Why education in general, and marketing education in particular, must be questioned?
900 years of higher education – is it acceptable that the teaching and learning habits remained the same?
Founded in 1088, the University of Bologna, Italy, was the first of its kind in Europe. More than 900 years have passed since it opened its gates, but the teaching methodology remained generally the same: a teacher stands between some kind of a board on one end and seated students on the other. The students take notes and prepare for their graded evaluation to achieve a certified academic degree.
The best academics are researchers, not lecturers – can students benefit from that?
In the best-accredited business faculties in leading universities and stand-alone business schools, the professional track of full-time employees is more about research and less about teaching. The race for international accreditation motivates schools to follow academic norms that rely on the research of Doctors of Philosophy (Ph.D.), even in more practical fields such as marketing and entrepreneurship. Academically, as the ranking climbs, the quality of teaching descends. It happens that an entrepreneurship lecturer served as an employee all his or her career. The rich, accredited schools become richer, and the practical knowledge of students becomes poorer.
60 years of contemporary marketing – is it possible that the main knowledge references are the same?
Marketing, in its contemporary context, is a social science discipline that emerged in the 1960’s. Despite many revised editions, the very first editions of common marketing books, such as Marketing Management: Analysis, Planning, and Control, by Kotler, and Principles of Marketing – by Kotler and Armstrong, are dated 1967 and 1980, respectively.
60 years of marketing methodologies – can it stay relevant when not updated?
Almost every marketing student learned about traditional concepts such as the “Four Ps” (originally introduced in 1960) or “Seven Ps”, Maslow’s Pyramid of Needs (1943), “Porter’s Five Forces” (1980), BCG Matrix (1970), and other starring methodologies across marketing classes. But how many graduates ever needed to use any of these outdated concepts when working in a marketing-related job?
Case studies and business games as popular teaching tools – how effective are they?
Case studies and business games are common facilitative tools that imitate the reality of the business world within the defines of the classroom. While they offer a diversified way of learning, their real contribution to the effective learning of marketing is questionable and culture-dependent. Relatively, case studies and business games are found more in the USA and in international academic institutions that aspire to follow the American system of higher education.
If people around you tend to misuse the term “Strategy, why should you properly use it?
Marketing actions are mostly project-based. Perhaps this is why the most common misuse of the term “Strategy” in marketing, occurs when marketers try to focus on a specific “action”:
- “Which strategy should we apply to contact our loyal clients in October – instant messaging, eMail or telephone?”
(“strategy” must be replaced by alternative terms such as “mean” or “tactic”).
- “I think that shifting resources towards more ads in social networks is the right strategy at this time of the season.”
(“strategy” must be replaced by alternative terms such as “decision” or “thing to do”).
- “The new homepage improved conversion rate by 12 percent, it’s a strategic homepage.”(“strategic” must be replaced by alternative terms such as “great” or “improved”).
Why does the gap between what marketing students learn and what the industry needs grow?
Almost every marketing student has learned about practical and more useful concepts such as SWOT Analysis and positioning. However, it would be an understatement to say that only a few graduates really understand how to use these concepts effectively when working in a marketing-related job.