidence: 99%

Section: Certain Technical Skills and Tools Are Criticalmentioning

confidence: 99%

mentioning

confidence: 99%

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Analytics Capability in Marketing Education: A Practice-Informed Model

Kurtzke

Setkute

2021

Journal of Marketing Education

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“…Big data is raw, unstructured and complex (Xu et al, 2016). As a result, a different approach is required to first make this raw data relevant to the business at hand and then be able to mine it for insightful strategic decision making (Mintu-Wimsatt and Lozada, 2018). In this paper we discuss the importance of incorporating analytics in the marketing discipline followed by an example of two exercises tested in the introductory and senior level marketing courses.…”

Section: Introductionmentioning

confidence: 99%

Building a culture of business analytics: a marketing analytics exercise

Haywood

Mishra

2019

IJEM

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Purpose The purpose of this paper is to describe how brief exercises in introductory and advanced marketing courses can help business students achieve a broader understanding of what Big data and data analytics mean in the workplace. These short analytics problems fit into the culture that we are building at our institution to create analytics cases for courses within our business curriculum. Design/methodology/approach A database of 1,500 customer reviews for a fictitious sporting company was created. Two exercises based on text mining and sentiment analysis were developed to be tested in introductory and advanced marketing course. Students were introduced to the basic concepts used in data analysis and the creation of R code for extracting sentiment words was demonstrated. Students then used pivot tables to identify patterns in the given data set. Students in the introductory course completed a short exercise while the students in the advanced class developed a detailed memo. Findings Results suggest that students in the introductory course are significantly more aware of the use of data in the industry as well as methods to deal with Big data after completing the exercise as compared to their knowledge at the beginning of the exercise. Students in the advanced course are able to identify patterns, detect shortcoming and propose strategic plans based on their analysis of the data. Originality/value Proposed exercises in the study are developed with an aim to help business schools develop a culture supportive of analytics. The purpose of these exercises is to make students aware of the importance of Big data and analytics early on in their curriculum and reinforce their exposure in an advanced course.

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Customer relationship management technology: bridging the gap between marketing education and practice

Harrison

Ajjan

2019

J Market Anal

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The recent machine learning and analytics advances in customer relationship management (CRM) technologies place new demands on marketing education and practitioners to develop the skills needed to use the technology. Compounding the issue, research on the use of technology in sales curriculum is underdeveloped. In a comprehensive review of the sales education literature, one study identified that only six articles on sales technology were published in major marketing education journals from 1979 to 2013. In an effort to bridge the gap between critical industry competencies and marketing curriculum, understanding the impact of technology use and training is important for educational planning and student development. Using a survey of 82 salespeople in the United States, the current study empirically evaluates how use of technologically advanced CRM features influences self-perception of CRM knowledge, the perception that additional technology training would be beneficial, and adaptive selling performance of sales practitioners. A majority of survey respondents in the current study cited a need for college students to receive increased exposure to advanced CRM technology training and skill development. We propose an experiential learning approach to teach marketing college students advanced CRM features to help them bolster their effectiveness and value in the workplace.

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Business Analytics in the Marketing Curriculum: A Call for Integration

Cited by 20 publications

References 10 publications

Analytics Capability in Marketing Education: A Practice-Informed Model

Analytics Capability in Marketing Education: A Practice-Informed Model

Building a culture of business analytics: a marketing analytics exercise

Customer relationship management technology: bridging the gap between marketing education and practice

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