Theory-Practice Gap: MBA Curricula as Preparation for Business Practice in Marketing

Autor/in	Allen, Chequeta D.
Titel	Theory-Practice Gap: MBA Curricula as Preparation for Business Practice in Marketing
Quelle	(2019), (165 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Southern California
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3921-7037-3
Schlagwörter	Hochschulschrift; Dissertation; Theory Practice Relationship; Graduate Study; College Curriculum; Masters Programs; Business Administration Education; Marketing; Information Technology; Technological Advancement; Technology Uses in Education; Educational Quality; Quality Assurance; Course Content; Educational Change; Instructional Design; Innovation + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Theorie-Praxis-Beziehung; Aufbaustudium; Graduiertenstudium; Hauptstudium; Magister course; Magisterstudiengang; Informationstechnologie; Technological development; Technologische Entwicklung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Quality of education; Bildungsqualität; Qualitätssicherung; Kursprogramm; Bildungsreform; Lesson concept; Lessonplan; Unterrichtsentwurf
Abstract	This evaluative study examined the theory-practice gap between MBA graduate school curricula and business practice in marketing. The findings show that both the practice of marketing and the MBA marketing curricula have been disrupted by pervasiveness of data and information technology requiring changes in how the work is accomplished and how marketing is taught. As specialized technical skills in marketing have become a key component for success and growth in business, marketing practitioners in corporate settings must be aware of emerging industry trends and accomplish their work differently. The study findings demonstrated the speed of technological innovation may be moving faster than higher education's ability to adapt (King, 2015). Furthermore, the study confirmed that the field of faculty stakeholders has adapted on their own (Schlee, 2010), largely due to strong self-schemas and informal communities of practice enabling them to teach data-related marketing skill competencies. Because curricular adaptation to emerging trends is necessary, tougher AACSB Assurance of Learning policy changes and institutional alignments are needed to ensure course content remains relevant. Recommendations are provided that can benefit faculty stakeholders through changes in institutional structures, cultures, models and rewards to enhance instructional design and promote innovation in order to achieve teaching excellence reflective of emerging industry trends in marketing. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01