A Students’ Preferences-Based Approach to Select Methods for Detecting and Handling Free-Riding

Free-riding is a serious challenge in group projects. While there are various methods to reduce free-riding, marketing educators still face a difficult task when selecting an appropriate method for their course. In this study, we propose a students’ preferences-based approach that supports marketing educators with the selection of methods to detect and handle free-riding. To measure these preferences, students completed an online survey based on a choice task about two methods to detect free-riding and a ranking task about four methods to handle free-riding ( n = 254). Their answers were analyzed using chi-squared tests, Borda scores, and rank-ordered logit models. The results show that (a) neither Dutch nor international students have a clear preference for one of the two detection methods (the reporting system vs. the process evaluation system), (b) grade discussion (a possible reduction of the free-rider’s grade based on a conversation with the course coordinator about each student’s contribution) is the most preferred method to handle free-riding, and (c) international students have a stronger preference for stricter handling methods. Marketing educators can apply the proposed approach, or use our specific findings, for designing methods to reduce free-riding in their courses.

Assessing the Pedagogical Value of Branded Digital Marketing Certification Programs

Preparing students for careers in digital marketing requires marketing educators to design and deliver courses with relevant and timely content and learning activities that facilitate knowledge comprehension and skill acquisition. Marketing educators may incorporate online training and certification programs on digital marketing in their courses to address this challenge. Branded digital marketing certifications are one type of such training. While these programs provide affordable (and often free) educational materials on digital marketing topics, their pedagogical soundness and value is largely unexplored. This article describes the findings of a research study which assessed the pedagogical value of and implementation considerations relevant to marketing educators who wish to incorporate branded digital marketing certification programs into their course designs.

Motivating Professional Student Behavior Through a Gamified Personal Branding Assignment

Gamification is increasingly being implemented in higher education to engage students. This article presents a gamified pedagogical exercise intended to motivate students to consider how their in-person and digital behaviors affect their personal brands. Students receive and lose points for various behaviors and reflect on whether these behaviors support or conflict with their desired brand image. Points can be redeemed for assignment extensions or resubmissions, and can lead to exam exemptions. Challenges and limitations of the exercise, as well as recommendations for marketing educators, are discussed.

The Matchmaking Activity: An Experiential Learning Exercise on Influencer Marketing for the Digital Marketing Classroom

Influencer marketing is an emerging technological disruptor for marketing across a wide range of industries. This tactic allows companies to promote products in a more organic, trust-affirming manner compared with other forms of paid advertising. As the use of influencer marketing is rapidly growing, marketing educators have a unique opportunity to prepare students to perform this in-demand marketing skill. This article outlines a classroom exercise, called the Matchmaking Activity, which introduces the concept of influencer marketing, provides hands-on experience, and encourages critical thinking to solve a simulated marketing dilemma. The end goal is for students to gain confidence that can be applied to a real-world marketing environment. To assess the effectiveness of the Matchmaking Activity, the exercise was conducted with students in digital marketing classes. Based on findings from a post-activity reflection survey completed by students, the Matchmaking Activity results in the achievement of several desirable learning outcomes. Ideas for adapting this exercise for use in a variety of other marketing courses are also provided.

Intercollegiate Social Media Education Ecosystem

The popularity of social media among students and practitioners has encouraged marketing educators to find ways to incorporate social media into their classrooms. We offer results from an intercollegiate collaboration that provides an innovative learning environment through a social media education ecosystem. Participating students discuss current marketing topics with peers, marketing practitioners, and faculty to reinforce course concepts, improve learning perceptions, and increase professional communication skills and networking opportunities. An initial exploratory study provides a snapshot of Twitter analytics, illustrating the reach of students’ marketing-related discussions. Next, survey data collected from students show increased learning satisfaction and favorable behavioral intentions. Finally, tweets from the 12-week project were analyzed using Linguistic Inquiry and Word Count. Results suggest that participants improved their professional communication skills while using language that provokes greater cognitive processes. Implications for marketing educators and future directions for the project are also provided.

Teaching video editing and motion graphics with Photoshop

The purpose of this paper is to examine the relationship between teaching video editing and motion graphics skills and concepts with Adobe Photoshop in a university marketing course and teaching effectiveness. Video editing and motion graphics skills and concepts were taught in a 16-week semester upper division marketing course using Adobe Photoshop. The student evaluation of teaching effectiveness data of this 16-week semester course was analyzed. The results from this analysis suggests students found learning video editing and motion graphics skills and concepts with Photoshop to be a positive learning experience. Marketing educators can teach video editing and motion graphics skills and concepts with Photoshop by following the 16-week semester course outline presented in this paper. This 16-week semester course outline contains the weekly topics and teaching materials that were used to teach the 16-week semester upper division marketing course. Finally, three sections of a master syllabus for this course, the course description, course learning outcomes, and course content are provided to help marketing educators develop and teach a similar course at their institution.

Beyond resumes: LinkedIn for marketing educators

Purpose This paper aims to explore expanded uses for LinkedIn.com as a teaching tool, beyond introductory assignments, for in-demand and emerging marketing techniques. Design/methodology/approach This paper reviews the current use of LinkedIn as a teaching tool for marketing educators and presents sample assignments that can be used to introduce students to content marketing, SEO, and online reputation management. Findings Marketing educators have found LinkedIn to be a valuable resource for teaching professional development in the business curriculum. But the site can also provide a platform for the exploration of emerging specializations including content marketing and search engine optimization (SEO). Research limitations/implications As a general review, this paper provides an overview of techniques. Research is needed to test and further explore the use of these techniques. Practical implications This paper provides rationale and recommendations for marketing educators who wish to better prepare students for a competitive job market, in which employers expect students to be well versed not only in social media but also in emerging techniques like content marketing and SEO. Originality/value Researchers have explored the use of various social media platforms for marketing education, including LinkedIn. This paper addresses the future potential of LinkedIn to teach various marketable skills and shows the versatility of social media platforms as pedagogical tools.