Katherine Duffy

Exploring the Divides Among Students, Educators, and Practitioners in the Use of Digital Media as a Pedagogical Tool

Digital technologies pervade the higher education landscape as a way to build student engagement and enhance student learning and teaching. In practice, however, the ways in which these tools are implemented in marketing education appear to be ad hoc, rather than using a systematic approach to build engagement and provide students with the skill sets needed for 21st-century employment (including meta-skills, e.g., communication skills, critical thinking, technical skills in analytics, and understanding of connected consumer behavior). The research to date has built on the educator–student dyad. This article argues that an industry practitioner perspective also adds insight into how digital technology can rationally and purposefully be integrated into the marketing classroom. Using exploratory depth interviews with undergraduate students, educators, and industry practitioners, this article seeks to explore the emerging pedagogical challenges of representing these tripartite views in marketing module development and to provide recommendations for higher education institutions as to how best to do so.

A netnographic sensibility: developing the netnographic/social listening boundaries

ABSTRACT Netnography is constantly evolving as technologies and access to online data develop. Our paper outlines how large data sets of social media can be analysed through bridging the divide between the small, rich and contextually nuanced data that is the hallmark of netnography and the scope and scale of data made possible through social media listening conventions. We define this approach as netnographic sensibility and with the use of a short case study discuss the process through which social media data could be gathered, triangulated and analysed. We orientate the paper around two interrelated questions: investigating how netnographic insights can be extended using social media monitoring tools, and asking how this can be used to add richness and depth to understanding mass consumer realities. Our contribution complements the widely established methodological approach of netnography as we argue that netnography has the capacity and capability to embrace technological advances within the domain of social listening to add value for academic researchers.