Active Learning and Morality: Incorporating Greater Meaning into Marketing Education

In qualitative and quantitative research, marketing students defined meaning in education as personal relevance, and determined that marketing education lacks meaning. As perceptions of meaningless education have been associated with low interest in continuing education, as well as beliefs that formal education is not necessary to be successful, ensuring meaning is critical. Combining scholarly work in active learning with classic sociological theory, it is hypothesized that by shifting teaching methods to active learning and using these methods to tie marketing concepts to morality, we can create students that find greater meaning in their education. The results of two studies support this hypothesis.

[1]  Lawrence B. Chonko,et al.  Business School Education: Some Thoughts and Recommendations , 1993 .

[2]  A. Greenwald,et al.  Audience Involvement in Advertising: Four Levels , 1984 .

[3]  W. P. Anthony,et al.  Anomie and vocational-technical education , 1973 .

[4]  R. B. Martin.  Involvement and role playing. , 1994, Journal of clinical psychology.

[5]  Henri Barki,et al.  Rethinking the Concept of User Involvement , 1989, MIS Q..

[6]  Donald P. Robin,et al.  Social Responsibility, Ethics, and Marketing Strategy: Closing the Gap between Concept and Application , 1987 .

[7]  The marketing manager's view of Marketing research , 1979 .

[8]  Craig A. Kelley,et al.  Marketing Education in the Year 2000: Changes Observed and Challenges Anticipated , 1999 .

[9]  Blake Ives,et al.  An empirical study of the impact of user involvement on system usage and information satisfaction , 1986, CACM.

[10]  M. Lane,et al.  Teaching business ethics: Bringing reality to the classroom , 1992 .

[11]  Henri Barki,et al.  Measuring User Participation, User Involvement, and User Attitude , 1994, MIS Q..

[12]  R. Linn,et al.  Qualitative methods in research on teaching , 1985 .

[13]  Samir Barman,et al.  Pedagogical Concerns in Business Education: The Case of Management Science , 1997 .

[14]  Robert A. Nisbet,et al.  The Sociological Tradition , 1968 .

[15]  Albert Caruana,et al.  The Effect of Anomie on Academic Dishonesty among University Students. , 2000 .

[16]  Mary Jo Bitner,et al.  Paradigm Shifts in Business Education: Using Active Learning to Deliver Services Marketing Content , 1994 .

[17]  Canadian Business Schools: Going Out of Business? , 1996 .

[18]  D. Hargreaves.  A sociological critique of individualism in education , 1980 .

[19]  Eileen Bridges.  Experiential Learning and Customer Needs in the Undergraduate Marketing Research Course , 1999 .

[20]  J. Zaichkowsky.  Measuring the Involvement Construct , 1985 .

[21]  Scott A. Inks,et al.  Integrating Marketing Courses to Enhance Team-Based Experiential Learning , 2000 .

[22]  Adam J. Koch.  Marketing Curriculum: Designing its New Logic and Structure , 1997 .

[23]  Vincent Tinto,et al.  Limits of Theory and Practice in Student Attrition , 1982 .

[24]  G. W. England.  The patterning of work meanings which are coterminous with work outcome levels for individuals in Japan, Germany and the USA , 1990 .

[25]  Robert L. Berl,et al.  Are We Teaching Ethics in Marketing?: A Survey of Students' Attitudes and Perceptions , 1997 .

[26]  Laura M. Ventimiglia.  Cooperative Learning at the College Level. , 1994 .

[27]  Rethinking Marketing Research Education: A Conceptual, Analytical, and Empirical Investigation , 1994 .

[28]  Dwayne D. Gremler,et al.  Experiential Learning Exercises in Services Marketing Courses , 2000 .

[29]  S. Schwartz,et al.  Leaving College: Rethinking the Causes and Cures of Student Attrition , 1987 .

[30]  J. Cacioppo,et al.  Issue Involvement As a Moderator of the Effects on Attitude of Advertising Content and Context , 1981 .

[31]  Henri Barki,et al.  Explaining the Role of User Participation in Information System Use , 1994 .

[32]  Peter Dahler-Larsen.  CORPORATE CULTURE AND MORALITY: DURKHEIM‐INSPIRED REFLECTIONS ON THE LIMITS OF CORPORATE CULTURE , 1994 .