In These Unprecedented Times: A Critical Incidents Technique Examination of Student Perceptions’ of Satisfying and Dissatisfying Learning Experiences

The COVID-19 pandemic was an unprecedented event in modern history, transforming the nature of higher education. As course delivery moved online, marketing educators were faced with higher workloads and more demands on their time. Anecdotal evidence suggested that faculty were working more, and as the 2020–2021 school year progressed, reports of fatigue and burnout were prevalent. An empirical study measures the perceived increases in workload among marketing faculty and the outcomes of that work, as well as levels of burnout. In addition, a model of burnout antecedents is proposed and tested. On average, marketing educators experienced moderate levels of burnout, which was increased by work demands in research and teaching, as well as student interaction, whereas research productivity decreased burnout. Burnout was not influenced by gender, rank, tenure status, or institution type.

Section: Pandemic’s Impact On Facultymentioning

confidence: 99%

The Impact of Workload, Productivity, and Social Support on Burnout Among Marketing Faculty During the COVID-19 Pandemic

Taylor

Frechette

2022

“…Most studies comparing virtual or in-person experiences in pandemic pedagogy have focused on the classroom setting (Cao et al, 2021; Rippé et al, 2021; Swanson et al, 2021). Although much attention has been given to instruction-related investigations (Agasisti & Soncin, 2021; Mitchell et al, 2021; Moreira et al, 2022), no pandemic pedagogy research to date has examined instructor-related professional development.…”

Section: Discussionmentioning

confidence: 99%

“…Research regarding rapid transitions due to the global pandemic has focused on the student experience, including social isolation (Rippé et al, 2021), anxiety (Peltier et al, 2021), satisfaction (Swanson et al, 2021), and shared responsibility (Cao et al, 2021), to name a few. Research has also investigated the quick adoption or modification of pedagogical techniques to accommodate remote learning (Mitchell et al, 2021), maintain student engagement (Agasisti & Soncin, 2021), and promote digital instruction (Moreira et al, 2022).…”

Section: Literature Reviewmentioning

confidence: 99%

What Motivates Marketing Educators to Attend In-Person and Virtual Academic Conferences in a Time of Pandemic Pedagogy?

Schee

DeLong

2022

The global pandemic in 2020 caused by Covid-19 required marketing educators to quickly adapt to pandemic pedagogy. It also abruptly curtailed in-person large gatherings, including academic conferences. Although many marketing scholarly professional organizations suffered a negative financial impact, the quick transition to offer completely online live events allowed many marketing educators to attend a virtual conference for the first time. After having experienced the benefits of virtual attendance, will marketing educators return to in-person attendance when it is deemed safe to do so? Marketing educators can earn credit for serving in scholarly professional organization leadership roles and for organizing and participating in academic conferences offered by those organizations. Thus, there is a vested interest in having profitable events to support the organizations. This study seeks to answer the question, what motivates marketing educators to attend in-person and virtual academic conferences? Grounded in self-determination theory, relatedness and competence are examined as marketing educator motivations. Regression analysis of the survey results suggests marketing educators have a relatedness motivation to participate in-person. They also have a competence motivation to participate virtually. Therefore, marketing scholarly professional organizations should consider offering both virtual and in-person academic conferences to address relatedness and competence motivation.

“…In response to such calls for research, there has been a flurry of work attempting to gauge the efficacy of different pedagogical interventions such as online discussion boards, messaging apps, podcasts, online peer grading, and video-conference platforms (Ackerman & Gross, 2021; Drehmer & Gala, 2021; McCarthy et al, 2021; Mitchell et al, 2021; Sutton-Brady 2021; Vander Schee & Birrittella, 2021). Such research attempts, coupled with some others (e.g., Kordrostami & Seitz, 2021; Rayburn et al, 2020; Rippé et al, 2021; Swanson et al, 2021), have yielded invaluable insights on improving engagement, perceived control, course material retention, perceived learning, and satisfaction for students, thereby increasing their likelihood of having a positive educational experience despite the pandemic.…”

Section: Literature Reviewmentioning

confidence: 99%

Navigating the New Normal: An S-O-R Perspective on Student Experiences of Environmental, Psychological, and Behavioral Changes During the COVID-19 Pandemic

Gupta

Ishida

2021

Although higher education has weathered many past challenges, none can compare with the magnitude and velocity of the coronavirus disease 2019 (COVID-19) pandemic. Although students continued their academic careers despite hardships, as yet little is known about how they experienced and adapted to various pandemic-induced changes to their academic and personal lives. We address this gap through a qualitative exploration of student experiences of navigating the new normal which they were abruptly thrust into near the end of the Spring 2020 semester. Using a guided introspection methodology and a Stimulus-Organism-Response (S-O-R) framework, we unearth a dynamic process of psychological and behavioral changes that students experienced in response to the environmental changes brought about by the pandemic. We theorize that environmental dissolution and displacement trigger psychological reorientation, causing students to undertake behavioral practices of restructuration and reconfiguration that, over time, result in a degree of psychological revaluation. Our overall framework represents a fluid conceptualization that is not only more descriptive of real-world student progress but also more parsimonious in its account of key dimensions of student experience during the pandemic. We conclude by noting the implications of our framework for marketing educators and administrators, especially given the growing popularity of remote working.