scholarly journals Analytics Capability in Marketing Education: A Practice-Informed Model

2021 ◽  
pp. 027347532110424
Author(s):  
Simone Kurtzke ◽  
Justina Setkute
Keyword(s):  
Conceptual Knowledge ◽  
Academic Research ◽  
Technical Skills ◽  
Marketing Practice ◽  
Marketing Education ◽  
Marketing Analytics ◽  
Practice Gap ◽  
Theory Practice Gap ◽  
Analytics Capability ◽  
Current Curriculum

As marketing continues to be transformed by technology and the explosion of big data, academic research has identified a significant need for analytics skills in marketing education. However, it is unclear whether current curriculum approaches to marketing analytics equip students with the skills employers need and prepare them effectively for data-driven marketing roles. This study identifies the knowledge and skills marketing graduates require for analytics practice to bridge the theory-practice gap and increase students’ employability. Our research reveals that a blend of knowledge, soft and technical skills is needed, and that the ability to communicate insights from data to stakeholders is critical. We offer a practice-informed model which demonstrates that conceptual knowledge, technical skills, tools skills and soft skills are required to develop holistic analytics capability for marketing practice. Actionable takeaways for how educators can embed holistic analytics teaching in marketing education are also provided.

Developing Graduate Capabilities Beyond Technical Competence – Do Undergraduate Accounting Programmes Provide Adequate Support for the Workplace?

2021 ◽  
Vol 41 (1) ◽  
Author(s):  
Sandhiya Roy
Keyword(s):  
Sampling Technique ◽  
Technical Skills ◽  
Early Career ◽  
Accounting Education ◽  
Research Approach ◽  
Structured Interviews ◽  
Practice Gap ◽  
Workplace Needs ◽  
Theory Practice Gap ◽  
Accounting Graduates

Since the late 1950s, numerous studies pointed out that the theory-practice gap in accounting is widening, expressing strong doubt on the survivability of tertiary accounting education. The objective of this study is to add clarifications by providing recent insights into the expectations of accounting graduates at the workplace and the emphasis placed by universities in developing graduate capabilities. Using an interpretive research approach, this study collects data from semi-structured interviews with accounting employers and early career graduates from diverse industry settings in Fiji. Document analysis of the undergraduate accounting curricula at the Fijian universities is undertaken to gauge expectation of accounting academics. The results from this study suggest that the accounting education programmes have been very responsive in trying to prepare students for changing workplace needs. While both employers and graduates acknowledged the significance of technical knowledge and non-technical skills, there is a gradual shift in demand for non-technical skills. This study used a purposive sampling technique to select the participants and as such the findings cannot be generalised. However, the findings and conclusions provide contextual arguments that tertiary accounting education do provide adequate workplace support to the students and all stakeholders need to recognise that graduate capabilities are developed over two different learning environments.

Developing Graduate Capabilities Beyond Technical Competence – Do Undergraduate Accounting Programmes Provide Adequate Support for the Workplace?

2021 ◽  
Vol 41 (1) ◽  
Author(s):  
Sandhiya Roy
Keyword(s):  
Sampling Technique ◽  
Technical Skills ◽  
Early Career ◽  
Accounting Education ◽  
Research Approach ◽  
Structured Interviews ◽  
Practice Gap ◽  
Workplace Needs ◽  
Theory Practice Gap ◽  
Accounting Graduates

Since the late 1950s, numerous studies pointed out that the theory-practice gap in accounting is widening, expressing strong doubt on the survivability of tertiary accounting education. The objective of this study is to add clarifications by providing recent insights into the expectations of accounting graduates at the workplace and the emphasis placed by universities in developing graduate capabilities. Using an interpretive research approach, this study collects data from semi-structured interviews with accounting employers and early career graduates from diverse industry settings in Fiji. Document analysis of the undergraduate accounting curricula at the Fijian universities is undertaken to gauge expectation of accounting academics. The results from this study suggest that the accounting education programmes have been very responsive in trying to prepare students for changing workplace needs. While both employers and graduates acknowledged the significance of technical knowledge and non-technical skills, there is a gradual shift in demand for non-technical skills. This study used a purposive sampling technique to select the participants and as such the findings cannot be generalised. However, the findings and conclusions provide contextual arguments that tertiary accounting education do provide adequate workplace support to the students and all stakeholders need to recognise that graduate capabilities are developed over two different learning environments.

Theory-Practice Gap: The Experiences of Nigerian Nursing Students

2018 ◽  
Vol 20 (1) ◽  
Author(s):  
Titilayo Dorothy Odetola ◽  
Olusola Oluwasola ◽  
Christoph Pimmer ◽  
Oluwafemi Dipeolu ◽  
Samson Oluwayemi Akande ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Nursing Students ◽  
Developing Country ◽  
The Body ◽  
Clinical Staff ◽  
Clinical Settings ◽  
Practice Gap ◽  
The Difference ◽  
Analyse Data ◽  
Theory Practice Gap

The “disconnect” between the body of knowledge acquired in classroom settings and the application of this knowledge in clinical practice is one of the main reasons for professional fear, anxiety and feelings of incompetence among freshly graduated nurses. While the phenomenon of the theory-to-practice gap has been researched quite extensively in high-income country settings much less is known about nursing students’ experiences in a developing country context. To rectify this shortcoming, the qualitative study investigated the experiences of nursing students in their attempt to apply what they learn in classrooms in clinical learning contexts in seven sites in Nigeria. Thematic content analysis was used to analyse data gained from eight focus group discussions (n = 80) with the students. The findings reveal a multifaceted theory-practice gap which plays out along four tensions: (1) procedural, i.e. the difference between practices from education institutions and the ones enacted in clinical wards – and contradictions that emerge even within one clinical setting; (2) political, i.e. conflicts that arise between students and clinical staff, especially personnel with a lower qualification profile than the degree that students pursue; (3) material, i.e. the disconnect between contemporary instruments and equipment available in schools and the lack thereof in clinical settings; and (4) temporal, i.e. restricted opportunities for supervised practice owing to time constraints in clinical settings in which education tends to be undervalued. Many of these aspects are linked to and aggravated by infrastructural limitations, which are typical for the setting of a developing country. Nursing students need to be prepared regarding how to deal with the identified procedural, political, material and temporal tensions before and while being immersed in clinical practice, and, in so doing, they need to be supported by educationally better qualified clinical staff.

scholarly journals Reflecting on the contemporary relevance of the forgotten management pioneers: A creative auto/biography

2019 ◽  
Vol 12 (2) ◽  
pp. 205979911986328
Author(s):  
Hester Nienaber
Keyword(s):  
Reflective Practice ◽  
Well Being ◽  
Base Change ◽  
Theory And Practice ◽  
Organisational Performance ◽  
Relevant Today ◽  
Practice Gap ◽  
Theory Practice Gap ◽  
And Control

Management theory and practice are characterised by the ‘theory–practice gap’. A way of addressing this divide is to engage in reflective practice, in this instance, a creative auto/biography. This different way of presenting an old issue demonstrates how the original teachings of the management pioneers remain relevant today. The central issues are the purpose of the organisation and the role of both leadership and employees in unlocking human competence in pursuit of organisational performance. The concepts ‘autonomy’ and ‘control’ transpired as crucial, which could easily be misunderstood or misapplied. This personal reflection presents evidence on which to base change, enhancing the well-being of employees, societies and the profit of organisations. This article contributes to knowledge by making inaccessible knowledge, accessible and inclusive, and the expectation that the meaning emanating from this reflection will result in the management audience to reconsider management, advancing management science and benefitting society at large.

scholarly journals I wonder if robots will take care of me when I am old: Positive aging representations of professionals working in health promotion services

2016 ◽  
Vol 21 (12) ◽  
pp. 2872-2881 ◽  
Author(s):  
Catrinel Craciun ◽  
Uwe Flick
Keyword(s):  
Health Promotion ◽  
Qualitative Study ◽  
Institutional Context ◽  
Actual Practice ◽  
Active Aging ◽  
Positive Aging ◽  
The Social ◽  
Practice Gap ◽  
Agency Models ◽  
Theory Practice Gap

How the social and institutional context is structured and represented by its actors has an impact on positive aging representations. This qualitative study explores professionals’ views on positive aging, how they promote positive aging in their practice and what disparities occur between their discourses and the actual practice of promoting positive aging. Interviews were conducted with professionals from different active aging promotion services and analyzed with thematic coding. Findings show professionals hold negative views on aging while trying to promote positive views in their work, illustrating an existing theory-practice gap. Strategies used in practice can be integrated in existing agency models and inform interventions and active aging policies.

The theory/practice 'gap': taking issue with the issue

1996 ◽  
Vol 23 (4) ◽  
pp. 685-691 ◽  
Author(s):  
Anne Marie Rafferty ◽  
Nick Allcock ◽  
Judith Lathlean
Keyword(s):  
Practice Gap ◽  
Theory Practice Gap
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