Teaching marketing to non-marketing majors: tools to enhance their engagement and academic performance
Why this work is in the frame
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Bibliographic record
Abstract
Purpose While there has been a significant amount of work involving marketing education, it is unclear how faculty members can increase the engagement and achievement of non-subject specialists. Accordingly, guided by Bloom's Taxonomy, this current study examines the ways that academics can teach marketing to non-marketing undergraduate majors, with a focus on enhancing their engagement and academic performance. Design/methodology/approach Survey responses (and related archival information) were collected from 181 non-marketing majors in the United Kingdom (studying marketing modules as part of their undergraduate degrees). Such data passed a series of key robustness checks. The hypothesized and control paths were tested via covariance-based structural equation modeling. In addition, 20 semi-structured interviews were used to explore the underlying issues behind the statistical results. Findings Two variables were positive drivers of engaging non-marketing students, namely, discussion-oriented interactions and relating marketing to non-marketing subjects. However, integrating theory with practice produced a negative, but non-significant relationship with engaging non-marketing students. In turn, engaging non-marketing students yielded a positive and significant association with academic performance. The follow-up interviews suggested that to best-engage non-marketing majors, educators should consider hosting guest speakers (e.g. owner-managers) to demonstrate how their university-level studies are applicable to “real-world” subject contexts, like sports management and engineering when they graduate. Originality/value This current article strengthens the extant literature by identifying some actionable tools that can be employed to enhance the engagement and academic performance of non-subject specialists. This is important, since faculty members are under increased pressure to become effective teachers and facilitate student satisfaction (alongside their other duties, including research and administration). Hence, this paper assists such individuals to cope with the rapidly changing landscape of the higher education sector. In fact, Bloom's Taxonomy was a relevant pedagogical theory for unpacking how educators can teach marketing to non-marketing majors.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.008 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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 it