Transcript GREAT MARKETING EDUCATION FOR SMALL COUNTRIES

GREAT MARKETING
EDUCATION FOR
SMALL COUNTRIES
Janez Damjan
Zlatko Jancic
University of Ljubljana
Slovenia
7th International Marketing Conference
European Marketing
Challenge
Budapest, Nov. 21 1997
OUR CUSTOMERS
ARE MARKETING
STUDENTS
 over 1000 marketing students in Slovenia
 in 5 undergraduate and 3 graduate
programs (+many seminars)
 till recently the most popular field!!!
 predominantly female (around 70%)
 well motivated and more active students
Share of marketing students
100%
90%
80%
70%
60%
Economy
Other Business
50%
Finance
Marketing
40%
30%
20%
10%
0%
93/94
94/95
95/96
96/97
97/98
QUESTIONS FOR
GREATER STUDENT
SATISFACTION
 What should be today’s marketing
education for tomorrow business
environment in Slovenia and in Europe?
 Is there such a thing as European
marketing model? Is it possible?
 How appropriate are American marketing
textbooks?
 Which methods to use for teaching
marketing practice in classrooms?
H: Present marketing education model in
Slovenia is not adequate!
DEVELOPMENT OF
MARKETING EDUCATION
[email protected]
1955: Trading of commercial goods
1959: International trading
1961: Selling policy
1966 - entrepreneur orientation
1971: Commercial policy with market
analysis (=marketing till 1973)
1973 - Business studies: orientation in 3rd
grade in international trade, commerce,
tourism etc.
1973: Commercial trading
1974: Business psychology
1975: Slovenian Marketing Ass. established
DEVELOPMENT OF
MARKETING EDUCATION
[email protected]
1984
1986: International business
1988: International marketing
DEVELOPMENT OF
MARKETING EDUCATION
[email protected]
1990: Chair of business sciences
1990: Marketing channels
1991: Marketing policy; Marketing research
methods; Advertising/
+ marketing orientation in 3rd grade
1992: Foundations of marketing
1993: Chair of marketing
Growth of marketing diplomas
70
60
50
40
30
20
10
1995
1993
1991
1989
1987
1985
1983
1981
1979
1977
1975
1973
1971
1969
1967
1965
1963
1961
0
MARKETING
EDUCATION
vs. PRACTICE
 Adding new courses had always
been a very slow reaction to the
needs of business reality.
In practice Slovenian managers
had been relatively very successful.
They had learned:
by
by
by
by
doing
travelling
reading
listening to foreigners.
Prevalence of self-made marketers.
Practitioners have critical view of
marketing academics.
EDUCATION AND
SUCCESS OF MRKTG.
MANAGERS
Results of analysis of
Slovenian Marketing
Association membership
N = 216 members
aver. age: 38 years
53 % females
79 % with faculty degree
52 % degree in Econ./Mrktg.
25 % other social sciences
23 % technical, design, others
Who is more successful?
EDUCATION AND SEX
STRUCTURE OF
MARKETERS IN SMA
Educational background of marketers
Professional staff
Management
Top management
0%
20%
Economics
40%
Other social sciences
60%
80%
Technical and design
Gender structure of marketers
Professional staff
Management
Top management
0%
50%
Male
Female
100%
100%
THE MARKETING
PROGRAM AT
[email protected]
MARKETING COURSES:
 Foundations of Marketing
 Marketing Research Methods
 Consumer Behaviour
 Distribution Channels
 Marketing Communications
 International Marketing
255 hours of lectures +
210 hours of exercises and seminars
in 3rd and 4th year
Main literature is
Philip Kotler: Marketing Management,
1996 translation of 8th edition +
“derived” study materials
FEEDBACK FROM
FIRST GENERATION
 33 students graduated with diploma in
marketing field till 1996 (= 15%)
 26 answered the questionnaire in X/97
 13 actually work in marketing
RESULTS:
 All agree, at least 50 % of school
marketing knowledge comes useful and
is good foundation to build on.
 Most often mentioned topics:
marketing research (23x)
marketing communications (11x)
consumer behaviour (6x)
FEEDBACK FROM
FIRST GENERATION
 Over 50% of necessary knowledge
gained at work.
 Most often mentioned:
 customer relations (6x)
 business-to business marketing (2x)
 non-related areas (5x)
 Ways to new knowledge:




journals, books and magazines (15x)
seminars (7x)
from colleagues (5x)
through work (6x)
 Recommended changes in program:
 case studies (17x)
 team work on projects (6x)
 company visits and internships (7x)
FEEDBACK FROM
MARKETING
LECTURERS
lecturing to hundreds of students in big
classrooms;
too few teachers (100:1 ratio);
“forced” to use traditional methods;
no domestic case studies;
lack of domestic literature;
little time and money for basic
research, but many opportunities for
commercial studies?!
still much opposition to marketing by
older “economy” professors;
 good spirit and collaboration among
younger colleagues;
MORE REASONS TO
BE CONCERNED
marketing still not recognised
as a science;
marketing seen as a craft of
sophisticated selling and
advertising;
simplified 4 P’s world view;
shallow understanding of the
marketing concept
broadening;
missing the paradigm shift in
marketing.
REASONS FOR
DEFECT QUALITY
OF PROGRAM
too much positivism in theory;
predominance of managerial
approach (“kotlerian” orientation);
lack of interdisciplinary approach
myopic views about;
home markets,
services,
internal, and
inter-organisational
marketing issues
absence of global, multicultural
orientation;
FUTURE MARKETING
EDUCATION TRENDS
 from mass marketing to the
“segment” of one;
 from (trans)action orientation
to relationships and networks;
 from customer marketing to
stakeholder marketing;
 from competitive marketing to
co-operative&competitive
marketing;
 from manipulative marketing to
ecological and ethical (holistic)
marketing;
SOME CONCLUSIONS
OR SUGGESTIONS
 Rapid development of countries in
transition, but current results are
still not satisfactory.
 Disseminated knowledge is
obsolete and marketing curriculum
needs deeper and faster changes.
 Marketing as managerial and social
process should not be domain of
business schools.
 Marketing must become the
fundamental course in the majority
of faculty programs.
Thank you for your
attention!
SMALL COUNTRIES
DESERVE A GREAT
MARKETING
EDUCATION!
FEEDBACK FROM
THIRD* GENERATION
 1996/97 generation was first to use
Kotler’s Marketing Management
translation; had very many complaints.
 234 students of the basic marketing
course filled out Gaski&Etzel (1986)
questionnaire, which measures
consumers attitudes toward marketing,
twice: first and last week of semester.
H: Studying marketing influences student
perceptions of business environment was
not confirmed. (few significant differences)
 H: Partly confirmed that selected
teaching approach influenced student
perception of marketing.