Improving Quantitative Competency: Integrating Math Elements into Marketing Courses

Autor/in	Killian, Ginger
Titel	Improving Quantitative Competency: Integrating Math Elements into Marketing Courses
Quelle	In: Marketing Education Review, 33 (2023) 2, S.99-106 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Killian, Ginger)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1052-8008
DOI	10.1080/10528008.2023.2196957
Schlagwörter	Numeracy; Competence; Interdisciplinary Approach; Mathematics Education; Business Administration Education; Marketing; Teaching Methods; Academic Achievement + Suchen Sie Ihr Suchwort? Rechenkompetenz; Kompetenz; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Mathematische Bildung; Teaching method; Lehrmethode; Unterrichtsmethode; Schulleistung
Abstract	Quantitative skills are a highly-sought skillset for today's graduates. However, students often misperceive marketing as a soft-skills discipline, leading to a crisis of confidence when faced with quantitative components within the discipline. The Quantitative Competency Development (QCD) innovation aligns with AACSB learning assurance standards, ensuring students develop quantitative competency in areas relevant to current business practices. QCD introduces an outcome-based learning process to incorporate valuable quantitative skills into any course. Through the use of an online publisher platform, students gain foundational quantitative knowledge. Class time is then used to reinforce knowledge and build technical skills using Excel. Finally, concept mastery is tested through formula-type exam questions within the LMS, which varies question inputs by student, resulting in each student needing to calculate his or her answer individually. Formulaic problems reduce the benefits of cheating in that values vary for each question and each student. As an added benefit, professors can easily identify students who upload exam questions online. Results show that students are motivated to learn the concepts and competency improvement is demonstrated. Challenges related to implementation are discussed, followed by an overview of the adaptability of the process throughout the marketing curricula. Guidance and consideration for developing formulaic questions in LMS systems is also provided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01