Transferring Road Maps for Learning and Assessment Procedures to Marketing

Autor/in	Salzberger, Thomas
Titel	Transferring Road Maps for Learning and Assessment Procedures to Marketing
Quelle	In: Measurement: Interdisciplinary Research and Perspectives, 9 (2011) 2-3, S.166-168 (3 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1536-6367
DOI	10.1080/15366367.2011.603620
Schlagwörter	Stellungnahme; Free Enterprise System; Educational Principles; Formative Evaluation; Program Effectiveness; Marketing; Institutional Advancement; Organizational Communication; Public Relations; Communication Research; Communication Strategies; Summative Evaluation; Program Development + Suchen Sie Ihr Suchwort? Freie Wirtschaft; Bildungsprinzip; nicht übertragen; Public relation work; Öffentlichkeitsarbeit; Kommunikationsforschung; Kommunikationsstrategie; Programmplanung
Abstract	Learning is a lifelong process. It is therefore worthwhile looking at instances where learning takes place outside educational institutions and see how educational principles can be applied there. In a market economy companies have to quest for profit to ensure their long-term survival. In the end, their educational goals have to serve themselves. However, in social marketing, raising awareness, increasing public knowledge, and insight to modify behaviour are typically ends in themselves. In many countries, public authorities and not-for-profit organizations try to teach citizens how to behave environmentally friendly, use energy wisely, stay healthy, or simply become better informed. In all these instances, the analogy to learning at school is of course imperfect. In most cases, there is predominantly unilateral communication from the company or an organization to the consumer or the citizen. Moreover, the latter are often insufficiently motivated to learn, hard to reach, or actively trying to avoid communication. In any case, assessment is equally important. Summative assessment serves the purpose of checking the effectiveness of a communication program. This type of assessment is typically carried out as a matter of routine by most companies when the program has been finished. However, its usefulness is limited inasmuch as the company only knows whether a goal has been achieved or to what degree it has been attained. An at least equally important issue refers to the design of the program and the understanding of how consumers acquire knowledge, for example, about a new innovative product or an important topic such as climate change or energy consumption. Summative assessment alone is insufficient in this regard. Formative assessment seems to be the by far more appropriate tool as it is suitable for providing empirical evidence that informs the design of the program and guides its implementation. In this context, the road map concept with its measurement approach suggested by Black, Wilson, and Yao is applicable and promises to be helpful. Such a procedure requires a deeper understanding of the process of public learning. Specific milestones have to be defined, and a construct map has to be developed for each milestone. The summative assessment is then concerned with the hierarchy of milestones. Road maps for learning certainly qualify for being applied in fields other than traditional educational settings as well with marketing being just one of them. (ERIC).
Anmerkungen	Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10