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Marketing: Undergraduate Programs

Overview: 

Marketing Department Mission

The Marketing Department in the Eller College of Management strives to generate influential contributions to marketing knowledge and communicate these to students in a way that regenerates this curiosity in a next generation of responsible citizens and marketing professionals. The marketing department is committed to achieving this mission by fostering a collaborative environment among scholars, students and marketing professionals in which intellectual curiosity about the behavioral aspects of marketing is a common focus.

Process for setting assessment objectives

The marketing department faculty redefined the assessment initiative based on the 2009-2010 Eller Assessment Committee's consideration of the Undergraduate Studies Program in general and identified a set of concepts and skills students should master upon completion of the marketing program. These concepts and skills were grouped broadly into objectives. These objectives are:

  • Marketing concept fluency

  • Market research methods competence 

  • Math and quantitative literacy

  • Integrative thinking

  • Critical thinking

  • Business communication

  • Creative thinking

  • Ethical awareness and sensitivity

  • Global/Cultural awareness

  • Impact of current events on marketing practice.

Then, we reviewed the course content in all of the required marketing major courses to determine: 1) that these specific objectives and their associated skills are explicitly offered within our core major courses and 2) where the offerings addressed the defined objectives. 

Expected Learning Outcomes: 

Process for measuring objectives

The faculty determined that an array of measures would be used throughout the required marketing courses to assess student mastery of the specific marketing concepts and skills broadly grouped into our defined objectives. These outcome measures will be implemented, collected and analyzed within the required major courses with minimum disruption of student experience. This seamless integration of major level assessments will be achieved through coordination of the course content. We identified a set of outcome measures ranging from embedded exam questions to culminating course projects. Below is our assessment plan:

Overall Objective
Specific Objective
Pre-Assessment
Post-Assessment
Marketing concept fluency
Attains definitional competence in basic marketing concepts
361: Pre-test in the first week of classes
361: Embedded exam questions
Marketing concept fluency
Shows accurate and appropriate application of  basic marketing concepts
361: Pre-test in the first week of classes
361: Embedded exam questions
Market research methods competence
Displays competence in marketing research methods regarding what, when and how to utilize market research tools.
 
440: Embedded exam questions regarding analysis of archival data, survey, observation, interview, focus group, conjoint, experiment
Math and quantitative literacy
Calculates and interprets quantitative marketing metrics
376: Pre-test in the first week of classes
376: Embedded exam questions
Integrative thinking
Exhibits the ability to integrate multiple marketing concepts
 
471: Culminating assignment
Critical thinking
Displays the ability to critically analyze market-oriented information
 
471: Culminating assignment
471: Simulation
Business communication
Writes appropriate professional quality analysis of market-oriented phenomenon
 
450: Embedded writing task; rubric graded
Business communication
Presents appropriate professional quality analysis of market-oriented phenomenon
 
471: Oral presentation; rubric graded
Creative thinking
Demonstrates the ability to creatively solve problems within a market-oriented analysis
 
471: Culminating assignment
471: Simulation
Ethical awareness and sensitivity
Recognizes ethical decision making in marketing
361: Pre-test in the first week of classes
361: Embedded exam questions
Global/Cultural awareness on marketing practice
Shows an awareness and appreciation for global and cultural diversity and their importance in marketing
 
450: Embedded exam questions
Impact of current events on marketing practice
Integrates current events into marketing analysis and shows their impact on marketing practices.
 
450: Embedded exam questions

In addition to current student assessment, we conduct follow-up surveys with graduates one and five years post-graduation to identify their perceptions of about their educational preparation in the marketing major.

We are also fortunate to have a board of advisors specific to the marketing department. These outside professionals meet with the department twice a year as a group. They assist in interviewing our undergraduate and MBA students for awards, they attend our Thinking Forward conference and networking events. These professionals give us feedback on their perceptions of the current marketing students, as well as past students who participated in our shadow an executive experience and provide feedback on former students who may be employed in firms with the board members. We actively solicit their input throughout their involvement via surveys, evaluations of the students in the interviews, and evaluations of student presentations to the board regarding American Marketing Association, Advertising Federation and AdCats (our student professional organizations).

Assessment Activities: 

Regular or Recurring Activities

The assessment measures for current students are collected each term. They are analyzed and reported in aggregate to determine whether the marketing major is effectively delivering content to the students. We use the aggregate data to review our marketing major objectives. We refine our course offerings to better align course content with our stated objectives, or refine our objectives as needed.

We gather the post-graduation surveys annually. These are used to review marketing major objectives and refine course content and offerings.

The outside professionals on the marketing department's Board of Advisors provide their formal input at minimum twice a year, but in reality their input occurs throughout the academic year as they interact with students and faculty in less formal ways: guest lecturing, networking events, shadowing opportunities, etc. This feedback is also used to review marketing major objectives and refine course content and offerings.

Updated date: Mon, 09/13/2010 - 12:40