Mind Map Marketing: A Creative Approach in Developing Marketing Skills

Abstract

In this conceptual article, the authors describe an alternative course structure that joins learning key marketing concepts to creative problem solving. The authors describe an approach using a convergent-divergent-convergent (CDC) process: key concepts are first derived from case material to be organized in a marketing matrix, which is then used as the platform for creation of a marketing plan through various forms of creativity resulting in four maps developed through mind mapping, the technique of focus for divergent thinking in this article. Finally, the matrix format returns to summarize the key concepts, models, and major decisions identified during the first two phases. The student benefits from theCDCprocess in learning marketing both through the (re)discovery of what is well-established marketing knowledge and also through creative learning to solve practical problems continually in flux.

Concept mapping, mind mapping and argument mapping: what are the differences and do they matter?

“…Mind mapping has been used in a variety of disciplines, including Finance (Biktimirov and Nilson 2006), Economics (Nettleship 1992), Marketing (Eriksson and Hauer 2004), Executive Education (Mento et al 1999), Optometry (McClain 1987 and Medicine (Farrand et al 2002a). It is also widely used in professions such as Fine Art and Design, Advertising and Public Relations.…”

Teaching Creativity in the Marketing Curriculum

“…This approach included task motivation, serendipity, cognitive flexibility, disciplinary knowledge, random objects lists, forced associations, and uncertainty. Eriksson and Hauer (2004) proposed a mind map approach to creative instruction that involved oscillations between divergent and convergent thinking. Their approach involved MIO (markets, interaction, and organization) and CRM (customer relationship management).…”

Reducing Content Variance and Improving Student Learning Outcomes

“…The content of most marketing classes is delivered through verbal communication (eriksson & Hauer, 2004;Smart, Kelly, & Conant, 2003). This delivery method appeals to auditory learners but is not as effective for visual learners, who make up more than 40% of the college population (Maal, 2004;Morrison, Sweeney, & Heffernan, 2003).…”