Sreedhar Madhavaram

The explanatory foundations of relationship marketing theory

Purpose – Drawing on resource‐advantage theory and a diverse literature base, this article seeks to further the development of the explanatory foundations of relationship marketing theory by proposing, and then providing, tentative answers to three “why?” questions in relationship marketing: why is relationship marketing so prominent now? Why do firms and consumers enter into relationships with other firms and consumers? Why are some efforts at relationship marketing more successful than others?Design/methodology/approach – Before addressing the three questions, the paper begins by discussing the different forms of relationship marketing.Findings – Although relationship marketing is a relatively young field of inquiry, relationship marketing theory is an extremely rich area of research. Relationship marketing can take many forms and, as a result, relationship marketing theory has the potential to increase ones understanding of many aspects of business strategy.Research limitations/implications – The answ...

INTEGRATED MARKETING COMMUNICATION (IMC) AND BRAND IDENTITY AS CRITICAL COMPONENTS OF BRAND EQUITY STRATEGY

This paper presents integrated marketing communication (IMC) and brand identity as critical components of the firms brand equity strategy. Specifically, the authors provide a brand equity strategy schematic that details (1) the role of IMC in creating and maintaining brand equity, and (2) the role of brand identity in informing, guiding, and helping to develop, nurture, and implement the firms overall IMC strategy. The authors also present a conceptual framework with testable research propositions toward IMC theory development. Finally, a discussion of implications for academics and practitioners is provided, and opportunities for future qualitative and quantitative research are suggested.

Teaching Marketing Strategy: Using Resource-Advantage Theory as an Integrative Theoretical Foundation:

Knowledge of marketing strategy is essential for marketing majors. To supplement and/or replace the traditional lecture-discussion approach, several pedagogical vehicles have been recommended to teach marketing strategy, including the analytic hierarchy process; career-planning cases; computer-assisted, simulated marketing cases; experiential projects; life-history analysis; product-management projects; scenario planning; shareholder-value analysis; simulation; Web-based cases; and Web-based business-intelligence tools. Each of these approaches incorporates marketing-strategy knowledge content that consists of concepts, theories, and conceptuaal frameworks. Noting that the approaches to teaching marketing strategy lack an overall, integrative theory, this article proposes (1) resource-advantage (R-A) theory as an appropriate, positive, integrative theoretical foundation for teaching marketing strategy, (2) several conceptual frameworks drawn from R-A theory that are useful in teaching marketing strategy, and (3) suggestions on how to approach teaching R-A theory in the classroom.

Workplace Spirituality and the Selling Organization: A Conceptual Framework and Research Propositions

The past few years have witnessed a proliferation of articles on spirituality and its relevance for business. A growing trend in spirituality research is an emphasis on spirituality in the workplace. Theoretical and empirical support is emerging on how workplace spirituality infl uences both employee and organizational outcomes. However, the sales literature has not yet integrated the dimensions of workplace spirituality into its frameworks. Therefore, drawing on existing theoretical foundations, we propose a conceptual framework that illustrates the role of workplace spirituality in selling organizations. We present relevant testable research propositions, guidelines for future research, and implications for practice.

Developing a Learning Orientation: The Role of Team-Based Active Learning

Marketing educators have a responsibility to educate and develop students who are creative, knowledgeable and able to contribute to the success of their firms. One approach to preparing students is to foster a learning orientation. The purpose of this article is to further the understanding of the development of a learning orientation by using team-based active learning for marketing classes. We first discuss how a learning orientation can be beneficial in a class context. Next, we present an overview of team-based active learning rooted in the principles of cooperative learning as an approach for instilling a learning orientation. Finally, we describe an investigation into individuals perception of the influence of learning orientation on creativity, knowledge, and performance. Based on the analysis of data collected from 246 marketing students, the results suggest learning orientation, based on team-based active learning, positively influences marketing program creativity and knowledge.

Developing Pedagogical Competence: Issues and Implications for Marketing Education.

Competence in pedagogy and research is the sine qua non of marketing educators’ careers. However, there is evidence in the literature that marketing academics focus more on and are more competent in research than teaching. This imbalance, in a majority of instances, can be traced back to doctoral education. Doctoral programs in marketing are designed to prepare students for becoming successful marketing professors. An important component of becoming a successful professor is learning how to teach effectively. Yet doctoral programs fall short of providing adequate pedagogical training. Consequently, marketing educators, from their doctoral days through their professorial careers, have a responsibility to continuously work on their competence in teaching. However, how can marketing educators in general and marketing doctoral students in particular develop pedagogical competence (PC)? In this article, the authors deconstruct PC into five components: content knowledge (or knowledge of subject matter), knowledge of pedagogical approaches, course management capability, classroom management capability, and student management capability. Next, they discuss how individuals can develop PC and the implications of PC for marketing education. Specifically, the authors discuss issues and implications for doctoral students, doctoral programs, marketing departments, and marketing faculty. Finally, the authors conclude with a discussion of the contributions of the article to marketing academe.

Global Virtual Sales Teams (GVSTs ): A Conceptual Framework of the Influence of Intellectual and Social Capital on Effectiveness

International sales opportunities, consolidation of global accounts, and advancements in communication technologies have led to the prevalence of global virtual sales teams (GVSTs). GVSTs enable salespeople from different geographical areas, time zones, and cultural backgrounds to use virtual interfaces and work closely together on interdependent global sales objectives. However, as technology-enabled, culturally diverse, and globally separated teams have not lived up to their potential, researchers have called for furthering our understanding of such teams. Therefore, drawing from literature streams on traditional sales teams, global sales teams, virtual teams, teamwork in organizations, intellectual capital, and social capital, we offer a framework for enhancing the effectiveness of GVSTs. Specifically, we define GVST effectiveness, identify effectiveness enhancing components of the GVST environment, and examine unique dimensions of GVST intellectual and social capital that influence the GVST environment. We conclude with several directions for future research in this promising, yet underresearched, area and implications for practice.

Managerial Action And Resource Advantage Theory: Conceptual Frameworks Emanating From A Positive Theory Of Competition

Purpose – The purpose of this paper is to illustrate that conceptual frameworks developed from a general theory of competition, i.e. resource‐advantage (R‐A) theory, can facilitate managerial action.Design/methodology/approach – After a brief overview of resource‐advantage (R‐A) theory, five conceptual frameworks are developed and offered for the purposes of managerial action.Findings – This paper identifies several conceptual frameworks and after noting that conceptual frameworks that do not have positive theoretical foundations may not be as useful as those that do, develops five conceptual frameworks that are based on R‐A theory.Practical implications – The conceptual frameworks developed in this paper have great potential for facilitating managerial action.Originality/value – Conceptual frameworks that have positive theoretical foundations can be very useful for practitioners. In fact, the frameworks proposed in this paper can replace frameworks that are currently in use for managerial action.

Approaching global industrial marketing from a managerial cognition perspective: a theoretical framework

Purpose – This paper aims to attempt to develop an integrative theoretical framework that approaches global industrial marketing from a managerial cognition perspective.Design/methodology/approach – Drawing from the managerial cognition research, business strategy research, and international business research, this paper develops a theoretical framework that is relevant to global industrial marketing.Findings – Global industrial marketing research has much to gain from the managerial cognition literature. The framework developed in this article presents relevant managerial cognition variables, their individual and firm level antecedents, and desirable outcomes.Research limitations/implications – The framework presented in this paper provides strong theoretical foundation for further theory development in global industrial marketing research and managerial cognition research. However, given the conceptual nature of our research, empirical scrutiny and further conceptual and empirical research are required....

Relationship marketing strategy: an operant resource perspective

Purpose – The aim of this paper is to illustrate that the operant resource perspective of the service-dominant (S-D) logic can explicate how operant resources can influence relationship marketing (RM) strategy success. Design/methodology/approach – After a brief discussion of the operant resource perspective of the service-dominant (S-D) logic, the paper reviews relationship marketing literature to identify and explore specific operant resources that can influence relationship marketing success. Findings – This paper identifies several operant resources that have been empirically verified to have positive influence on relationship marketing success and several other operant resources that need further conceptual and empirical investigation. Originality/value – The operant resource perspective of relationship marketing strategy and the operant resources identified in this paper provide the foundation for theory development and managerial practice.