BELIEFS AND EXPECTATIONS OF PRINCIPLES OF
MARKETING STUDENTS
Tom Johnson, EIT
Abstract
Research conducted in the United States over recent years about Marketing
Principles has revealed that the majority of students believe that the subject is
best defined as selling, advertising and promotion. Significantly, students
thought that marketing was unethical and many questioned marketing as a
career choice. Whilst such research indicates student views at the beginning of
a course, little, if anything, is suggested about how or when attitudes and
opinions towards marketing principles change. A survey of thirty-three New
Zealand marketing students was undertaken after fourteen weeks of lectures to
assess possible changes in attitudes to marketing. Results would tend to
indicate that students’ attitudes and opinions alter, though the time and reason
for change remain unknown. It is thought that method of instruction and actual
delivery by lecturing staff does contribute to this change, but this requires
further investigation.
Introduction
Principles of Marketing courses have been taught at higher educational
institutions around the world for nearly a century Tomkovick (2004). In an age of
sophisticated telecommunication, computer software packages, and Internet
technologies, marketing lecturers have resources of which early educational
pioneers could only have dreamed. The delivery of material has changed, but
early marketing teachers faced the same challenges faced today; how to
engage students in a meaningful, learning environment.
This research was stimulated by Ferrell and Gonzales (2004) who surveyed
three hundred and nineteen students prior to commencing a Marketing
Principles course, to determine their beliefs and expectations. The students
were asked eight open-ended questions to assess their knowledge and
awareness of marketing. Results indicated that they believed marketing
comprised of selling, advertising, and promotion. Almost half believed marketing
was a bad business practice, and nearly one-quarter thought that it was a poor
career choice.
Over a four-year period, students enrolled in Marketing Principles at the Eastern
Institute of Technology have expressed similar views about advertising and
promotion. This project was conducted fourteen weeks into a Marketing
Principles course to assess what possible changes in perception and attitudes
towards marketing would have occurred. Where changes have occurred,
existing research has identified specific intervention methods, which had the
most impact. The current research also has focused on the attitudes and
teaching methods of lecturers that students deemed most effective in bringing
about changes in their perception.
Method
The research was conducted using both secondary and primary methods.
Proquest and library facilities were used to collate and analyse academic
literature and information about the teaching of Marketing Principles. A
questionnaire was designed and pre-tested before being used on respondents.
Students were advised that the information collected in the survey was
anonymous and that it would be used to compare perceptions about marketing
principles and teaching methods of the United States of America.
Thirty-three students took part in the survey. The questionnaire was divided into
three parts. The first section consisted of three open-ended questions aimed at
identifying how students would define marketing to a friend, and positive and
negative thoughts students had about marketing.
These questions enabled a comparison to be drawn with the American
research. The second section listed seven learning methods and asked
students to rate these according to how important they were to their learning. A
4-point Likert Scale was used that categorised each learning method from “Very
important” to “Not important”. The final section used a Semantic Differential
technique, which listed ten key teaching factors in the delivery of Marketing
Principles. The ten teaching factors were adapted from Tomkovick (2004), and
embraced similar attributes of outstanding teaching covered by Faranda and
Clarke (2004), Conant, Smart and Kelley (1989), and Smart, Kelley and Conant
(2003).
The research complied with ethical standards set by Eastern Institute of
Technology’s Ethics Committee from whom approval was obtained prior to the
survey being conducted. The study is limited by its focus on a single institution,
the comparatively small sample in a region of New Zealand compared to earlier
USA studies and the interpretation of terminology used overseas.
Objectives
The overall objective of the current study was to compare the beliefs and
attitudes of marketing principles students in New Zealand to those of the United
States.
Specific objectives included ascertaining what learning methods New Zealand
students deemed most important, and assessing New Zealand student’s
impressions on what aspects of lecturer delivery were important to their
learning.
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Literature Review
Marketing Principles
Many aspects of a Principles of Marketing course have been investigated
(Ferrell & Gonzales, 2004), but there has been only limited information available
to describe how students feel about marketing before their first course. Ferrell
and Gonzales (2004) found that students believed marketing essentially
consisted of promotion and advertising. Many students believed that marketing
was simply a course you had to take to get a business degree.
Dailey and Kim (2001, p.59) attempted to measure market-orientation principles
that students acquire in their first course and how their market orientation can
be improved. They concluded that the principles course produced a, "relatively
low absolute increase in overall student market orientation” (disconcerting to
many lecturers), yet stated "successful completion of the principles of marketing
course should result in a significant increase in overall student marketing
orientation." There is little data to support Dobscha and Foxman’s (1998)
contention that because of deficiencies in the 4 Ps model, the Principles of
Marketing course should focus on the exchange framework as a superior mode
for teaching the subject. For the purpose of this research, the 4Ps model has
been retained as the contextual basis for the teaching and learning of marketing
principles.
Teaching Environment
Student’s beliefs or perceptions of what marketing is, before they begin a
marketing principles course is probably not that important, if the learning and
teaching environment is exemplary. Excellence in teaching, as advocated by
Conant, Smart and Kelley (1988), is the key. There are many academic
dissertations on how to improve the learning environment and teaching
methods from Burns (1994) who suggested a stand-alone computer simulation
designed to enhance the learning of basic marketing concepts. Alternatively,
Drea, Singh, and Engelland (1997) examined the use of a marketing audit
within the Principles of Marketing course as an experiential learning technique,
whilst Celuch and Slama (2000) measured perceptions of a marketing course
taught with a critical thinking approach.
Teaching Intervention Methods
Peterson, Albaum, Munuera and Cunningham (2002) found that in spite of the
use of instructional technologies at an accelerated pace, there was little
evidence of an incremental contribution of these technologies to student
learning. Siguaw and Simpson (2003), in a satirical look at marketing classes,
concluded that students are more interested in having fun and the personal
characteristics of the “professor” than in the subject matter. Hurdle (2004) also
found a positive relationship between expectations for a course being
interesting and fun and the material learned being more valuable.
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A good deal of research on improving teaching delivery exists. Jaju and Kwak
(2000) found that marketing students prefer concrete experience and active
experimentation in their learning, while Johnson, Johnson and Golden (1996)
found that both involvement and realism were significant predictors of
perceptions of learning. Smith and Van Doren (2004) advocated reality-based
learning as a simple method for keeping teaching relevant and effective. Acker
(2003), in researching outstanding college teachers and the difference they
make, concluded that teacher attributes include: having and showing
enthusiasm for teaching; emphasising active, participatory learning and critical
thinking skills; setting and enforcing high academic standards; genuinely caring
about students; and, possessing both a command of ones subject and essential
teaching skills. Faranda and Clarke (2004), whose research was on student
observations of outstanding teaching, found there were five predominant
themes for outstanding teachers – rapport, delivery, fairness, knowledge and
credibility. These same themes are evident in Tomkovick’s (2004) Ten Anchor
points for more effective teaching of marketing principles.
Ethics
It is concerning that a high proportion of American students surveyed felt that
marketing was a bad business practice and a poor career choice. Ultimately
they live in a consumer society and marketing affects all of them in some way in
almost everything they do. Pressure in American education has come from the
American Assembly of Collegiate Schools of Business (AACSB) and the
American Marketing Association requiring colleges of business to incorporate
ethics education into undergraduate programs (American Marketing
Association, 2004). Whilst most textbooks used in New Zealand marketing
principles classes have sections devoted to ethics and social responsibility in
every chapter, many ethical issues emerge in marketing, and it is very important
these are addressed.
Attributes – Honesty, Caring, Humour and Atmosphere
Teaching intervention methods are often restricted by time constraints and are
limited to those that prove most effective within such constraints. Just as
honesty breeds trust, teaching and learning demand active engagement and
mutual respect (Yoo and Donthu, 2002; Hagstrom, 1997).
Kleine (2002) expands on the importance of enhancing student’s roles and
Gremler and McCullough (2002) examined student satisfaction guarantees, as
a means of delivering what was promised. Dishonesty undermines the process
of education. Caring lecturers are important to students and humour can lead to
a classroom atmosphere conducive of effective learning. Loomax and Moosavi
(1998) point out that humour is an extremely effective tool in education.
“Classrooms in which laughter is welcome help bring learning to life,” according
to Chiasson, (2002, p.1). Tomkovick (2004, p113) states, “Humour and positive
thinking provide the salve for the wounds…and where on earth is humour and
joy more appropriate (and needed) than in a Principles of Marketing classroom.”
Chiasson, (2002, p.2), adds that, “The job of a teacher is to get students
laughing, and when their mouths are open give them something to chew on.”
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Seemingly, honesty, caring and humour combine to assist the creation of an
important classroom requirement. Commanday (1993) believes that teachers’
reputations or images created outside the classroom play a part in establishing
a classroom atmosphere. Faranda and Clarke (2004) found that motivation from
professors/lecturers came in many forms, such as enthusiasm for teaching, well
prepared classes, approachability and the development of human relationships.
Studies link enthusiasm and overall attitudes to positive learning outcomes
(Ferrell & Gonzales, 2004). According to Stein (2001), teachers must create a
classroom atmosphere of mutual respect and trust, select instructional tasks
that prompt students to take different positions and find different solutions to
learn effectively.
Other Elements
The literature reflects on a number of other elements that are important
contributors to student learning.
Passion is identified by many authors (Tomkovick, 2004; McCoombs & Whistler,
1997; Day, 2004; Elliott & Crosswell, 2001) as providing a strong connection to
good teaching and subsequent learning. Ferrell and Gonzales (2004) note that
the professors who best motivated students also had the greatest success in
facilitating learning.
Another element of effective teaching is preparedness. This phenomenon of
effective teaching according to Tomkovick (2004) is having something to say,
keeping abreast of change and being able to engage students with multiple
activities that motivate students to learn.
Juric, Todd and Henry (1997) provide a hint to a further element concerning
high standards when they indicate that many students enrolled in Principles of
Marketing because they thought it was easy. According to Celsi and
Wolfmbarger (2002) classroom innovation contributes to the setting of high
standards. Tomkovick (2004) supports Juric et al (1997), notion but goes on to
indicate that high standards in areas of content, presentation and assessment
are integral part of teacher effectiveness.
Lastly in this area is the element of humility. Humility is important to students
and is poignantly phrased by Tomkovick (2004, p.114), “Confess when you are
wrong, praise those with a knowledge greater than yours on a topic, and laugh
at yourself when you do make a mistake.” Understanding students' perceptions
in this challenging environment is critical to successfully teaching students and
enables the perception of an accurate and clear understanding of the marketing
discipline.
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Discussion
Definition
Whilst 60% of American students surveyed prior to attending marketing
principles classes defined it as involving selling and/or advertising, the situation
was different with New Zealand students not unexpectedly, as they had had
fourteen weeks of tuition. However, whilst 91% of the class were either correct
or partially correct in their definition of marketing less than half (42%) gave a
fully correct definition. This is a quite disturbing factor that in spite of 14 weeks
learning nearly half the class (48%) still only defined marketing in a partially
correct manner. A further (9%) of the class gave an incorrect definition. Why?
Is this a reflection on poor instructional methods, poor delivery or the ability of a
student? In this instance, students, instructional methods and delivery form an
important triangle in the learning process. The purpose of the first question in
the New Zealand survey was initially intended to enable a comparison to be
drawn directly with the American survey about what marketing meant when
described to a friend. A direct comparison can’t be made because the New
Zealand students had the advantage of fourteen weeks classes on the subject.
The fact that 60% of American students defined marketing as basically
advertising and promotion, before attending classes, is probably consistent with
the views of many people in both countries and not really important. What is
more disturbing in the New Zealand results after fourteen weeks of teaching is
that less than half the class were able to define marketing accurately. To find
out whether this was a student learning deficiency, teaching failings or some
other reason would require further research.
TABLE 1:
New Zealand Student Definitions of Marketing.
Definition of marketing
Correct
Partially Correct
Incorrect
Total
n
14
16
3
33
%
42
49
9
100
Positives
Students were asked to explain the positives about marketing they had acquired
in their studies. The results were interesting. Over 50% believed the main
positive was acquiring a better understanding of marketing. A further 21% found
that the subject was interesting and fun and a further 18% expressed that they
felt they had a better understanding of buyer behaviour. This may be due to an
emphasis placed by the lecturer on the importance of understanding buyer
behaviour as a precursor to being a knowledgeable marketer. Whatever the
reason, it is interesting to find that slightly less than three-quarters of the class
(73%) could be linked with a common thread of better understanding of the
subject being the most important positive gained from the course. The findings
in this section enabled a direct comparison to be made with American results.
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The most positive thoughts about marketing held by the American students
surveyed were; that marketing concepts were interesting or fun (50%); and, that
marketing was important for business practice (29%). A further (3%) thought the
subject would be easy. There is an interesting correlation between the
Americans’ rating the subject interesting and fun, and New Zealand students
rating this the second most positive factor acquired. High levels of interest and
fun are important elements in class atmosphere and teaching delivery, covered
extensively in research by Tomkovitch and others. It may seem paradoxical that
a significant number of students, who claimed to have acquired a better
understanding of marketing and/or buyer behaviour as a positive, were unable
to give a correct definition of marketing. Positive perceptions should be used to
build a bridge to reach students and engage them in learning course content.
TABLE 2:
Positive thoughts about marketing
Positive thoughts about Marketing
Better understanding of marketing
Interesting and Fun
Better understanding of buyer behaviour
Other
Total
n
18
7
6
2
33
%
55
21
18
6
100
Negatives
Students were then asked to explain their negative thoughts about marketing.
Over one-third of students (35%) found that Marketing Principles was too broad
a subject and too full in scope. A further 25% pointed out that marketing was
ethically dishonest and manipulative in its advertising strategies. At the time of
the survey, students had completed two assignments requiring some quite
substantial research. As a consequence 15% of students found research work
time consuming and dull. A further 9% felt that the jargon and terminology used
in marketing was difficult to understand. Part of this problem emanates from the
use of textbooks that can complicate concepts and facts about marketing. Thus
there is an onus on the lecturer to make the subject matter more
understandable and enjoyable for students.
This possible approach is similar to the view of Faranda and Clarke (2004) who
noted that delivery, knowledge and credibility and preparedness contribute to a
good learning experience. It is interesting to note that of the negatives
expressed in the research of Faranda and Clarke (2004), only one item appears
to match the current study; that is, that students perceived the marketing
principles course to be difficult (22%). However, other results from the same
research seem markedly different. For example, they found that 46% of
students perceived marketing to be a poor business practice and that a further
24% felt it was a poor career choice. The saga of Enron and other major
corporate collapses, pricing scams, insider trading, false advertising and
corporate fraud make these perceptions understandable and probably account
for the 43% of the students who felt that businesses most of all need to be
honest. This theme of honesty has an important parallel in the New Zealand
research. Here, 25% of students felt that, marketing was unethical, dishonest at
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times and manipulative in its strategies and advertising. The findings supports
Faranda and Clarke (2004) contention that Professors (lecturers) need to guard
against focusing only on concepts and frameworks that do not address how
marketing affects society and further that to overcome the belief that marketing
is bad business practice. Adequate coverage of marketing ethics and an
understanding how marketing fits into society should be incorporated in the
class. Ethics should be presented as an issue that affects every aspect of
business, not just marketing.
TABLE 3:
Negatives about Marketing
Negative thoughts about Marketing
Too broad and difficult a topic. Scope too large
Unethical, dishonest and manipulative marketing strategies
and advertising
Research time consuming/ dull
Jargon and terminology cause difficulties
None
Other
Total
n
11
8
%
35
25
5
3
3
2
33
15
9
9
7
100
Learning Methods
Marketing Principles is presented to students over a sixteen-week course with a
set number of topics. Because students attend two classes of two hours
duration each week, the structure of the lessons and the number of different
delivery and learning methods is limited. The list of seven learning methods in
the survey was derived from the literature and an assessment made of the most
common practices in New Zealand. Of the seven methods, five are classroombased and two are student task-based activities.
In an age of constructivism, it may surprise that the most important method
rated by the students was Lectures (3.85). This was followed by assignments
(3.48) and Power Point presentations (3.48) as next in importance. These three
are followed in sequential order of priority by textbooks (3.27), case studies
(3.06) and videos (3.00). Group work was rated least important (2.79). The
importance of classroom/lecture driven activities to students was further
confirmed in the final section of the survey where students listed their most
important lecturer attributes. If the class atmosphere is good then these
methods are appropriate. The poor assessment of group work probably comes
from an assessment by students that not all students do their fair-share in-group
work and also because of the conflicts that often arise.
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TABLE 4: Student ratings of instruction methods in order of importance
Instruction Method
Lectures
Assignments
Power Point
Textbook
Case studies
Videos
Group work
Mean
3.85
3.48
3.48
3.27
3.06
3.00
2.79
Delivery Methods
Students were provided with ten paired adjectives concerning components of
lecturer delivery in class. They were asked to rate these items across a sevenpoint scale. Five of these items were presented with a positive at the left end of
the scale and five with a negative as the starting point. Positive and negative
start points were therefore randomised across the ten items. In applying the
scale and assessing the results, lower average scores are seen to reflect higher
levels of importance in any delivery item; the lower the score the better the
assessed item.
Students’ perceptions of the best form of delivery by lecturers produced some
interesting results. Honesty (1.36) was regarded by the New Zealand students
as the most important factor in an effective instructor. There is a linkage here
with the same students (25%) believing that, “marketing was unethical,
dishonest at times and manipulative in its strategies and advertising,” and the
American results that marketing was a bad business practice. Dishonesty
undermines the process of education, and students want honesty in content and
delivery.
Caring rated next at (1.48). Stated perhaps best by Tomkovitch (2004) in citing
Senator Jack Kemp. Another important factor in effective teaching is humour,
rated (1.52) by students. “Classrooms in which laughter is welcome help bring
learning to life.” (Chiasson, 2002, p.) A positive classroom atmosphere rated
(1.55), confirming the studies of (Dana et al. 2001; Eckrich 1990; Friedman
1991; Haley 1992; and Lentos, 1997) linking enthusiasm and class atmosphere
to positive learning outcomes. Passionate delivery (1.70) rated next. This also
confirms the views of Day (2004) and Fried (1995) who argued that a sense of
passion is essential to all good teaching.
Preparedness (1.73), good use of time (1.97) and high standards (2.00) were
next in the ratings. These are understandable requirements, closely linked not
only in the delivery of teaching but, also to the more mundane duties of marking
and administration of all student work and activities. Humility, an unknown word
in the Australian lexicon, rated (2.32) as far as New Zealand students were
concerned. Realism at 4.12 was the outlier. This was surprising as it flies in the
face of the findings of Johnson et al. (1996) and Smith and Van Doren (2004)
who advocated reality-based learning to keep teaching relevant and effective.
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This result may be due to students trying to balance the two factors of realism
and theoretical in importance.
TABLE 5: Semantic differential rating on delivery methods
Item
Honesty
Caring
Humour
Atmosphere
Passionate delivery
Preparedness
Good use of time
High standards
Humility
Reality/Theoretical
1.36 **
1.48 **
1.52 **
1.55 * (**)
1.70 *
1.73
1.97
2.00
2.32
4.12
*
Significant by Gender
**
Significant by Major
None significant by age
A great deal of the literature makes little, if any, attempt to demonstrate the
possible relationship amongst delivery mechanisms. As a result, readers might
be left with the idea that the ten items are a rather flat uni-dimensional
phenomenon. To assess the relationship between the items measured in the
study, a correlation analysis was applied. This revealed some very interesting
results. For example, the three strongest correlation pairs were Humour –
Atmosphere (.781), Honesty – Atmosphere (.669) and Humour – Caring (.660)
At the other end, the lowest three pairs were Delivery with Passion - Delivery
as Realistic(.051), Good use of time – High Standards (.233) and Honesty Humility (.239).
Taken a further step, a similarity matrix was developed and this is shown as
Table 6. What this shows is that Humour and Atmosphere (1.00) are the two
most similar delivery methods, followed at a slightly lesser level by Humour –
Caring (.928) and Caring and Atmosphere (.915). Full details are shown below.
TABLE 6: Similarities Matrix
Caring
Realistic Prepared Atmosph. Humour High
Stan.
Passion Humility Use of
Time
Honesty
Caring
Realistic 0.284
Prepared 0.802
Atmosph. 0.915
Humour
0.925
0
0.120
0.106
0.772
0.868
1
High Stan. 0.646
Passion
0.595
Humility
0.751
Use of Ti. 0.610
0.239
0.344
0.765
0.740
0.683
0.785
0.577
0.737
0.790
0.446
0.064
0.858
0.783
0.586
0.696
0.626
0.672
0.873
0.575
0.751
0.678
0.660
Honesty
0.228
0.724
0.895
0.881
0.760
0.845
0.517
0.772
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0.591
10
Based on the similarities in Table 6, there is potential to consider a hierarchal
interconnection amongst the delivery methods and thus propose the
development of a “building-block” model of delivery methods. Whilst such a
model needs further investigation, a suggested structure is shown as Figure 1 in
Appendix .1
Conclusions
Fourteen weeks tuition by New Zealand students precluded any direct
comparison being made on a definition of marketing with American students. As
most people tend to regard marketing as consisting mainly of advertising and
promotion, the American results are understandable. The fact that less than half
the New Zealanders were able accurately to define marketing may be a student
learning deficiency, a teacher failing or some other reason, which would require
further research.
Where negative or incorrect perceptions about marketing exist, knowledge
about these issues should be incorporated into the course content and lecturer
delivery. Effective teaching will help change and overcome negative views that
marketing is unethical and a poor career choice. In both the American and New
Zealand research, the concerns expressed over marketing ethics were very
real. By experiencing the realities of marketing. students can establish their
beliefs and expectations correctly, thus understanding from the course, that
unethical conduct is never acceptable in marketing practice or in the classroom.
Academic integrity provides the foundation upon which a flourishing academic
life rests.
Teaching methods need to be varied and stimulating enabling students to
experience the various activities and elements of marketing through a variety of
exercises, cases, and speakers or videos that relate marketing to the students'
past experiences. For many students the jargon and terminology can prove
difficult to learn. Part of this problem is because the textbooks used tend to be
“too academic” and can complicate a simple subject. In spite of new technology
and the advocacy of many different approaches to learning the traditional use of
lectures, assignments, and the use of textbooks still rate highly with students as
the best forms of teaching interventions.
Marketing students respond positively to teachers who are honest, caring, at
times humorous in their presentations, and passionate in delivering well
prepared lesson content. Teachers need to set high standards, make good use
of time, blend reality with theory and at all times show humility. New Zealand
students in rating honesty the most important lecturer attribute, highlight the
need for integrity in teaching and an ethical approach to all aspects of
marketing.
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