A new marketing education concept for "Integrated Education in Green Promotion" based on Mezirow's perspective
Bibliographic record
Abstract
The research aim of this paper is to discuss the potential benefits of a new marketing education concept, the “Integrated Education in Green Promotion” (IEGP) based on the fundamental assumptions of Mezirow’s “critical reflection” through the investigation of two research questions. IEGP substantially covers the transfer of knowledge, skills, and attitudes that will allow in each promotion manager-learner to plan, to launch, and to manage green promotion activities. This new concept must be approached from leadership perspective and as a lifelong learning process. The paper attempts to examine this new concept by categorizing 78 identified empirical papers into conceptual categories in accordance to the theoretical framework. Second, it summarizes the literature review findings and the interpretive claims. Third, it examines the case of the new curriculums (2010-2011) of three Executives Transformative Learning Based Programs in: “Professional and Applied Certificate in Skills Management, Communication, Ecological Literacy and Carbon and Energy Leadership” offered by the Continuing Studies Center of Royal Roads University (Canada), an award winner in the Major Annual Brochure category for Marketing and Innovation 2007-2008 by CAUCE. The author considers the above case as critical, because it is the only award winner of Transformative Learning based program of continuing education that aims to develop managerial and leadership skills in a ecological context related to: (1) communication and collaboration; (2) social, personal and environmental responsibility, leadership, mentorship and stewardship, design; (3) planning and performance; (4) diverse perspectives, and ways of knowing; (5) engagement and influence, whole systems and critical thinking; (6) creativity;and (7) community and relationship-building.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.003 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.002 | 0.019 |
| Scholarly communication | 0.008 | 0.012 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.003 | 0.006 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".