Intersections in Marketing Practice and Marketing Education: Bridging the Gaps

Intersections in Marketing Practice and Marketing Education: Bridging the Gaps

Mary Beth McCabe (National University, USA)
DOI: 10.4018/978-1-5225-6295-5.ch009

Abstract

This chapter will describe the value of bridging the gaps between marketing practice and marketing education. The objective is to improve students' academic and practical experience after they complete a marketing degree program. This focus is on how professors can become better educators by targeting what students need to know before they complete academic programs. The chapter provides insights via expert interviews and analysis, using examples of the intersections and the gaps between theoretical marketing principles and practical applications of marketing strategies. The goal is to illustrate best practices and narrow the gaps to maintain relevance in a fast-changing marketing environment.
Chapter Preview
Top

Introduction

The good news is that marketing takes a day to learn. The bad news is that it takes a lifetime to master. Phillip Kotler

Topics in this chapter include bridging gaps and building intersections between what is taught in the classroom and what is required as a marketing professional. The author will give instances and present several perspectives of how intersections can be established. Several dozen interviews were conducted to bring good news to those who want to master marketing.

The marketing-related experiences of practitioners and academics are very different. A full-time marketing executive may spend 60+ hours a week preparing for sales presentations, creating sales materials, budgets, servicing existing customers, researching, and prospecting new customers. A full-time marketing professor can spend the same number of hours a week planning teaching lectures, counseling students, mentoring, grading, and several other administrative roles and responsibilities. In addition, many faculty are expected to develop scholarly works and also serve their university.

Over several decades, this author taught either full-time or part-time at five universities in Southern California and owned a marketing business with clients in automotive, retail, e-commerce, restaurants, real estate, and other industries. Insights from this dual experience with theory and practice are relevant to study, because in a highly competitive environment, book learning is not enough to succeed in business. In marketing, students also need experiential training. A faculty’s business experience can accelerate students’ performance both before and after the students graduate. Research from these experiences and interviews in this chapter will reveal gaps and intersections to better understand where marketing education will be needed in the future. The chapter has the following goals about marketing education and practice:

  • To examine gaps and intersections of practice vs. education in marketing

  • To discuss limitations of marketing in classrooms

  • To propose education vs. experience quadrants

  • To suggest ways to bridge gaps with case studies

  • To demonstrate why bridging gaps will help marketing students succeed

  • To assemble relevant and useful expert insights that inspire future marketers

Top

Background

A UK Study found significant gaps between teaching offered at university and the knowledge and abilities required by practitioners in marketing (Stringfellow, Ennis, Brennan, & Harker, 2006). More recently, McKinsey considered how to design an education system that moves to employment (Barton, Farrell & Mourshed, 2012). The goal was to make the transition better by reducing the knowledge gap and improve skills for students.

This study’s content is research-based from personal interviews with educators from University of Mississippi, Wharton (Penn), University of Dayton, St. Mary’s College of California, Fordham University, DePaul University, University of Illinois, National University, Emory University, University of Northern Colorado, and Alliant University, as well as professional marketers and their qualified opinions. This content will guide both academia and marketers about intersections and how to fill gaps.

Key Terms in this Chapter

Gaps: This is the area between the two items discussed.

Marketing Simulations: Each round of the marketing simulation provides an imitative representation of a business situation. Through decision making, students experience real-world marketing problems and compete as if they were running a business.

MOOC: Massive open online classroom is a web-based distance learning program designed for participation of large numbers of geographically spread students, patterned on a college course.

MSOC (or MMO): Massive Simultaneous Online Community. Massively multiplayer online game supports a large numbers of players on the same server. Examples are Farmville, World of Warcraft , etc.

Artificial Intelligence (AI): The use of marketing data to scientifically predict future consumer behavior.

Case Studies: Case studies are real world situations that teach specific learning lessons and often are written assignments. They range in length from several paragraphs to several pages in text, with exhibits to illustrate the situation.

Millennials: Born in the years of early 1980s to the early 2000s. Also called Gen Y or “echo boomers.” Marked by increased use of communications, media and digital tools. Generally liberal in politics and concerned for the environment.

Complete Chapter List

Search this Book:
Reset