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  • MA IN TRAINING & EDUCATION

    CENTRE FOR PROMOTING ACADEMIC EXCELLENCEGRIFFITH COLLEGE, DUBLIN. NOV 2016

    Title: An Investigation into the confidence levels of undergraduate Marketing Educators in embedding digital and

    social media methods in their teaching.

    Emma Olohan - 2825055

  • Research Question

    To investigate why Irish Undergraduate Marketing Educators, teach digital and social media methods to meet learning outcomes, however do not incorporate practical application.

  • Research Objectives (3)

    K

    To establish Irish Undergraduate Marketing educators current level of knowledge in implementing digital and social media methods.

    T

    To establish if any professional development and training has been undertaken to facilitate the teaching of social media and digital methods.

    B To identify the barriers that exist for educators in relation to

    employing digital and social media in their teaching

  • Background:

    Digital Marketing and the fundamental elements of social media marketing can be seen across a number of Higher Education UG programmes in Ireland.

    These elements have been emerging in curriculum over the past decade.

    The evolution of technology over the past decade has altered personal and professional communication, including the way business and specifically marketing is conducted.

    This learning within an UG marketing programme is a crucial element of the marketing function within an evolving marketing landscape.

    It is a notable pre-requisite on entry level job specs for marketing positions across any sector

  • What is social media?

    The research study explores the perspectives of the marketing educators and programme leaders in Ireland with the intention of providing valuable insight into the confidence levels of marketing educators.

    The skillset to teach traditional marketing has changed. Monologue Multilogue

    This shift in marketing and communication strategic changes between businesses and customers marks the Era of consumer-centric marketing - within academic field among traditional marketers since 1999.

    Social Media can be defined by the channels we use to share news, personal events, and information. How we achieve this human connection and relationship building is with the use of social media and digital mediums such as podcasts- forums- email wikis- networking sites- online communication platforms.

  • Literature Review Social Media Marketing as an Academic field

    Chelliah and Clarke (2011) Educators need to be able to evaluate and integrate the use of that technology into the curriculum.

    Falls and Decker (2012) No single subject has exploded into society and the business world the way social media and marketing has. Know-how among learners.

    Aberynethy & Padgett (2011) Balance of theoretical and conceptual underpinnings and practical relevance - tensions amongst educators.

    Brunton (2015) CPD needs to be recognised and fully integrated in the workload of academics.

    Buzzard (2011) states that widespread diffusion of technologies such as twitter, Wikis, and facebook groups are in marketing modules in Higher Education.

    Ney (2015) academics should consider how social media can help meet the learning objectives of the module rather than tokenistic use of technology.

  • Digital and Social Media in H.E. Marketing Education Timeline marking green shoots of digital within curriculum

    1999: Kotler on Marketing: How to create, win and dominate markets 2002: M Gladwell : TheTipping Point

    2006: Dr R Cialdini: Influence

    2008: Tadajewski & Jones: The history of Marketing Thought- The development of Marketing Education (3 volume-marketing gained eminence at Higher level for the past 115 years)

    2016: Armstrong & Kotler: Introduction to Marketing: global edition

    2009-2013-2016: Jobber & Ellis-Chadwick: Principles and Practice of Marketing

    Authors provided comprehensive view of growth, development, structure of marketing industry, including trends & areas requiring further academic research

  • Literature Review

    Market research

    Advertising

    Sales Promotion

    Sales Management

    Forms of Advertising and PR

    Traditional Graduates

    skillsets Social Media-Social Networking-Designing Online campaigns

    E-commerce

    Search Engine Optimisation

    Connected Consumer Behaviour

    Technical skills is research analytics & data

    Todays Graduates additional

    skillsets

    Kumar 2015 suggests..

  • Literature Review - Application of Social and Digital as pedagogical tools

    Skilbeck (2003) the Institution needs to actively plugged-in.

    Researcher identifies a key structural issue around Irish H.E. culture preparing for the digital revolution within course delivery and extended opportunities for learning.

    Peluchette & Rust (2005) Emerging Instructional technologies - a central pedagogic issue for nearly 30 years.

    Pearson (2009) Undergraduate learners are already practitioners. They do not understand the theoretical underpinning of the area. The role of these aspects used in class is to impart a critical understanding of the usage of these tools.

  • Literature Review - Application of Social and Digital as pedagogical tools

    Cole et al (2009) Evolution of social media has affected society at large. From a H.E. perspective, how educators teach and in-turn how learners expect to absorb information in the marketing classroom has changed.

    Tuten & Marks ( 2012) sampled 531 marketing educators in the UK. Educators use social media in personal lives- they did not use it for educational purposes. Educators reported drawbacks such as limited class time- diversity in modes- lack of functional experience..

  • Literature Review - Application of Social and Digital as pedagogical tools

    Sahlberg (2010) Unlike 2nd level - Third level academics have never been formally trained. New approach in CPD in recent years..

    Harrigan and Hulbert (2011) call for marketing academics to reflect and critique curriculums.

    Brocato et al (2015) social media is widely used to enhance learning and development, requires structure.

  • Literature Review - Application of Social and Digital as pedagogical tools

    Moore (2014) Crucial that technology within class is structured with clear objectives and tied to learning outcomes. Hence the Importance for educators to be confident in using these tools.

    Lin & Hseih (2001) (cited by Duffy & May 2015) Digital tools are implemented in marketing education in an ad-hoc manner rather than a structured approach providing key transferable skills

    2015 Irelands National Forum for the Enhancement of Teaching and Education in H.E. Embracing the full potential of digital technologies poses a challenge to many of our basic structures, our assumptions, our policies and procedures, not least regarding our beliefs and attitudes about the role and nature of H.E Itself....as a result , it is key that the upskilling of educators should be at the forefront of training.

  • Literature Review- The Social Paradigm Shift

    Insites Consulting (survey of EU & US firms: 2011) 88% of businesses have social media initiatives. 42% of businesses have fully integrated social media into their business strategy

    Rapp et al (2013) The general public has embraced social media, its connection opportunities and content. It follows that marketing educators should have proficiency and confidence in-class with these tools for the purpose of instruction.

    Solis (2011) Social Media is an important communication strategy for business and public. Social platforms assist in social connections of people organic and endemic.-Social paradigm shift.

    Public back in Public Relations

  • Current Research - Teaching and Learning in Irish Higher Education: A Roadmap for Enhancement in a Digital World 2015-2017

    The survey (http://www.teachingandlearning.ie/wp-content/ uploads/2013/09/Survey_51093715.pdf)was distributed through the National Forums contact network to those who teach in Universities, IoTs, Colleges of Education and Private Colleges. Over 750 respondents is a good reflection of the range of teaching staff in Irish higher education:

    25% of respondents reported being less confident than their students when using technology.

    The most frequently cited obstacles were lack of training, or the lack of time to attend training.

    Uncertainties regarding the possibilities afforded by TEL, and a relatively low expectation that support would be provided when required.

    Teaching with technology seemed to be associated with an extra commitment in time and effort.

  • Key Recommendations

    Recommendation 1: Prioritise the strategic development of digital capacity in

    institutional and national policy and quality frameworks in a way that supports

    innovation for impact

    Recommendation 2: Strengthen and support collaboration within and between

    institutions, and with different parts of the higher education sector; develop

    shared policies and infrastructure that reflect the complexity of an increasingly

    digital world

    Recommendation 3: Develop a consistent, seamless and coherent digital

    experience for students in Irish higher education and actively engage with

    students and teachers to develop their digital skills and knowledge

    Recommendation 4: Develop a strong evidence base for enhanced pedagogy

  • Research Methodology

    Image source: https://www.uk

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