Key issues in marketing education: the marketing educators' view

Abstract

Purpose The purpose of this paper is to report the views of UK marketing educators about critical issues in teaching and learning of university‐level marketing education, and to compare these views with the views of other stakeholder groups. Design/methodology/approach An online survey was administered to members of the UK Academy of Marketing; 51 completed, usable questionnaires were returned. Findings Respondents believe that teaching international students, plagiarism and providing feedback to students are the three top‐priority issues in teaching and learning. Perhaps surprisingly, e‐learning and the use of virtual learning environments are considered to be relatively low‐priority issues. Research limitations/implications The low‐response rate is a limitation of the study. The study detected some interesting similarities and differences of opinion between marketing academics and deans of business schools, between pre‐ and post‐1992 universities, and between professors/readers and those in lecturing positions. Notably, the lack of agreement between marketing educators and deans over the importance of relating research to teaching (educators allocate this greater importance) and e‐learning (deans allocate this greater importance) suggests areas for careful consideration in the development of teaching and learning policies. Originality/value The paper is unique in examining the views of university‐level marketing educators about teaching and learning issues. University marketing educators are an important stakeholder in the marketing education process.

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