Exploring Innovative Teaching among Marketing Educators: Perceptions of Innovative Activities and Existing Reward and Support Programs

Abstract

This study examined the perceptions of innovative teaching activities and critical support and extrinsic reward mechanisms among marketing academicians. A review of the marketing education literature and exploratory research yielded 21 specific types of educational innovation, 4 types of support for innovation, and 2 types of extrinsic rewards for innovation. Analysis of data collected from an Internet questionnaire indicated that the specific forms of innovation can be adequately described by six dimensions. Faculty adoption of innovation is positively associated with both support and extrinsic rewards. A comparison of the perceived and desired levels of credit for the six dimensions of innovation show incongruence between the levels of support and reward faculty see as desirable and those provided by their respective institutions. More specifically, faculty perceive the reward and support systems to be lacking. A discussion of the key research findings and some suggested directions for future research are provided.

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