Craig A. Kelley

Student and Employer Evaluation of Hiring Criteria for Entry-Level Marketing Positions

Marketing education has many facets, including recruiting students as marketing majors, educating students in marketing concepts and applications, and placing marketing graduates in the business world. This study reports the results of a survey which investigated student and employer evaluations of potential hiring criteria for entry-level marketing positions. Suggestions of how marketing educators can use the results to help their marketing graduates also are discussed.

Introducing Professional and Career Development Skills in the Marketing Curriculum.

According to recent studies in academic journals, business practitioners have expressed the view that marketing graduates lack certain professional and career skills. In addition, informal discussions with campus recruiters have suggested that their experience is very similar. This exploratory study reports the results of a survey of the perceptions of marketing practitioners and educators concerning the need to incorporate the development of professional and career development skills into the marketing curriculum. The results of this study indicate marketing graduates may not have many important managerial skills necessary to begin a successful career in marketing. Practitioners and educators agree that marketing departments should consider teaching professional and career development skills either as a separate class or by integrating them into existing marketing classes.

Transforming the Marketing Curriculum Using Problem-Based Learning: A Case Study

This article describes the experiences of the marketing faculty at Temasek Polytechnic in Singapore in their effort to help their students develop essential entry-level skills by transforming the marketing curriculum using problem-based learning. The article describes how the faculty selected the problem-based learning approach and the challenges associated with implementing it. Evidence of the success of the new curriculum also is provided.

Master Teaching: Pursuing Excellence in Marketing Education

This article reports results of a study undertaken with 144 of the marketing disciplines most effective teachers. Contacted through the mail, these master teachers were asked to explain the reasons for their success. Results indicate that they are excellent communicators, possess a real-world perspective, genuinely care for their students, and pride themselves on being organized and prepared. Additional insight on improving lectures, developing syllabi, enhancing student involvement, giving exams, and building student rapport is also provided by the findings.

A Review of Assessment of Student Learning Programs at AACSB Schools: A Dean's Perspective

The authors report the results of a survey of 420 deans at Association to Advance Collegiate Schools of Business-accredited business schools in an attempt to describe how these schools have implemented the new assurance of learning standards. The results indicate that the majority of schools budget over

Assessing the Trends and Challenges of Teaching Marketing Abroad: A Delphi Approach

10,000 annually to implement their assessment programs. Written or oral assignments are frequently used as direct measures of student leaning. Surveys of graduating seniors and alumni are often used as indirect measures of student learning. Minor modifications to existing courses and closer coordination of multisection courses were the most frequent changes made to improve student learning. Faculty frequently participate in assessment tasks, including defining the learning goals of the degree program, developing instruments to measure student learning, and creating and implementing changes to improve student learning. Major causes of faculty resistance to assessment include the demanding time commitment and the lack of appropriate knowledge required to conduct assessment.

Education in Business Etiquette: Attitudes of Marketing Professionals

The past 20 years have seen a growth in the teaching of marketing in business schools around the world. This article reports the trends and challenges that will face U.S. marketing educators teaching abroad over the next 10 years. Predictions are from a Delphi panel of U.S. marketing educators experienced in teaching marketing abroad to non-U.S. students who are predominately natives of the host country. The Delphi panelists predict that growing global expansion of non-U.S. business schools will limit the opportunities for U.S. marketing educators to teach abroad, as educators at the host schools will teach more of their own native students. In addition, increasingly demanding students who enroll in marketing programs around the world will require U.S. marketing educators to tailor course content to include local marketing practices, accommodate different learning styles, and use teaching methods preferred by native students in delivering their courses.

Educating Marketing Students in the Art of Business Etiquette

Abstract Survey information from marketing professionals was used to evaluate perceptions regarding business etiquette skills in the business world. Results indicate that etiquette is indeed important in numerous situations, and in a variety of ways. Education in business etiquette is essential, and most marketing professionals believe that etiquette should be included as part of a business schools curriculum.

Linking Faculty Development to the Business School's Mission

Business etiquette skills are necessary to complete the education of marketing students. This article describes why business etiquette is important and provides examples of what business etiquette skills should be taught. Finally, methods for presenting business etiquette in a senior marketing management course are described.

Examination Procedures in Marketing Education: Profiling Marketing’s Master Teachers

Recently adopted standards by the International Association to Advance Collegiate Schools of Business (AACSB) require accredited schools to define a set of specific goals and student-learning outcomes from their mission statements. In addition, AACSB Participant Standard 11 requires a school to design faculty development programs to fulfill the schools mission. What is missing in the business education literature is a description of how the school can link its faculty development efforts to the achievement of its stated goals and student-learning outcomes. This article proposes a model to foster the link between mission statement, goals, student-learning outcomes, and faculty-development programs.