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1 – 10 of over 19000Chamila Roshani Perera and Chandana Rathnasiri Hewege
The purpose of this study is to extend the current knowledge of curriculum developments in international business and marketing curricula. Integrating sustainability into business…
Abstract
Purpose
The purpose of this study is to extend the current knowledge of curriculum developments in international business and marketing curricula. Integrating sustainability into business and marketing curricula of the universities are widely debated in previous literature. Sustainability is a global phenomenon; however, curriculum development projects aimed at integrating sustainability education into international business and marketing curricula are scarce. The study investigates the learning gaps in sustainability education among undergraduates enrolled in an International Marketing course to postulate a series of pedagogical practices, leading to effective integration of sustainability education into the curricula.
Design/methodology/approach
Two-phased research method consisting of complementary data collection techniques informed the findings of this study. First, an online survey was conducted among 111 undergraduates enrolled in an International Marketing course. The findings of the survey are used in designing the second phase of data collection performed through a content analysis of essays written by 60 undergraduates evaluating sustainable marketing practices of international firms. Informed by the findings gathered through SPSS- and Nvivo-aided data analysis, this study postulates a series of pedagogical practices.
Findings
The study argues that curriculum development projects in integrating sustainability into an existing curriculum in universities should be aimed at bridging undergraduates’ learning gaps in sustainability education. The main learning gaps identified in the study reveal that undergraduates find it difficult to view the social function of international business firms from a holistic point of view; critically assess sustainable marketing practices; and articulate futuristic views on sustainable marketing practices. Further, the content analysis revealed three major thematic categories: sustainability from reductionists’ perspective, sustainable marketing practices bring nothing “but good for businesses”, ambivalent about the future success of sustainable marketing practices. Triggered by these learning gaps, thematic categories and the theoretical underpinnings of Rusinko’s (2010) matrix for integrating sustainability education, the study offers a set of practical pedagogical guidelines to incorporate sustainability education into curricula.
Research limitations/implications
The study is limited to exploring undergraduate student perspectives, and it would be worthwhile if educators’ perspectives are explored in future studies. The findings could be further improved by conducting a cross-sectional study across several business disciplines.
Practical implications
Based on the findings of the study, a set of guidelines for developing a pedagogical plan to incorporate sustainable education into curricula is presented.
Originality/value
Educators argue that successful curriculum development projects aiming at integrating sustainability into existing curricula should be aligned with the structure of the existing curricula, and those new pedagogical practices in integrating sustainability into existing curricula should be built on students’ learning gaps in sustainability education. To this end, this study examined undergraduates’ learning gaps in sustainability education and postulated pedagogical practices toward integrating sustainability education into an existing curriculum of international marketing.
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The purpose of this paper is to identify the key areas of marketing research inefficiencies for marketing education development in Thai colleges and universities so that…
Abstract
Purpose
The purpose of this paper is to identify the key areas of marketing research inefficiencies for marketing education development in Thai colleges and universities so that possibilities of future research development can be encouraged and enhanced. It is a direct reflection of the drivers of marketing in the ASEAN Economic Community (AEC) cross-correlated with issues that affect the development of adult learner curriculums with regard to the level of preparedness of future marketing leaders.
Design/methodology/approach
This is a quantitative focus on three different factors, but is not mutually exclusive since some research and reports resulted in multiple responses. Frequency distribution is used with both single and multiple answers.
Findings
The data reveals focuses on scholarly excellence from a nationalistic Thai cultural perspective that is devoid of impact to the future Thai social environment.
Research limitations/implications
The limitations are linear showing a unified vision across Thailand’s educational development with little variations in concept and outcome, using only Thai sensibilities as the guidepost for progression.
Practical implications
The benefit garnered from this type of study will be useful for corporate entities looking for trained and prepared marketing leaders of the future in the country of Thailand and throughout the AEC.
Originality/value
The scope is unique with very little likewise research previously conducted, focusing on a more effective model can be seen for Thailand’s future marketing curriculum development.
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International marketing is an important topic in business education. However, the traditional lecture class is viewed as inadequate in delivering the topic because of its passive…
Abstract
International marketing is an important topic in business education. However, the traditional lecture class is viewed as inadequate in delivering the topic because of its passive learning style and lack of realism. In this research we examine the effectiveness of an alternative approach to teaching international marketing that emphasizes experiential learning. The results of an empirical investigation show that experiential learning provides the students with better benefits on acquiring various skills and competences in international marketing. The findings shed light on how to invigorate business education with innovative alternatives.
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Chandana Rathnasiri Hewege and Liyanage Chamila Roshani Perera
The purpose of this paper is to explore the effectiveness and pedagogical implications of integrating wikis into the curriculum and the subsequent learning outcomes of a group of…
Abstract
Purpose
The purpose of this paper is to explore the effectiveness and pedagogical implications of integrating wikis into the curriculum and the subsequent learning outcomes of a group of Net‐Gens who enrolled in an International Marketing course. The research problem of the study is: “What are the learning outcomes and pedagogical implications arising from the use of wikis?”
Design/methodology/approach
A qualitative research methodology supported by the NVivo data analysis software was employed. A triangulated approach to collecting data was used. First, the content of the three student‐generated wikis and the written text of 30 student assignments were analysed by using Nvivo software to identify emerging themes pertaining to wiki‐based learning outcomes. Second, a critical incident method was employed where students were asked to describe two positive experiences and two negative experiences related to the wiki pedagogy. Third, in‐depth interviews were conducted with six members of the teaching panel of the course to further understand the pedagogical implications of wikis.
Findings
Consistent with previous studies, it was found that wikis promoted collaborative learning, organic discussions and independent thinking. Against previous studies, however, it was found that students adapted to wiki‐based pedagogy very well, and with little difficulty. There were differential levels of student engagement in wikis, and that occasionally wikis resulted in stagnated discussions, unless clearly aligned to the curriculum.
Practical implications
A well thought‐out alignment of wiki assessments with other learning activities has the potential to engage Net‐Gens. In order to keep students enthusiastically engaged in wiki discussions, it is important to embed wiki‐based activities into other learning activities. Understanding that there is a “spill over” effect from one learning activity to another is important.
Social implications
The outcomes were especially beneficial to non‐English speaking background (NESB) students who are often inhibited in their responses in typical classroom settings.
Originality/value
While research has focussed on the use and functionality of wikis in curriculum design, there is a paucity of work on their pedagogical implications. This paper look sat the implications of a “wiki‐based pedagogy” which assumes an “emancipatory”, partially‐“constructivist” paradigm of learning, where teachers should be ready to ‘loosen the controls of the conventional teaching‐centred learning environment’.
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The UN proclamation of 2005–2014 as the decade of education for sustainable development has been instrumental in creating awareness and driving higher education institutions…
Abstract
Purpose
The UN proclamation of 2005–2014 as the decade of education for sustainable development has been instrumental in creating awareness and driving higher education institutions (HEIs) in integrating sustainability into their system. The purpose of this paper is to explore and encapsulate practices adopted by universities and colleges across the globe in integrating sustainability in education (here refers to curriculum and pedagogy), research, campus operations and outreach programs.
Design/methodology/approach
The review analyzed 229 peer-reviewed research studies in the time period 2005–2018 selected from 44 journals. The literature review was done in phases. The first phase was the selection of the database, the second phase was refining the database by eliminating irrelevant studies and the last phase was distributing selected studies on the basis of the journal, year and country of publication, research paradigm, sustainability integration in higher education, teaching techniques adopted by HEIs and research focus in publications.
Findings
This study contributes to the literature review of sustainability in higher education. From the literature review, it is evident that sustainability has made inroads into HEIs, but only a few universities have been successful in implementing it holistically, integrating all the triple bottom line dimensions in balance.
Practical implications
The study has practical implications for HEIs planning to integrate sustainability into teaching and learning and other aspects of educational practices. The findings and the examples of successful implementation of sustainable education by institutions around the world would help universities and colleges in formulating policies, strategies and practices that would promote sustainability on campuses.
Originality/value
The literature reviews on sustainability in higher education so far have focused either on curricula, pedagogical approaches, assessment and reporting or barriers and solutions. This study attempts to offer a comprehensive view of the initiatives adopted by the institutions in incorporating sustainability in education, research, campus operations and outreach programs.
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Pantelitsa P. Eteokleous, Leonidas C. Leonidou and Constantine S. Katsikeas
Although corporate social responsibility (CSR) has been an issue of major concern for marketers for more than half a century, only recently has it attracted the attention of…
Abstract
Purpose
Although corporate social responsibility (CSR) has been an issue of major concern for marketers for more than half a century, only recently has it attracted the attention of international marketing researchers. During the last two decades, this body of research has experienced an increasing trend, which, however, is very fragmented and diverse. In response, the purpose of this paper is to review, assess, and synthesize extant research on the role of CSR activities in international marketing.
Design/methodology/approach
The review and assessment covered the period from 1993 to 2013 and all relevant articles were traced, using both electronic and manual search methods. Altogether, the authors identified 132 studies published in 106 articles that appeared in 63 journals. Each article was content analyzed by two coders who worked independently from each other, using a structured coding protocol. Due to the nominal nature of the finalized codes, these were statistically analyzed taking the form of percentage frequencies.
Findings
The results were organized in terms of theoretical, methodological, and empirical considerations. Theoretically, a third of the articles were not anchored on any theory, while the remainder employed various theoretical platforms, with stakeholder theory having a predominant role. Methodologically, this specific body of research is characterized by growing sophistication and rigor, with some room for improvement, especially as regards the use of longitudinal research, better sampling methods, wider geographic scope, and advanced statistical analysis. Empirically, a broad range of issues was covered, with the most widely studied being those focussing on the elements of international marketing strategy, external environmental influences, and CSR practices.
Originality/value
The authors review and assess 21 years of research conducted on a crucial and contemporary dimension of international marketing, namely CSR. The findings provide useful insights for public policymakers, business managers, academic scholars, and marketing educators. The authors also provide detailed directions for future research, extracted from the articles reviewed.
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Chiara Hübscher, Susanne Hensel-Börner and Jörg Henseler
Given the pressing global challenges underpinning the United Nations’ Sustainable Development Goals, marketing managers can no longer focus only on purely economic outcomes but…
Abstract
Purpose
Given the pressing global challenges underpinning the United Nations’ Sustainable Development Goals, marketing managers can no longer focus only on purely economic outcomes but must simultaneously respond to social and environmental concerns. This requires the teaching of new competencies in marketing education, as also reflected in today’s accreditation requirements for business schools. Therefore, this paper aims to explore how current research into marketing education incorporates sustainable development.
Design/methodology/approach
Through a bibliometric literature review – examining 71 publications using the bibliographic coupling method – the current research front in marketing education is analysed.
Findings
This paper identifies seven trending topics in marketing education research that both highlight a currently prevalent sustainability gap in marketing education research and – when combined into a framework – help marketing education researchers and educators to address this gap.
Originality/value
This paper extends the already established concept of education for sustainable development to include the concept of marketing education for sustainable development (MESD) for the first time. The MESD framework combines its raison d’être with guidance on how sustainable development should be taught and what the learning objectives should be for future marketing managers.
Propósito
Dados los apremiantes retos mundiales que sustentan los Objetivos de Desarrollo Sostenible (ODS) de las Naciones Unidas, los directores de marketing ya no pueden centrarse únicamente en los resultados puramente económicos, sino que deben responder simultáneamente a las preocupaciones sociales y medioambientales. Esto requiere la enseñanza de nuevas competencias en la educación de marketing, como también se refleja en los requisitos de acreditación actuales para las escuelas de negocios. Por lo tanto, este documento explorará cómo la investigación actual sobre la educación en marketing incorpora el desarrollo sostenible.
Metodología
A través de una revisión bibliométrica de la literatura -examinando 71 publicaciones mediante el método de acoplamiento bibliográfico- se analiza el frente actual de la investigación en educación en marketing.
Resultados
En este artículo se identifican siete temas de tendencia en la investigación sobre educación en marketing que ponen de manifiesto una laguna en materia de sostenibilidad que prevalece actualmente en la investigación sobre educación en marketing y que, combinados en un marco, ayudan a los investigadores y educadores en educación en marketing a abordar esta laguna.
Originalidad
Este artículo amplía el concepto ya establecido de Educación para el Desarrollo Sostenible (EDS) para incluir por primera vez el concepto de Educación en Marketing para el Desarrollo Sostenible (EMDS). El marco EMDS combina su razón de ser con orientaciones sobre cómo debe enseñarse el desarrollo sostenible y cuáles deben ser los objetivos de aprendizaje para los futuros directores de marketing.
目的
鉴于联合国可持续发展目标(SDG)所依据的紧迫的全球挑战, 营销经理不能再只关注纯粹的经济成果, 而必须同时应对社会和环境问题。这就要求在营销教育中教授新的能力, 这也反映在当今商学院的认证要求中。因此, 本文将探讨目前对市场营销教育的研究是如何纳入可持续发展的。
方法
通过文献计量学文献综述–使用文献耦合法对71份出版物进行研究–分析了当前市场营销教育的研究前沿。
研究结果
本文确定了营销教育研究中的七个趋势性课题, 这些课题既突出了当前营销教育研究中普遍存在的可持续发展差距, 又–当结合成一个框架–帮助营销教育研究者和教育者解决这一差距。
原创性
本文扩展了已经建立的可持续发展教育(ESD)的概念, 首次将可持续发展的营销教育(MESD)的概念纳入其中。MESD框架将其存在的理由与指导如何教授可持续发展以及未来营销经理的学习目标相结合。
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This paper aims to compare the findings from a survey of a cohort of students at an Australian regional university across two time points: immediately on commencing their first…
Abstract
Purpose
This paper aims to compare the findings from a survey of a cohort of students at an Australian regional university across two time points: immediately on commencing their first semester of study and at the end of their final semester of study to determine whether, and in what ways, these students’ views concerning sustainability appear to have changed. This paper reports on a longitudinal study of the attitudes, beliefs and perceptions of undergraduate business students regarding a range of sustainability issues.
Design/methodology/approach
A paper-based questionnaire was delivered to approximately 250 first year and 150 third year students.
Findings
A factor analysis shows small but statistically different positive differences, which indicate that the revised curriculum has been successful in raising student awareness and achieving behaviour change.
Research limitations/implications
The study focussed on Australian undergraduate university business students, which reduced generalizability of the findings.
Practical implications
The findings of this study can inform instructors in higher education of student attitudes towards sustainability and climate change adaption and in turn inform changes to tertiary curriculum in sustainability and climate change adaption.
Originality/value
The authors confirm that the research is original and that all of the data provided in this paper is real and authentic. As the paper reports on the third phase of the longitudinal study, some parts of the methodology have been previously published but differ as they reflect the third phase of the study. The results of this study have not been previously published.
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Brendan J. Gray, Geir Grundvåg Ottesen, Jim Bell, Cassandra Chapman and Jemma Whiten
This paper sets out to identify the knowledge and skills that marketing practitioners need to possess and use, to improve marketing management and firm performance.
Abstract
Purpose
This paper sets out to identify the knowledge and skills that marketing practitioners need to possess and use, to improve marketing management and firm performance.
Design/methodology/approach
The data from a survey of marketing managers, academics and senior students in New Zealand, relating to the skills essential to work as a marketing manager, were analysed by analysis of variance to assess the extent of convergences or divergence among the responses of the three groups.
Findings
The essential skills are an ability and willingness to learn about product‐markets, to solve marketing problems, to communicate with internal and external stakeholders, and to work in teams, plus the knowledge of a wide range of marketing subject areas needed to set these skills in context. To progress from junior to senior posts, marketing graduates need to develop strategic thinking, leadership and management skills, and must demonstrate knowledge of strategic planning, product and brand management, communication and promotion, and consumer behaviour.
Research limitations/implications
This study extends previous research by incorporating the views of three stakeholder groups about a broad range of knowledge and skills. Further, research is required to assess the generalisability of the results from these relatively small samples located in only one institution (albeit large and influential), and to investigate whether experience alone is a sufficient basis for junior marketers to acquire the knowledge and skills to become effective marketing managers and planners, or whether academics should help them to fast‐track their careers by means of targeted courses for intending practitioners.
Practical implications
Broad agreement between practitioners and academics suggests that relevant knowledge and skills are probably being taught. However, the differing view of students suggests that the effectiveness of university courses must be questioned.
Originality/value
The study reports the opinions of three stakeholder groups on a vital aspect of marketing education.
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Whereas the integration of sustainability into business schools has received increasing attention in recent years, the debate continues to be generic rather than recognising the…
Abstract
Purpose
Whereas the integration of sustainability into business schools has received increasing attention in recent years, the debate continues to be generic rather than recognising the peculiarities of the more quantitative sub disciplines such as accounting and finance which may of course be intimately linked to professional standards. The purpose of this paper, therefore, is to examine the extent to which sustainability is integrated into accounting and finance curricula in business schools, how, and to understand some of the challenges of doing so.
Design/methodology/approach
This paper presents the findings from a systematic form of literature review which draws on the previous literature about how sustainability is embedded into business school curricula and the challenges in doing so. A particular focus is placed on how the ways in which sustainability is integrated into accounting and finance curricula in business schools.
Findings
The paper demonstrates that accounting and finance lags behind other management disciplines in embedding sustainability and that institutional commitment is oftentimes a strong imperative for effective integration of sustainability.
Practical implications
This paper is a call to practitioners and researchers alike to explore new ways of integrating sustainability in the accounting and finance curricula, including working across boundaries to provide learning opportunities for future accountants, financial managers and generalist managers.
Originality/value
The paper offers an original analysis and synthesis of the literature in the context of the accounting and finance curricula in business schools, and proposed a conceptual framework to further develop sustainability education in the context of business schools.
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