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.
The paper adopts a qualitative approach utilising five focus groups, each comprised of 12 students.
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.
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.
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.
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.
The authors would like to acknowledge and thank Professor Kelly Tian and Professor Michael Polonsky for their comments and guidance on earlier versions of this paper.
Ringer, A., Volkov, M. and Bridson, K. (2014), "C.U.L.T.U.R.E.: marketing education in the age of cultural diversity", Education + Training, Vol. 56 No. 6, pp. 503-520. https://doi.org/10.1108/ET-02-2013-0017Download as .RIS
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