Integration of an Online Curriculum with a Real-World Exercise: A Step Beyond Traditional Classroom Teaching

Maddox, Lynda M.; Patino, Anthony; Kaltcheva, Velitchka D.; Pitta, Dennis A.

doi:10.1177/1098048218768593

Cited by 7 publications

(8 citation statements)

References 23 publications

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“…The theory-practice gap has been further exacerbated by the advent of digital technology, particularly in the areas of marketing research (Nunan & Di Domenico, 2019;Vriens et al, 2019) and marketing communications (Batra & Keller, 2016;Kerr & Kelly, 2017;Maddox et al, 2018). Digital skills are now required in most jobs, with digital marketing and analytics as key growth sectors lacking qualified candidates (Langan et al, 2019;Leeflang et al, 2014;Rohm et al, 2021).…”

Section: The Theory-practice Gap In Marketing Educationmentioning

confidence: 99%

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: The Theory-practice Gap In Marketing Educationmentioning

confidence: 99%

Analytics Capability in Marketing Education: A Practice-Informed Model

Kurtzke

Setkute

2021

Journal of Marketing Education

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“…We believe that including innovative experiential and client-based projects in academic curriculum should become a major component of advertising instruction. Maddox et al (2018) argue that through practice-based and active learning projects, students strengthen their conceptual knowledge, applied skills and practical competences required by the ever-increasing pace of advertising innovation in tracking and ratings, and streaming television services and delayed viewership.…”

Section: Major Challenges Of Communication Educationmentioning

confidence: 99%

Fostering Key Professional Skills and Social Activism Through Experiential Learning Projects in Communication and Advertising Education

Kolotouchkina

Vallés

Mosquera

2020

Journalism & Mass Communication Educator

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This article examines the impact of experiential learning projects in communication education on the development of critical professional skills and social activism of students. We argue that an effective integration of ethically relevant issues that could be addressed from the communication practice in classroom instruction helps students to develop key professional competences while applying their talent and communication skills toward relevant social debates. From the Spiral of Silence and Cultural Capital theories perspectives, the research explores key dynamics, learnings, and the results of an innovative academic project focused on challenging extreme content and unethical behavior in social digital networks.

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“…We can see the debt to medical teaching in the emphasis on students' analysis and understanding of an authentic 'real-life' practical case, which lies at the heart of the method. It has had some success in higher education institutions such as Maastricht University in the Netherlands (Vardi and Ciccarelli, 2008;Schmidt et al, 2009) with a growing perception of the potential value for the teaching of management subject disciplines (Smith, 2005;Daly et al, 2012;Ungaretti et al, 2015;Maddox et al, 2018). Much is claimed for this approach to teaching.…”

Section: Problem-based Learning (Pbl)mentioning

confidence: 99%

“…The perceptions of students on problem-based courses and the staff teaching them are generally positive (Loyens et al, 2011;Daly et al, 2012;Schmidt et al, 2009;Maddox et al, 2018 ). Surveys of their experiences show enthusiasm for the approach, with students in particular appreciative of the quality of informal and formal contact with staff.…”

Section: Implementation Of Pbl Coursesmentioning

confidence: 99%

Addressing The Challenge of Building Research Capabilities in Business Management Undergraduate Students

Rich¹,

Brown²,

Banerjee³

2019

EJBRM

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The research process is complex, involving many conceptually different steps that require a variety of skills. For instance, early on in the research process the task of identifying and articulating a suitable research problem often involves, amongst other skills, a high level of creativity and critical thinking, whereas later on in the process, application of a suitable research method would require deep knowledge of the state of art in that methodology. As the techniques used by researchers to iterate between current discipline theory, subject knowledge and research methodology gets increasingly specialized, it is also becoming more opaque to people outside the research community. Management students with little or no exposure to research find this puzzling because they are being encouraged to do something creative and original, and at the same time they are expected to build on existing knowledge using a set of conventions associated with the chosen methodology. Business students in their 1st year face many new situations. Most of them have little experience of what research is about or the various elements that are necessary for a successful project. The teaching at school level mostly focuses on imparting subject knowledge and instilling basic numeracy and literary skills. It does not prepare them so well for setting their own goals and working independently ‑ the core of research. Traditional teaching methods can help them acquire the relevant subject knowledge and basic research methods. But putting these together in a piece of practical research requires in depth understanding and creative thinking. Problem‑based learning (PBL) is a way to help UG students at the beginning of their research attempts to develop the mindset and skills needed. This paper makes the case for introducing Critical Thinking skills to Business Management students in their 1st year, using a problem‑based Learning (PBL) approach. It assesses what was involved in developing and delivering such a course. Both staff and students found the experience challenging, but the overall response was positive establishing that the approach taken was fundamentally effective.

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Integration of an Online Curriculum with a Real-World Exercise: A Step Beyond Traditional Classroom Teaching

Cited by 7 publications

References 23 publications

Analytics Capability in Marketing Education: A Practice-Informed Model

Analytics Capability in Marketing Education: A Practice-Informed Model

Fostering Key Professional Skills and Social Activism Through Experiential Learning Projects in Communication and Advertising Education

Addressing The Challenge of Building Research Capabilities in Business Management Undergraduate Students

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