Reducing Content Variance and Improving Student Learning Outcomes

Abstract

This article describes a standardization process for an introductory marketing course with multiple sections. The authors first outline the process used to develop a standardized set of marketing concepts to be used in all introductory marketing classes. They then discuss the benefits to both students and faculty that occur as a result of standardizing a required course that has multiple sections. Finally, they present results from a survey designed to assess student attitudes about the use of standardized marketing concepts within a course and across the curriculum. The results indicate that students value a standardized curriculum and appreciate more repetition of concepts within and between marketing classes. In addition, the survey results show that students who are introduced to the standardized set of concepts in their introductory marketing classes score higher on a knowledge test than students who are not exposed to the standardized set of concepts.

The Role, Development, and Implementation of a Marketing Knowledge base as a Tool in the Enhancement and Assessment of Student Learning

“…Otherwise, it may be difficult for students to discern what material is important. They may be intimidated by the sheer volume of information in a subject, which inhibits long-term learning (Meuter et al 2009). As Dudley and Marlow (2005) observe, learning the language is the first step in mastering the domain of knowledge on a topic and a major component in the first course in a discipline.…”

“…The marketing faculty at California State University, Chico identified the 12 most important concepts for students to learn in the introductory marketing course, and shared those concepts with students: (1) marketing's definition and scope, (2) the marketing concept and its linkages, (3) the marketing management process and the integration of marketing activities, (4) the growth opportunities available to firms, (5) market segmentation and positioning, (6) the domestic and international environment, (7) how to collect and use marketing knowledge, (8) factors affecting buyer behavior, (9) personal selling and the steps before, during, and after a transaction, (10) the product life cycle, (11) the innovation adoption curve, and (12) understanding the value of calculations in marketing (Meuter et al 2009). …”

“…The group began to voluntarily standardize more of the course material with the goal of achieving more consistent student learning outcomes. During this process, it was critical to maintain individual flexibility and academic freedom within individual courses (Meuter et al 2009). …”

“…We call this phenomenon "differential learning." (2007, p. 29) The most comprehensive article on course standardization describes the process used at California State University, Chico to produce a standardized set of marketing concepts across all 10 to 15 sections of that school's marketing principles course (Meuter et al 2009). After a course review by the full marketing faculty (full time and part time), it was determined that there was a lack of consistency across the various sections.…”

“…In knowledge tests, students are performing better; and in student attitude surveys, there has been positive feedback about the approach taken (Meuter et al 2009). …”