Subject & Research Guides: PRME: Pedagogical Research

Marketing - Pedagogical Research

Simpson, Penny, and Judy Siguaw. “Student Evaluations of Teaching: An Exploratory Study of the Faculty Response.” Journal of Marketing Education, vol. 22, no. 3, 2000, pp. 199–213.
Student evaluation of teaching instruments are commonly administered by universities to presumably provide feedback to faculty for improvement of teaching effectiveness. Instead, these measures are routinely used as a basis for determining faculty merit, promotion, and tenure, making the instruments vitally important to faculty. As a result, some faculty members may engage in various activities designed specifically to affect student ratings on teaching evaluations rather than to improve instruction, although no known research exists about the extent of such influencing activities. Research is done to begin the exploration of marketing faculty perceptions about, and problems with, student evaluations of teaching and perceived efforts to influence the measure. A study seeks to define categories of faculty activities and behaviors that may be used to influence student evaluations of teaching ratings and to identify possible solutions.
SDG Topics: Quality Education / Peace, Justice & Strong Institutions.

Mills, Adam J., Robson, Karen, and Pitt, Leyland F. "Using Cartoons to Teach Corporate Social Responsibility: A Class Exercise." Journal of Marketing Education 35.2 (2013): 181-90. Web.
Changing curriculum content requirements, based on shifting global perspectives on corporate behavior and capitalism as well as business school accreditation requirements, mean that many marketing instructors have attempted to introduce discussions of organizational ethics, corporate social responsibility, and corporate governance into their classes. How these issues are addressed will, of course, depend on the instructor, the course, the level of the students, and the time available during the course to discuss the issues. Whether ethical issues in marketing are introduced as part of an existing class discussion, as a separate weekly subject topic, or as an entirely dedicated course, we recognize that it can be difficult to get students actively engaged and involved. In this paper, we present an alternative and interactive in-class exercise using group analysis and discussion of imagery and symbolism—understood as a reflection of public sentiment—in political cartoons. We introduce theories of cartoon analysis as social commentary, describe the exercise and methods, and then illustrate an example of the exercise as conducted with our own students. We conclude by noting the method’s limitations and considering alternative pedagogical applications of the analytical framework.
SDG Topics: Decent Work & Economic Growth / Reduced Inequalities / Peace, Justice & Strong Institutions.
Rosenbaum, Mark S, et al. “A Multicultural Service Sensitivity Exercise for Marketing Students.” Journal of Marketing Education, vol. 35, no. 1, 2013, pp. 5–17.
Services marketing and retailing courses place service quality at the heart of the curriculum, painting service providers as defenders of their customers’ welfare and thwarters of service failures by ushering in recovery solutions. Yet academic literature and the popular press provide evidence that in some cases, service providers act as discriminatory agents toward their own customers. Likewise, other customers in the servicescape can negatively influence a customer’s service quality experience. This article attempts to address shortcomings in services marketing textbooks and classroom discussions by providing educators with a multicultural service sensitivity exercise that they can employ in undergraduate, graduate, and executive MBA courses.
SDG Topics: Quality Education / Reduced Inequalities / Peace, Justice & Strong Institutions.
Bridges, C. M. & Wilhelm, W. B. (2008). "Going beyond Green: The "Why and How" of Integrating Sustainability into the Marketing Curriculum". Journal of Marketing Education, Vol. 30(1), p.33-46
Teaching sustainable marketing practices requires that curricula advocate a "triple bottom line" approach to personal and marketing decision making, emphasizing requirements for a sustainable lifestyle, company, economy, and society. These requirements include environmental/ecological stewardship (maintenance and renewal of "natural capital"), social stewardship (equitable distribution of resources, human, and community well-being), and economic stewardship (valuing financial continuity over profit). In this article, the authors suggest how marketing educators might incorporate these sustainability principles into marketing pedagogy. Toward that end, the authors (a) offer a formal definition of the term sustainability, (b) examine the current role of sustainability in marketing strategy at the firm level, (c) present a brief history of academic literature relevant to this topic and review current initiatives at academic institutions, (d) offer resources for integrating sustainability into marketing curricula, and (e) propose and describe the implementation of an MBA-level marketing elective dedicated to the topic of sustainability.
SDG Topics: Sustainable Cities & Communities / Responsible Consumption & Production.

Malinowski, Carl. “Differences in Marketing Ethics Attitudes between Male and Female Graduate Students.” Competition Forum, vol. 12, no. 1, 2014, pp. 190–195.
This study investigated the attitudes of 496 graduate students to nine hypothetical marketing moral dilemmas. It was found, as hypothesized, that women gave significantly more ethical responses than men did. Seven of the scenarios yielded at least one significant difference. All three attitudinal components (cognitive, affective and behavioral) contributed to the significant gender differences. Implications on these findings for moral education in universities, in other business organizations and in the marketplace were discussed. It is believed that ethical development and an increase in social responsibility in companies can advance their global competitiveness.
SDG Topics: Quality Education / Peace, Justice & Strong Institutions.

Mills, Adam J., Robson, Karen, and Pitt, Leyland F. "Using Cartoons to Teach Corporate Social Responsibility: A Class Exercise." Journal of Marketing Education 35.2 (2013): 181-90. Web.
Changing curriculum content requirements, based on shifting global perspectives on corporate behavior and capitalism as well as business school accreditation requirements, mean that many marketing instructors have attempted to introduce discussions of organizational ethics, corporate social responsibility, and corporate governance into their classes. How these issues are addressed will, of course, depend on the instructor, the course, the level of the students, and the time available during the course to discuss the issues. Whether ethical issues in marketing are introduced as part of an existing class discussion, as a separate weekly subject topic, or as an entirely dedicated course, we recognize that it can be difficult to get students actively engaged and involved. In this paper, we present an alternative and interactive in-class exercise using group analysis and discussion of imagery and symbolism—understood as a reflection of public sentiment—in political cartoons. We introduce theories of cartoon analysis as social commentary, describe the exercise and methods, and then illustrate an example of the exercise as conducted with our own students. We conclude by noting the method’s limitations and considering alternative pedagogical applications of the analytical framework.
SDG Topics: Decent Work & Economic Growth / Reduced Inequalities / Peace, Justice & Strong Institutions.