C.U.L.T.U.R.E.: marketing education in the age of cultural diversity

Abstract

Purpose -The purpose of this paper is to investigate the role Australian University marketing students' cultural backgrounds play in their learning and their perceptions of assessment and explores whether current assessments appropriately address the differing needs of a culturally diverse student population. Design/methodology/approach -The paper adopts a qualitative approach utilising five focus groups, each comprised of 12 students. Findings -Results indicate learning environments, learning and assessment approaches and assessment tasks each bring their own benefits, constraints and challenges to studying in a culturally diverse environment. Principles are presented for adoption by marketing educators in order to foster a vibrant, inclusive learning environment which meets the educational needs and wants of a culturally diverse student cohort.Research limitations/implications -The number of students representing different global regions or countries limited this study. With the exception of students from Australia and the Asian region, there were minimal students representing other cultural backgrounds despite every attempt being made to be culturally inclusive across global regions. Practical implications -The paper presents the principles of C.U.L.T.U.R.E. and recommends their integration into learning approaches and assessment practices across Schools and Faculties at the tertiary level. Originality/value -This paper fulfils an identified need to study a culturally diverse student cohort's perceptions and attitudes towards learning approaches and assessment practices and their perceived relevance to the provision of core graduate business and generic skills necessary for employability in the global marketplace.

Inclusivity and Diversity: A Systematic Review of Strategies Employed in the Higher Education Marketing Discipline

“…Only 15 out of the 31 studies employed a guiding theory or framework. Cultural theories and frameworks were utilized most frequently including Hofstede’s Cultural Values Framework (Carter, 2009; Ringer et al, 2014; Rodriguez & Boyer, 2018; Yoo & Donthu, 2002), the Theory of Acculturation (Demangeot et al, 2019), Global Mindedness and Intercultural Proficiencies (Clarke et al, 2009) and the Cultural Intelligence (CIQ) Framework (Baker & Delpechitre, 2016). Learning theories or frameworks, including Kolb’s Learning Preferences Inventory (Williamson Sprague & Dahl, 2010), Experiential Learning (Grier, 2020) and Social Learning Theory (Rivera et al, 2020), were utilized the next most frequently.…”

“…Caruana et al (2016), Delpechitre and Baker (2017), Ertimur and Lavoie (2019), Grier (2020), Mitchell et al (2010), Rodriguez and Boyer (2018), Rosenbaum et al (2013), Williamson Sprague and Dahl (2010), and Yoo and Donthu (2002) all used survey approaches to examine topics such as the effectiveness of PRS clickers in supporting inclusivity in the classroom (Williamson Sprague & Dahl, 2010) and the effectiveness of a multicultural service sensitivity exercise (Rosenbaum et al, 2013). Ringer and colleagues (2014) employed a qualitative approach to investigate how the cultural background of marketing students influenced individual learning and perceptions of assessments while Rippé (2020) employed qualitative analysis to gain understanding of the effectiveness of a marketing project which helped hurricane victims. Weekly reflections and surveys were employed to understand how instructors can support students’ well-being (Rippé et al, 2021).…”

“…It was suggested in 11 studies that marketing curriculum should take into consideration society’s diversity which is reflected in the student population (Mikitka & Stampfl, 1994). This included integrating both depth and breadth of diversity modules (Carter, 2009), providing balanced representations of diverse segments (Demangeot et al, 2019), increasing the coverage of minorities (Cui, 1996), considering the student cohort’s cultural diversity (Ringer et al, 2014), increasing discussion relating to ethical behaviors (Brennan et al, 2010; Yoo & Donthu, 2002) and multiculturalism (Burton, 2005), and integrating techniques to provide perceived control to students who are facing mental health challenges (Rippé et al, 2021). One study also identified that to increase diversity and inclusion, the curriculum should be delivered by professors who are positive examples of diversity and inclusion (Jones, 2003; Rivera et al, 2020).…”

“…Previous research in diversity and inclusion in higher education has largely focused on the integration of these factors at an institutional level (Clauson & McKnight, 2018) or in disciplines such as health (Waling & Roffee, 2018; Yanchick et al, 2014). One area where investigation and scholarly interest is starting to increase is in the investigation of inclusion and diversity specifically in the higher education marketing discipline (Carter, 2009; Ringer et al, 2014). This is not surprising as marketers assist in shaping social interactions between businesses and consumers as well as within wider society (Demangeot et al, 2019), and there has been increasing focus on developing services to support consumers who are experiencing vulnerability defined as “unique and subjective experiences where characteristics such as states, conditions and/or external factors lead to a consumer experiencing a sense of powerlessness in consumption settings” (Riedel et al, 2022).…”

Study on the Marketing Ability Training of Higher Professional Personnel based on SAKT Mode

“…Learning environments, learning and assessment approaches and assessment tasks each bring their own benefits, constraints and challenges to studying in a culturally diverse environment. Principles are presented for adoption by marketing educators in order to foster a vibrant, inclusive learning environment [7].…”