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Technology in Marketing Education: Insights from Sales Training

Technology in Marketing Education: Insights from Sales Training

Eileen Bridges (Kent State University, USA)
Copyright: © 2013 |Pages: 14
DOI: 10.4018/978-1-4666-4014-6.ch015
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Abstract

Company training programs provide insights for university classrooms, particularly those in schools and colleges of business. This research shows an increase in usage of technology based training among successful firms, but it is not growing as quickly as consumer use of self-service technologies because some firm goals require more personal training modes. The present findings regarding business adoption of training technology are consistent with consumer research that suggests satisfaction increases with experience in use. Also, selected technology must be congruent with learning goals–technological tools are more effective when students are learning related material–and results of training suggest increased efficacy when this is true. In this regard, university learning environments focused on business should utilize technology as appropriate to learning goals, but should not gratuitously replace traditional classroom learning activities.
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Background

To position the present study relative to research regarding technology use in learning situations, relevant literature is reviewed and research questions are developed. Technology is clearly gaining use in daily lives of consumers, as evidenced by the growing body of research in service marketing that considers the impact of the availability of self-service technology on customer buy-in and satisfaction. Therefore, use of technology and its acceptance by consumers is examined first. Next, research on technology use in specific situations where customers are students is discussed, particularly the role of technology in university based marketing education. Finally, the use of technology in corporate training is reviewed. Although still for the purpose of education, the latter involves moving from the consumer learning situation to the business learning environment. Following the conceptual development, research questions are presented to extend published work.

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