You are here:

Furthering Creativity and Original Inquiry Cross-Culturally in Online Marketing Education
PROCEEDING

, The University of Melbourne, Australia

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Las Vegas, NV, United States ISBN 978-1-939797-35-3 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

In higher-education institutions, the marketing curricula is becoming increasingly geared towards the express needs of industry; translatable skills and competencies that address a dynamic and innovative commercial landscape. Creativity has often been maligned as a key learning outcome of marketing programmes, and has been problematic in the delivery and instruction to cohorts that have diverse learning needs. This should demand greater contemporary pedagogical consideration alone; further given the increased cultural diversity of our business cohorts. Most interesting is the scale and acceptance of online and blended formats of delivery, which compounds these learning design considerations. This discussion paper seeks to review the literature and explore the extent to which, cross-culturally, marketing curricula could be adapted to better serve the needs of this diverse study body. It also seeks to further discussions around the practices and strategies by which this could be facilitated in online learning environments.

Citation

Whitford, T. (2018). Furthering Creativity and Original Inquiry Cross-Culturally in Online Marketing Education. In Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 937-942). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved February 19, 2019 from .

View References & Citations Map

References

  1. Anderson, L. (2006). Building confidence in creativity: MBA students. Marketing Education Review, 16(1), 91-96.
  2. Biggs, J.B. (1993). Why do asian students perform so well? lessons for the west. & Nbsp; Keynote Address, Australian Association for Research in Education Conference, Fremantle, Australia.
  3. Biggs, J.B. (2011). Teaching for quality learning at university: What the student does McGraw-Hill Education (UK).
  4. Biggs, J., & Tang, C. (2011). Teaching for quality learning at university (4th ed.). New Edition, New York: Open University Press, McGraw-Hill Education
  5. Bloom, B., Engelhart, M., Furst, E., Hill, W., & Krathwohl, D. (1956). Taxonomy of educational objectives: The classification of educational goals. New York: Handbook 1.
  6. Bridgstock, R., Goldsmith, B., Rodgers, J., & Hearn, G. (2015). Creative graduate pathways within and beyond the creative industries. Journal of Education and Work, 28(4), 333-345.
  7. Canniford, R. (2012). Poetic witness: Marketplace research through poetic transcription and poetic translation. Marketing Theory, 12(4), 391-409.
  8. Chalmers, D., & Volet, S. (1997). Common misconceptions about students from South‐East Asia studying in Australia. Higher Education Research & Development, 16(1), 87-99.
  9. Cole, D.G., Sugioka, H.L., & Yamagata-Lynch, L.C. (1999). Supportive classroom environments for creativity in higher education. The Journal of Creative Behavior, 33(4), 277-293.
  10. Craft, A. (2001). An analysis of research and literature on creativity in education. Qualifications and Curriculum Authority, 1-37.
  11. Craft, A. (2003). The limits to creativity in education: Dilemmas for the educator. British Journal of Educational Studies, 51(2), 113-127.
  12. Elton, L. (2007). Assessing creativity in an unhelpful climate. Art, Design & Communication in Higher Education, 5(2), 119-130.
  13. Epstein, R., & Laptosky, G. (1999). Behavioral approaches to creativity. Encyclopedia of Creativity, 1, 175-183.
  14. Eriksson, L.T., & Hauer, A.M. (2004). Mind map marketing: A creative approach in developing marketing skills. Journal of Marketing Education, 26(2), 174-187.
  15. Ghoshal, S. (2005). Bad management theories are destroying good management practices. Academy of Management Learning & Education, 4(1), 75-91.
  16. Hill, M.E., & McGinnis, J. (2007). The curiosity in marketing thinking. Journal of Marketing Education, 29(1), 52-62.
  17. Hill, M.E., McGinnis, J., & Cromartie, J. (2007). A marketing paradox. Marketing Intelligence & Planning, 25(7), 652-661.
  18. Jackson, N. (2006). Creativity in higher education. SCEPTrE Scholarly Paper, 3, 1-25.
  19. James, W.B., & Gardner, D.L. (1995). Learning styles: Implications for distance learning. New Directions for Adult and Continuing Education, (67), 19-31.
  20. Jaskari, M. (2013). The challenge of assessing creative problem solving in client-based marketing development projects: A SOLO taxonomy approach. Journal of Marketing Education, 35(3), 231-244.
  21. Kleiman, P. (2008). Towards transformation: Conceptions of creativity in higher education. Innovations in Education and Teaching International, 45(3), 209-217.
  22. Krathwohl, D.R. (2002). A revision of bloom's taxonomy: An overview. Theory into Practice, 41(4), 212-218.
  23. Li, F., Zhou, M., & Fan, B. (2014). Can distance education increase educational equality? evidence from the expansion of chinese higher education. Studies in Higher Education, 39(10), 1811-1822.
  24. Mayer, R. (1999). Handbook of Creativity. Ed. RJ Sternberg.
  25. Muirhead, B. (2007). Integrating creativity into online university classes. Educational Technology & Society, 10(1), 1-13.
  26. Norton, A., & Cherastidtham, I. (2015). University fees: What students pay in deregulated markets. The Grattan Institute, Melbourne.
  27. Norton, A., Sonnemann, J., & McGannon, C. (2013). The online evolution: When technology meets tradition in higher education Grattan Institute Australia.
  28. Ramocki, S.P. (1994). It is time to teach creativity throughout the marketing curriculum. Journal of Marketing Education, 16(2), 15-25.
  29. Ramsden, P. (2003). Learning to teach in higher education. Routledge.
  30. Titus, P.A. (2007). Applied creativity: The creative marketing breakthrough model. Journal of Marketing Education, 29(3), 262-272.
  31. Tweed, R.G., & Lehman, D.R. (2002). Learning considered within a cultural context: Confucian and socratic approaches. American Psychologist, 57(2), 89.
  32. Volet, S.E., & Chalmers, D. (1992). Investigation of qualitative differences in university students'learning goals, based on an unfolding model of stage development. British Journal of Educational Psychology, 62(1), 17-34.
  33. Watkins, D. (2000). Learning and teaching: A cross-cultural perspective. School Leadership & Management, 20(2), 161173.
  34. Webster, J., & Hackley, P. (1997). Teaching effectiveness in technology-mediated distance learning. Academy of Management Journal, 40(6), 1282-1309.
  35. Zha, P., Walczyk, J.J., Griffith-Ross, D.A., Tobacyk, J.J., & Walczyk, D.F. (2006). The impact of culture and individualism–collectivism on the creative potential and achievement of american and chinese adults. Creativity Research Journal, 18(3), 355-366.

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@learntechlib.org.

Presentation

Slides w/Audio View

Slides