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Pazarlama Eğitiminin Dijitalleşmesi: Covid-19 Sonrası Dönemde Üniversiteler İçin Yeni Yaklaşımlar

Year 2021, , 61 - 74, 20.04.2021
https://doi.org/10.32329/uad.878216

Abstract

Bilgi Çağı’na geçişten en çok etkilenen alanlardan biri de eğitimdir. Üniversiteler ve fakülteler farklı ortamlarda paylaşılan ve hızla artan bilgi tüketimi nedeniyle buna uyum sağlamak zorundadır. Pazarlama eğitimi elbette bu gelişmelerden nasibini almaktadır. Bu çalışmada; çağın gerektirdiği bu yeni durumda pazarlama bilimi ve eğitiminin nasıl takip edileceğine dair betimsel bir çalışma yapılmıştır. Çalışma; eğitimdeki dijital gelişmeler ve dijitalleşmenin neden olduğu değişikliklerin pazarlama eğitimi üzerindeki etkilerine odaklanmaktadır. Ayrıca pazarlama eğitiminde zorunlu değişime uygun yeni yaklaşımlar, gerekçeler ve öneriler tartışılmaktadır. Bilgi Çağı’nda eğitim kurumları bu yeni durumlara ve yeni normlara uyum sağlamak zorundadır. Bu nedenle pazarlama eğitimine aktif, uyarlanabilir ve deneyimsel öğrenme gibi kavramların dâhil edilmesi gerektiği anlaşılmaktadır.

References

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Digitalization of Marketing Education: New Approaches for Universities in the Post-Covid-19 Era

Year 2021, , 61 - 74, 20.04.2021
https://doi.org/10.32329/uad.878216

Abstract

Education is one of the areas most affected by the transition to the information age. Universities and faculties/schools have to adapt to this, otherwise the consumption of information that is increased and shared from different environments may be detached from universities. Marketing education, of course, gets its share from these developments. In this direction, a descriptive study was conducted on how to follow marketing science and education in this new situation. This study focuses on digital disruptions in education and the effects of the deterioration caused by digitalization on marketing education. Moreover, the new approaches which are appropriate for the mandatory change in marketing education with reasons and recommendations are discussed. In the information age, educational institutions have to adapt to these new situations and new norms. Therefore, concepts such as active, adaptive and experiential learning with addition of new tools should be included in marketing education.

References

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  • Bolton, R. N., Chapman, R. G., & Mills, A. J. (2018). Harnessing Digital Disruption With Marketing Simulations. Journal of Marketing Education, 41(1), 15–31. http://doi.org/10.1177/0273475318803417
  • Brahimi, T., & Sarirete, A. (2015). Learning outside the classroom through MOOCs. Computers in Human Behavior, 51, 604–609. http://doi.org/10.1016/j.chb.2015.03.013
  • Brennan, L., Lu, V. N., & von der Heidt, T. (2018). Transforming marketing education: Historical, contemporary and future perspectives. Australasian Marketing Journal, 26, 65-69.
  • Brennan, R. (2009). Using case studies in university‐level marketing education. Marketing Intelligence & Planning, 27(4), 467–473. http://doi.org/10.1108/02634500910964038
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  • Crews, T., & Butterfield, J. B. (2014). Data for Flipped Classroom Design: Using Student Feedback to Identify the Best Components from Online and Face-to-Face Classes. Higher Education Studies, 4(3). http://doi.org/10.5539/hes.v4n3p38
  • Crittenden, W. F., Biel, I. K., & Lovely, W. A. (2018). Embracing Digitalization: Student Learning and New Technologies. Journal of Marketing Education, 41(1), 5–14. http://doi.org/10.1177/0273475318820895
  • Deming, D. J., Goldin, C., Katz, L. F., & Yuchtman, N. (2015). Can Online Learning Bend the Higher Education Cost Curve? American Economic Review, 105(5), 496–501. http://doi.org/10.1257/aer.p20151024
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  • Green, T. (2015). Flipped Classrooms: An Agenda for Innovative Marketing Education in the Digital Era. Marketing Education Review, 25:3, 179-191. http://doi.org/10.1080/10528008.2015.1044851
  • Guzley, R., Avanzino, S., & Bor, A. (2006). Simulated Computer-Mediated/Video-Interactive Distance Learning: A Test of Motivation, Interaction Satisfaction, Delivery, Learning & Perceived Effectiveness. Journal of Computer-Mediated Communication, 6(3). http://doi.org/10.1111/j.1083-6101.2001.tb00122.x
  • Harrigan, P., & Hulbert, B. (2011). How Can Marketing Academics Serve Marketing Practice? The New Marketing DNA as a Model for Marketing Education. Journal of Marketing Education, 33(3), 253–272. http://doi.org/10.1177/0273475311420234
  • Heick, T. (2019 June). A Comprehensive Gamification Framework For Human Motivation, Retreived May 7, 2020 from TeachThought: https://www.teachthought.com/learning-models/complete-gamification-framework-comprehensive-framework-for-student-motivation/
  • Howarth, J. P., D’Alessandro, S., Johnson, L., & White, L. (2016). Learner motivation for MOOC registration and the role of MOOCs as a university ‘taster’. International Journal of Lifelong Education, 35(1), 74-85. http://doi.org/10.1080/02601370.2015.1122667
  • Howarth, J., D’Alessandro, S., Johnson, L., & White, L. (2017). MOOCs to university: a consumer goal and marketing perspective. Journal of Marketing for Higher Education, 27(1), 144–158. http://doi.org/10.1080/08841241.2017.1306603
  • Hunt, J. (1981). Dewey's Philosophical Method and its Influence on His Philosophy of Education. Journal of Experiential Education, 4(1), 29-34. https://doi.org/10.1177/105382598100400106
  • Jacqmin, J. (2019). Providing MOOCs: A FUN way to enroll students? Information Economics and Policy, 48, 32–39. http://doi.org/10.1016/j.infoecopol.2018.10.002
  • Joplin, L. (1981). On Defining Experiential Education. Journal of Experiential Education, 4(1), 17–20. http://doi.org/10.1177/105382598100400104
  • Kanter, R. M. (1989 November). The New Managerial Work, Retreived April 29, 2020 from HBR website: https://hbr.org/1989/11/the-new-managerial-work
  • Ke, F., Xie, K., & Xie, Y. (2015). Game-based learning engagement: A theory- and data-driven exploration. British Journal of Educational Technology. http://doi.org/10.1111/bjet.12314.
  • Kolb, D. A. (1984). Experiential Learning. Englewood Cliffs, NJ: Prentice Hall. Kolosseus, B., Bauer, D., & Bernhardt, S. A. (1995). From writer to designer: Modeling composing processes in a hypertext environment. Technical Communication Quarterly, 4(1), 79–93. doi:10.1080/10572259509364590
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  • Lamberton, C. & Stephen, A. T. (2016). A Thematic Exploration of Digital, Social Media, and Mobile Marketing: Research Evolution from 2000 to 2015 and an Agenda for Future Inquiry. Journal of Marketing, 80(6), 146–172. http://doi.org/10.1509/jm.15.0415
  • Maher, M. & Dehbozorgi, N., Dorodchi, M. & Macneil, S. (2020). Design Patterns for Active Learning. In J. A. Keith-Le & M. P. Morgan (Eds.), Faculty Experiences in Active Learning: A Collection of Strategies for Implementing Active Learning Across Disciplines (pp. 130-158). University of North Carolina Press
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  • Ölmez, A., Adnan, M., Karaarslan, E. & Öksüzer, Ş. (2018). A blockchain based certification system for education: bcertified. In 7th International Conference on “Innovations in Learning For The Future” 2018 Proceedings. S. 118-120.
  • Piaget, J. (1945). Play, dreams and imitation in childhood. London: Heinemann.
  • Piccoli, G., Ahmad, R., & Ives, B. (2001). Web-Based Virtual Learning Environments: A Research Framework and a Preliminary Assessment of Effectiveness in Basic IT Skills Training. MIS Quarterly, 25(4), 401. http://doi.org/10.2307/3250989
  • Ramocki, S. P. (2007). A Critical Challenge Awaiting Marketing Education. Marketing Education Review, 17(3), 11-20. http://doi.org/10.1080/10528008.2007.11489010
  • Ryan, G., Valverde, M., & Rodríguez-Ardura, I. (2001) Marketing Education, Distance Learning and Hypermedia: Teaching “Current Issues in Marketing” In a Virtual Campus. Marketing Education Review, 11(3), 41-53. http://doi.org/10.1080/10528008.2001.11488756
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There are 67 citations in total.

Details

Primary Language English
Journal Section Research Article
Authors

Sahure Gonca Telli 0000-0002-8238-3185

Samet Aydın 0000-0003-2275-4682

Publication Date April 20, 2021
Published in Issue Year 2021

Cite

APA Telli, S. G., & Aydın, S. (2021). Digitalization of Marketing Education: New Approaches for Universities in the Post-Covid-19 Era. Journal of University Research, 4(1), 61-74. https://doi.org/10.32329/uad.878216

Articles published in the Journal of University Research (Üniversite Araştırmaları Dergisi - ÜAD) are licensed under a Creative Commons Attribution 4.0 International (CC BY 4.0) License 32353.