Abstract
Keywords
“. . . just as the entire discipline of marketing has matured, so too has the discipline of marketing education. We thus need to consider how this maturation process has impacted marketing education, and importantly, moving ahead, what issues are most important for creating an educational environment that best prepares students for life beyond college.”
The field of education, specifically within marketing education, seems to be in a perpetual state of flux. This dynamic environment showcases a steady stream of transformations that mirror and anticipate advancements in the business world and society. The abovementioned quote presciently captures this thought while acknowledging the significance of the impact of transformations on marketing education. The quote also urges the examination of essential factors that play a vital role in shaping an educational setting capable of equipping students with the necessary skills and knowledge for their future professional endeavors beyond their college years.
At this critical juncture of transformations, we believe several influential factors are reshaping the course of marketing education. First, the exponential expansion of different fields of study is creating unprecedented changes, which has led to a demand for more specialized and customized education to cater to emerging industries. With the emergence of new sectors and the evolution of existing ones, educational institutions are compelled to modify their curricula to prepare graduates with the necessary skills and knowledge to succeed in the contemporary job market. For instance, the emergence of new-age technologies (NATs) 1 such as artificial intelligence (AI), generative AI, and machine learning (ML) have created a need for new job roles such as prompt engineers, natural language processing engineers, and ML researchers among others.
Second, the urgency for change has been intensified by the emergence of a pandemic, as demonstrated by COVID-19. As a result of the disruption to traditional classroom learning, educational institutions have been compelled to swiftly adopt online and hybrid models. This transition has not only emphasized the significance of digital literacy but has also created fresh prospects for inventive teaching approaches and remote cooperation.
Third, the way education is being delivered and consumed is transforming due to the simultaneous occurrence of the pandemic and the emergence of NATs. These innovative technologies possess the capability to customize learning experiences, offer immediate feedback, and establish immersive environments that amplify student engagement and retention. For instance, the Esade Business School integrates NATs such as virtual reality (VR) and metaverse into the educational experience of their students (Esade, 2024).
Fourth, the recognition of the need for a differentiated pace of knowledge absorption is a significant driver of change. Instead of relying on traditional one-size-fits-all methods, there is a shift toward more adaptable and flexible learning pathways that cater to the unique needs and learning styles of each student. This personalized approach to learning empowers students to identify and adopt self-paced learning and concentrate on areas where they require the greatest assistance (e.g., Meshram et al., 2022).
Fifth, it is becoming increasingly necessary to expand the scope of education and enhance its availability to students from various backgrounds and regions, particularly learners from subsistence markets (e.g., Rosa, 2012). Online platforms and open educational resources are dismantling obstacles to entry, providing opportunities for lifelong learning to individuals of all ages and situations.
Finally, the growing desire for knowledge from influential thinkers and professionals in various industries is causing a change in the way people learn, favoring practical and hands-on approaches. Educational institutions are now incorporating real-life projects, internships, and mentorship programs into their educational programs to offer students valuable industry experience and insights.
It is now becoming evident that the landscape of the education sector is transforming due to various factors such as the expansion of disciplines, the risk of pandemics, technological advancements, the call for customized learning, the necessity to enhance accessibility, and the desire for practical knowledge. To succeed in this changing environment, marketing education must demonstrate agility, innovation, and proactivity through a process of continuous reevaluation of its educational approaches to cater to the requirements of contemporary learners and equip them for the future’s challenges and prospects.
Considering the growing attention to the need for transformation in marketing education, this study advances the concept of transformative marketing education (TME). By situating the TME concept in the practice of triadic relationships, this study proposes a TME framework that prioritizes the needs of the key actor groups involved in marketing education—the management institutes, the learners, and the external environment (i.e., industry and society). Accordingly, this study identifies the drivers and outcomes of implementing TME while also identifying areas of future research.
This study is organized as follows. The next section discusses the marketing education landscape by identifying key actor groups and advances the notion of a marketing education triad. Then, the study proposes the TME framework along with a discussion on the concept of TME, the drivers of TME, the outcomes of TME, and the moderators of TME. Then, a discussion on the potential implications of the proposed framework is presented. The study concludes by identifying avenues for future research.
Understanding the Marketing Education Landscape
As a foundation for understanding the TME concept, this section discusses the general marketing education landscape, specifically referring to the actors involved (i.e., stakeholder groups). Several studies have explored stakeholder groups in management education and have arrived at various classifications (e.g., Labanauskis & Ginevičius, 2017; Salunkhe et al., 2022; Stankevičienė & Vaiciukevičiūtė, 2016). Considering the focus of this study on understanding the TME concept, we direct our attention to the following key actor groups as our area of inquiry—the management institutions 2 (including faculty and administrative staff), the students, and the external environment (i.e., industry/business and society). While other actor groups are also involved in facilitating marketing education (e.g., alumni, partner institutions, government, regulators, accreditation bodies, etc.), we contend that these three broad actor groups, collectively, account for much of the design and delivery of TME. Moreover, these actor groups also witness the most transformations (in frequency and number) occurring in marketing education, which is also the focus of this study. As these three actor groups form a triad, we refer to this as the marketing education triad. Figure 1 illustrates the marketing education triad.
Marketing Education Triad.
Accordingly, the premise of the TME framework proposed in this study lies in the observation that the delivery of marketing education worldwide can be seen as a triad comprising management education institutions (including faculty and administrative staff), marketing students/learners, and the external environment (i.e., industry and society). In such a triad, we posit that management institutions (i.e., a service provider) impart marketing education to develop and nurture marketing students (i.e., an offering) that can become productive agents for the industry and society (i.e., the customer). Therefore, in a marketing education setting, we see the emergence of a triadic relationship wherein three actors—the management education institution, the marketing students, and the external environment—form a networked relationship and function as a system.
Triads can be relevant in understanding the changing landscape of marketing education, as seen from prior research. The earliest conceptualization of a triad was proposed by Simmel (1950) who referred to them as the “association of threes,” with the association of all three actors being a must for the network to be called a triad (Vedel et al., 2016). In this regard, Thibaut and Kelley (1959/2017, p. 191) contend that “a triad is said to exist, when three individuals are observed to interact on successive occasions. These three are seen to come together repeatedly or to be in communication often, conversing, exchanging products, and so on.” Subsequent research offered that triad actors constantly shape and are being shaped by the network of ties connecting them (e.g., Granovetter, 1985).
Conceptualizations of triadic relationships have been proposed in various research contexts including operations management (e.g., service triad—Patel et al., 2020; Wynstra et al., 2015), industrial organization (e.g., service quality triad—Athanassopoulos, 2000), supply chain management (e.g., logistics triad—J. Y. Lee & Woo, 2019), business-to-business relationships (e.g., supplier-buyer-customer triad—Fletcher-Chen et al., 2022), and hospitality services (e.g., service automation triad—Odekerken-Schröder et al., 2021). In education research, triads have been explored in various contexts including secondary education (Potari & Jaworski, 2002), student teaching (Goodnough et al., 2009), the use of instructional technology (Vargas, 2007), hybrid education (S. D. Martin et al., 2011), and so on. However, the concept of triads has not been explored in marketing education thus far. This study uses the concept of triads as the foundational premise to explore TME. Specifically, this study uses the concept of triads to propose how marketing education can be transformed to better reflect the dynamic nature of contemporary education.
Transformative Marketing Education—A Conceptual Framework
Relying heavily on the academic discourse and knowledge available on marketing education, the proposed framework is developed from the perspective of management education institutions looking to implement TME. As mentioned earlier, the proposed framework begins by considering the marketing education triad as the focal unit. Figure 2 illustrates our proposed TME framework.
Transformative Marketing Education: Drivers, Outcomes, and Implications.
Accordingly, the TME framework begins by recognizing the drivers of TME. Here, we contend that the respective stances of the marketing education triad actors, that is, the management institution, the learners, and the external environment collectively determine the introduction/implementation of TME. Next, the TME framework identifies the outcomes of implementing TME on marketing education as fourfold: (a) an interdisciplinary activity, (b) a value-creating activity, (c) an insights-centric activity, and (d) a “brain retrain” activity. Here, the framework also offers some variables that could moderate the outcomes of implementing TME. Testable propositions for the drivers and moderators are also offered. Furthermore, the framework also identifies potential implications of the TME outcomes regarding (a) personalizing marketing education, (b) enhancing student engagement, and (c) establishing closer stakeholder connections. In addition, the framework presents learning opportunities for the institutions by continuously revisiting what TME stands for so that it can remain timely and relevant to all three actors of the marketing education triad. The following subsections elaborate on the components of the proposed framework.
Transformative Marketing Education
Before discussing the drivers of TME, we first present a discussion on the concept of TME, its conceptual origin, its definition, and its related dimensions.
The concept of TME finds its origin in the concept of transformative marketing (TM). Kumar (2018) presents the seminal work on TM that conceptualizes and defines this concept. Accordingly, Kumar (2018, p. 2) defines TM as . . .the confluence of a firm’s marketing activities, concepts, metrics, strategies, and programs that are in response to marketplace changes and future trends to leapfrog customers with superior value offerings over competition in exchange for profits for the firm and benefits to all stakeholders.
This definition reflects the conceptualization of TM as transformative forces affecting marketing and marketing as a transformative force (Varadarajan, 2018). In this regard, Kumar’s (2018) conceptualization identifies and recommends a well-developed understanding of the forces that exert influence on businesses that are instrumental in driving change in the marketing approach that is being practiced. This should then be used in determining the best way to manage marketing transformations. In other words, a keen eye on historical developments and acting accordingly will help businesses perform their marketing function better (Meyer, 2018).
Subsequently, additional perspectives on TM and applications of TM have been proposed. For instance, Lim (2023, p. 2) provides a refined definition that refers to TM as “. . .the agile and informed amalgamation of marketing components (e.g., concepts, strategies, programs, activities, metrics) for delivering valuable responses to dramatic changes (e.g., externalities, events, trends) in the marketplace.” This definition is offered based on the experience of navigating COVID-19. Particularly, this conceptualization recognizes aspects such as crisis response, and the need to keep the coverage of marketing components open-ended and not rigid, in addition to considering the dynamic and substantially changing marketplace.
Regarding the applications of TM, studies have used it to investigate legacy firms in their digital customer orientation (Kopalle et al., 2020), the effect on marketing strategy (Varadarajan, 2020), in health care marketing (McCullough & Trail, 2021), and transformative value creation in a service setting (Tsiotsou & Diehl, 2022), among others. Moreover, calls for additional research that advances the concept of TM have been made in areas such as luxury marketing (Batat & Manika, 2020), and operations management (Kumar et al., 2021). Therefore, the concept of TM is growing and demonstrating valuable applications in diverse areas.
Considering the abovementioned discussion, the use of TM in the marketing education context seems appropriate and timely. In this regard, Meyer (2018) opines that when companies do not adapt to the changing landscape, the losses can be very high. Extending this thought to the marketing education context, we contend that when the education of marketing does not accommodate and reflect the changing marketplace scenario, the graduating students will be ill-equipped to be productive contributors to business and society. Moreover, considering the inescapability of NATs in all aspects of business and society, marketing learning must reflect not only the dynamism of the marketplace but also the potency of NATs. As a result, the perspectives of the three actor groups in the marketing education triad collectively reflect the marketplace dynamics, and therefore lead to the creation of TME.
Recognizing these perspectives, we define TME as
The following dimensions are subsumed within the above-proposed definition:
Reevaluating Marketing Curriculum
A TME would involve a significant change in the marketing curriculum that can prepare marketing learners for a constantly changing marketing discipline. For instance, the use of technologies (digital and new age) is one way through which management institutions reevaluate and redesign marketing education (e.g., Granitz & Pitt, 2011; Ferrell & Ferrell, 2020). Through online courses, webinars, and virtual simulations, learners can access a wide range of learning materials and experiences that go beyond the limitations of traditional classrooms. Moreover, management institutions are also dedicating resources to research projects and collaborations, aiming to delve into emerging areas like AI, blockchain, and the internet of Things (Rust, 2020). These technological advancements are revolutionizing marketing education and shaping its future practices, particularly for new-age students who are digital natives (Crittenden & Crittenden, 2015). Extending beyond the use of technologies, a TME would also involve management institutions to play a crucial role in promoting knowledge sharing by employing a diverse range of learning actions. This ensures that marketing learners can benefit from the most up-to-date insights, research discoveries, and effective marketing techniques that reflect the continuous changes in business and society. Ultimately, this effort contributes to the progress of the marketing field, through the development of qualified marketing learners, and nurtures the growth of future leaders to benefit industry and society.
Promoting Continuing Marketing Education
The practice of continuous education remains not only an area of academic interest but also a field of practice (Kasworm et al., 2010). In the context of higher education, Schejbal and Wilson (2008, p. 41) contend that “. . .continuing education helps remind the public about the social and economic value of higher education by spanning the campus walls and extending the resources of the university to wide arrays of audiences.” With more knowledge now being produced than can be absorbed by people (Senge, 1990), here, a point of nuance about knowledge and learning becomes relevant. Stehr (2018, p. 315) offers that “Most of what is called knowledge and learning today is not direct knowledge of facts, rules, and things, but objectified knowledge. Objectified knowledge is the highly differentiated stock of intellectually appropriated nature and society that constitutes society’s cultural resource.” Therefore, it becomes evident that continuous learning applies to a wide range of learners across learner categories and physical locations, is acquired and demonstrated during the process of learning, and seeks to serve all members of business and society.
Particularly, the practice of work-integrated learning (WIL; a form of experiential learning) has not only been identified to assist marketing learners learn new content but also stay and become work-ready (Chad, 2020). The WIL involves exposing learners to experiential learning in a physical or simulated environment, or a classroom setting (Oliver, 2015). Moreover, WIL is said to occur at various levels across a range of tasks that resemble those that are to be performed in professional careers or to be performed in a professional setting. When applied to marketing education, this would not only ensure that learners are involved in learning continuously, but also benefit from TME.
Strengthening Self-Learning Avenues on Marketing Topics
Self-learning or self-directed learning has been identified as one of the goals of problem-based learning 3 (Wee et al., 2003). In this regard, Wee et al. (2003) identify self-learning skills as self-monitoring, the identification of learning needs for oneself, the use of appropriate information sources that are accurate and up-to-date, and the application of newly acquired knowledge and skills to handle new problems or situations. Research in this area has identified self-learning to be linked with autonomy and self-determination (Young, 2005), and in developing students who are competent, intrinsically motivated, autonomous, independent, and self-regulated learners (Bicen & Laverie, 2009). Moreover, self-learning has been identified to pair well with online education environments, and even produce higher grades (Dowell & Small, 2011). Particularly, computer-based technologies and NATs are continuously expanding the classrooms and providing avenues for self-timed, self-paced learning that will transcend boundaries (Crittenden, 2024). This will augur well for the enhanced adoption of TME across management institutions.
Drivers of TME
According to the TME framework, the respective stances/positions of the marketing education triad actors drive the design and implementation of TME. Considering that all three actors are involved in the development and administration of marketing education in various capacities, they approach marketing education from diverse perspectives, all of which are critical to ensure TME. Their perspectives are described in this section.
Management Institution Considerations
This part of the marketing education triad focuses on management educational institutions. Management institutions recognize the dynamic nature of the marketing landscape, where new technologies, consumer behaviors, and market trends emerge rapidly. As a result, they hold a few considerations dear to their regular functioning. Such considerations often direct and dictate how they respond to changes around them (e.g., Fryer et al., 2009; Morrill, 2000). From a TME standpoint, we believe that the most important considerations management institutes hold are (a) assessing the current state of marketing education, (b) expanding the marketing knowledge base, and (c) disseminating emerging marketing knowledge.
Assessing the Current State of Marketing Education
Management institutes understand the importance of continuously assessing the current state of marketing education to ensure that students are equipped with the knowledge and skills required to thrive in the ever-evolving marketplace. Management institutions evaluate the state of marketing education by consistently reviewing and revising their curriculum (Crittenden & Crittenden, 2015; McCorkle et al., 2001). This assessment involves collaborating with industry experts, conducting surveys, and analyzing market trends to identify new areas of growth. By staying informed about industry developments, institutions can incorporate relevant subjects like digital marketing, data analytics, and sustainability into their programs (Chandy et al., 2021; de Ruyter et al., 2022; Liu & Burns, 2018). This ensures that students are equipped with the latest strategies and techniques in the field.
Management institutions frequently solicit feedback from students, alumni, and faculty members to assess the efficacy of their marketing education programs (Evans, 2013). By conducting surveys, organizing focus groups, and hosting alumni networking events, they gain valuable insights into the strengths and weaknesses of their curriculum, teaching approaches, and available resources. This feedback loop empowers institutions to pinpoint areas that require enhancement and implement necessary changes to better cater to the needs of students and align with industry standards. Overall, management institutions prioritize assessing marketing education to ensure its relevance and effectiveness in preparing students for success in the competitive industry. Through collaboration, feedback, and experiential learning, institutions aim to equip students with the knowledge, skills, and adaptability needed to thrive in today’s ever-changing marketplace. Therefore,
Expanding the Marketing Knowledge Base
Management institutions are always looking for avenues to expand the marketing knowledge base. A crucial approach to achieving this is by promoting interdisciplinary collaboration both within academia and outside of it. In this regard, Porter et al. (2006, p. 189) define interdisciplinary research as, “. . . a mode of research by teams or individuals that integrates perspectives/concepts/theories and/or, tools/techniques and/or, information/data from two or more bodies of specialized knowledge or research practice.” They further state that the purpose of interdisciplinary research is to “. . . advance fundamental understanding or to solve problems whose solutions are beyond the scope of a single field of research practice” (Porter et al., 2006, p. 189). Relatedly, within the marketing discipline, several scholars have regularly called for the introduction or adoption of interdisciplinary research in various streams of marketing such as industrial marketing (Markovic et al., 2021), services marketing (Christofi et al., 2023), service research (Hult et al., 2020), international business (Cheng et al., 2014), corporate branding (Fetscherin & Usunier, 2012), and consumer financial decision-making (Lynch, 2011), among others. By collaborating with departments like psychology, sociology, and computer science, management institutions can gain fresh insights and adopt innovative methodologies that contribute to a deeper comprehension of consumer behavior, market trends, and effective marketing strategies.
Furthermore, global collaboration and cross-cultural research provide an additional avenue for enhancing the marketing knowledge base. In today’s globalized world, management institutions acknowledge the significance of comprehending cultural disparities and market intricacies. These institutions foster international partnerships, conduct comparative studies, and offer study abroad programs to expose students to diverse perspectives and market dynamics (De Wit & Altbach, 2021; E. Jones et al., 2021). In this regard, Compagnucci and Spigarelli (2020) investigate the Third Mission of the university (i.e., the economic and social mission of the university and its contribution to communities and territories) as a pathway for “contribution to society.” They contend that by consistently engaging in entrepreneurial discovery and actively exploring market opportunities, a harmonious relationship can be cultivated between the realms of academia, industry, and government. This collaboration has the potential to bridge the gap between universities and society, fostering mutual growth and development. Furthermore, such exposure enriches the understanding of marketing on a global scale, contributing to their overall knowledge and expertise in the field.
Disseminating Emerging Marketing Knowledge
A primary method for disseminating information is, of course, through academic scholarly publications. In the context of higher education, Biasi and Ma (2022, p. 31) empirically establish that faculty play the most important role in the creation of course content and the dissemination of emerging knowledge, above and beyond the roles played by higher educational institutions and study majors. They further find that research-active faculty are more likely to cover emerging knowledge in their courses, especially when teaching advanced courses and courses closest in topic to their research agendas. Considering this, they recommend that the proper deployment of faculty across courses can have important impacts on the content of education and investments in faculty research. In the context of marketing, MacInnis et al. (2020) show that boundary-breaking marketing-relevant consumer research can impact relevant stakeholders (i.e., the management institutions, the learners, and the external environment) and that it can be good for both individual researchers and the fields of consumer research and marketing. Therefore, by sharing their discoveries and perspectives, management institutions enrich the overall knowledge base in marketing and encourage ongoing dialogue and investigation into emerging trends and phenomena.
Management institutions are also experimenting with experiential learning and applied research to share new marketing knowledge. For instance, studies have shown that NATs such as VR can enhance the learning experience for learners and deliver a holistic experiential learning environment (Fromm et al., 2021). In this regard, studies have also highlighted the importance of providing faculty with proper technological training and support to ensure success in disseminating classroom knowledge in an online education setting (Robson & Mills, 2022). Therefore,
Effective Governance
The role and importance of effective governance in higher education have been the topic of an ongoing stream of investigations. In this regard, several approaches to leadership such as situational leadership (e.g., Hersey & Blanchard, 1969), transformational leadership (e.g., Black et al., 2011), Six-Sigma (e.g., Swain et al., 2018), and authentic leadership (e.g., Brewer & Devnew, 2022) have emerged that have been linked to positive organizational outcomes.
In the current study context, effective governance (leadership) and robust institutional networks significantly enhance TME in management institutions. This is because, leadership ensures that the institution’s vision aligns with transformative marketing principles, fostering an environment of innovation and adaptability. Leaders allocate resources to support cutting-edge research, curriculum development, and faculty training, ensuring that the education remains relevant and forward-thinking. In addition, strong institutional networks, including industry partnerships, alumni connections, and global collaborations, provide students with practical insights and real-world experiences. These networks facilitate internships, mentorships, and access to diverse market perspectives, preparing students for global market dynamics.
Collaborative research initiatives within these networks further enrich the curriculum with the latest marketing trends and technologies. Together, effective governance and robust networks create a dynamic educational environment that emphasizes practical application, continuous improvement, and a global perspective, ensuring that students are well-equipped to deliver superior value and maintain a competitive edge in the rapidly evolving marketing landscape. To ensure that effective governance manifests for furthering TME, we contend that a transformational form of leadership, which is comprised of vision, inspirational communication, intellectual stimulation, supportive leadership, and personal recognition (Bass, 1999; Rafferty & Griffin, 2004), can benefit management institutions. Therefore,
Learner Expectations
This part of the management education triad focuses on the learners. Learners hold expectations from the management institutions regarding what they want from a management education. Studies have investigated student expectations when beginning higher education and learning (e.g., Borghi et al., 2016; Maloshonok & Terentev, 2017; Sander et al., 2000; Tomlinson et al., 2023). Here, Mezirow’s (1985) Revised Transformative Learning Theory becomes relevant. This theory offers three types of learning to occur among students—instrumental, dialogic, and self-reflective. According to this theory, learners ask how they could best learn the information (instrumental), when and where this learning could best take place (dialogic), and why they are learning the information (self-reflective; Kitchenham, 2008, p. 109). We believe that TME would also call for such a thought process where the learners exhibit expectations on the instrumental, dialogic, and self-reflective aspects of their marketing education.
Instrumental Expectations
This relates to the learners’ expectations on the pedagogy, or
In the marketing education context, a pedagogical competence framework has been developed to help faculty continuously improve their teaching practices (Madhavaram & Laverie, 2010; Shah et al., 2019). Moreover, research has found that pedagogical innovations, while improving the classroom environment, cannot serve as a substitute for a teacher’s knowledge and passion, thereby establishing the complementary nature of pedagogical innovations in marketing education (Badrinarayanan & Madhavaram, 2008). Additional pedagogical approaches in marketing education have been suggested to include the use of live cases (E. J. Kennedy et al., 2001), marketing simulations (Tonks, 2005), creative writing (Celly, 2009), the use of Twitter (now X) (Rinaldo et al., 2011), flipped classrooms (Green, 2015), service learning (M. C. Martin, 2015), and social marketing (A. M. Kennedy et al., 2022), among others. Therefore,
Dialogic Expectations
Research has defined learning as a complex cognitive process, and that it happens when experience produces a stable change in someone’s knowledge or behavior (Hoy & Miskel, 2005). This definition suggests that learning can be a continuous activity and happen at any place, and at any time. This leads to concerns among learners regarding
Self-Reflective Expectations
This relates to the learners’ expectations surrounding the reasons to learn new information. This is different from the self-reflection that has been proposed as part of students’ learning process through the concept of experiential learning theory (e.g., Brennan, 2014; Young et al., 2008). Particularly, the self-reflective expectations referred to here are the reflections learners exhibit before beginning the learning process. That is, learners often expect to know the meaning and purpose of learning—why to learn? Regarding this question, learners often look to management institutions, in addition to their personal and professional networks, to seek information regarding this self-reflection.
This expectation follows the premise discussed by Max Wertheimer in his book, . . . going from a situation of bewilderment or confusion about some issue that is blind to the core structural features and properties of that issue, to a new state in which everything about the issue is clear, makes sense, and fits together. (Wertheimer, 1996, p. 2)
The answer to why learn something can then be observed in the quest for generalization, wherein “. . . solutions that embody understanding can be extended to a wider range of new problems than solutions which do not” (Lewis, 1988, p. 212). While generalizations can provide a macrolevel understanding of the purpose of learning, research has cautioned that the truth in statements may be contingent upon the intents and purposes of usage and may not be absolute (Austin, 1975). Therefore, to effectively communicate the reason for learning, management institutions need to go beyond just the content and style of their messages and pay attention to the intended use and purpose of their statements, particularly when it comes to knowledge claims. Therefore,
External Environment Conditions
This part of the management education triad focuses on the external environment, that is, business and society. Learners in marketing have a unique advantage in being able to bring about change in both the business world and society. With a combination of analytical abilities, strategic thought, and creativity, these students possess the necessary skills to drive innovation and shape the future of industry and commerce. Moreover, marketing students possess the ability to make a significant difference in society, in addition to their contributions to the business world. This reflects the opinions offered by Crittenden and Crittenden (2015) which indicate that since marketing practice involves a continuous process of reinvention and disruption, marketing education should also be so. Such a stand places the future needs and expectations of the external environment as a vital component in developing productive marketing students. Considering this, we contend that (a) the future trends and directions of businesses and society, and (b) the future talent requirements for businesses and society will influence management institutions’ efforts in implementing TME.
Future Trends and Directions for Business and Society
We believe that two key aspects present the most impact on the future trends and directions for business and society that ultimately influence TME. First, NATs are influencing businesses and society rapidly, and in a big way. For businesses, NATs are ushering in the adaptation of practices at a faster pace, procedural revamping, the creation of new organizational frameworks, and the introduction of innovative business models (Kumar & Kotler, 2024). Moreover, NATs have also been promoted extensively to address marketing learning needs about businesses. Here, research has focused on how websites can be used for improving marketing education (e.g., Hollenbeck et al., 2011), in addition to conceptualizing how NATs can be used in marketing education, thereby improving educational outcomes, through technologies such as AI (Ng et al., 2021), generative AI (Ding et al., 2024; Guha et al., 2024), ML (Thontirawong & Chinchanachokchai, 2021), metaverse (Capatina et al., 2024), and blockchain (Ferrell & Ferrell, 2020; Menon & Mady, 2022).
For the society, NATs have been identified as instrumental in shaping the future of society. In this regard, the concept of social innovation using NATs has been presented to offer “. . . social good, providing sustainable solutions for prevalent social issues, and building the social capital in the given community by bringing transformative changes in the society . . .” (Gupta et al., 2020). Other viewpoints that present NATs as impacting societal well-being include the role of morality and ethics (Mišić, 2021), organization and prioritization in personal lives (Macgilchrist et al., 2020), the development of a “good AI society” (Cath et al., 2018), and the concept of “Society 5.0” as a vision of a future society guided by scientific and technological innovation (Deguchi et al., 2020), among others. Proficiency in these areas is essential for marketing graduates to effectively reach and engage with today’s digitally savvy consumers.
Second, environmental sustainability has become an important consideration for businesses and societies in response to growing environmental and social concerns. As consumers become more conscious of the ethical and environmental implications of their purchasing decisions, companies are under pressure to adopt sustainable practices and communicate their corporate social responsibility (CSR) efforts effectively. Considering this, research has consistently called for marketing education to integrate principles of sustainability and CSR into the curriculum, wherein emphasis is placed on personal value systems, ethical marketing practices, and the role of businesses in addressing global challenges (Borin & Metcalf, 2010; Brocato et al., 2022; Rountree & Koernig, 2015). Therefore,
Future Talent Requirements for Businesses and Society
We believe that two key aspects present the most impact on the future talent requirements for business and society that ultimately influence TME. First, research in marketing education has consistently stressed the need to develop the required skills that can make students employable in the future. For instance, Di Gregorio et al. (2019) identify five employability skills categories (i.e., basic soft skills, analytical skills, digital and technical skills, core marketing skills, and customer insight skills) that are critical for the success of future marketing professionals. Especially, post-COVID, several studies have identified the importance of upskilling (Verma & Gustafsson, 2020) and have recognized soft skills to be a critical determinant in a marketing professional’s success (Bennett & McWhorter, 2021; Ferreira et al., 2023).
Second, which can also be an extension of the earlier point, the rapid expansion of technological approaches is upending business processes and work patterns. Particularly, research has spoken extensively about the mutative powers of digital transformation (DT) (Verhoef et al., 2021). That is, DT has brought about changes in job roles (Sousa & Rocha, 2019) and underscored the need to redefine job responsibilities (Correani et al., 2020). Such findings indicate the pivotal role in the hiring and training of future talent (Fernandez-Vidal et al., 2022). Furthermore, the implications of such changes on how it would reflect on society. Moreover, Rohm et al. (2021) cite the changing technology landscape and how it can impact skill-building in students, and the need to prepare students for tomorrow. Therefore,
Outcomes of TME
Until now the discussion has covered the concept of TME and its drivers. This section identifies the following four outcomes for management institutions that can transpire from the implementation of TME—(a) marketing education as an interdisciplinary activity, (b) marketing education as a value-creating activity, (c) marketing education as an insights-centric activity, and (d) marketing education as a “brain retrain” activity. Although the identified outcomes pertain to the management institutions, the outcomes themselves are about marketing education. This is in recognition of the impact management institutions can have on the marketing discipline through the implementation of TME.
Marketing Education as an Interdisciplinary Activity
This outcome refers to the situation where marketing education will seamlessly integrate other functional domains in management education (e.g., finance, accounting, operations, human resources, etc.) that better reflect the interconnectedness within marketplace firms. In this regard, research has advanced approaches to developing interdisciplinary courses in marketing that incorporate elements of technology and innovation (Athaide & Desai, 2005), real-world application of a client project (Askim-Lovseth & O’Keefe, 2012), social media (Alhouti, 2022), sustainable value and design thinking (Blocker, 2023), and engineering and media arts (C. S. Jones, 2024), among others. While these studies provide evidence and indication that an interdisciplinary approach to marketing education is possible, we believe that more can be done. Specifically, more domains/topics/functions can be brought into marketing education. By adopting the TME model proposed here, we believe multiple domains can be integrated into marketing simultaneously to create a truly interdisciplinary marketing course for the learners. This would not only be reflective of the multifaceted marketplace but also include the relevant stakeholder requirements so that marketing learners remain work-ready.
Marketing Education as a Value-Creating Activity
This outcome refers to the situation where marketing education will create value for (a) the learners, (b) companies subsequently hiring the learners, (c) returning learners (i.e., continuing education), (d) lifelong learners (i.e., learners constantly updating their skillsets through add-on courses), and other (e) stakeholder involved in imparting education (e.g., partnering institutions, vendors, government, society, etc.). This outcome seems relevant vis-à-vis the following comment by Drucker (1997)—“Thirty years from now the big university campuses will be relics. Universities won’t survive.” While we have not seen this happen on a large scale, the changes currently witnessed within the education system are making education much different from three decades ago. We believe that education as a value-creating activity represents the change from three decades ago, and TME can serve as a viable approach. Even though there is limited research on the value-creating potential of educational institutions (e.g., Langrafe et al., 2020; Salunkhe et al., 2022; Stankevičienė & Vaiciukevičiūtė, 2016; Williams, 2014), the existing evidence is promising and calls for more understanding of this outcome.
Marketing Education as an Insights-Centric Activity
This outcome refers to the situation where cutting-edge research content is constantly included in the regular syllabus to inform learners about the expanding body of knowledge. This also includes involving learners to participate in ongoing research and knowledge-creating activities (that are practitioner-focused) to highlight the need to stay connected with education for their future growth. Research on the role and importance of the academic research component in a marketing education program presents interesting evidence. For instance, Trieschmann et al. (2000) find that focusing only on academic research or the academic program performance can lead to an imbalance between the two goals of a business school (i.e., knowledge exploration through research and knowledge exploitation through instruction), thereby negatively impacting the institution’s contribution to the global knowledge base. Similarly, academic research has a positive effect (short-term and long-term) on the perception of the business school and a positive long-term effect on academic performance, in addition to academic research having a stronger effect on recruiters’ perceptions (Mitra & Golder, 2008). In addition, up to a threshold, a management institution’s research activity can enhance student salaries (O’Brien et al., 2010). Finally, academic research in marketing education is being practiced and actively encouraged in many educational institutions worldwide (Steenkamp, 2018). Considering all this, we contend that TME will serve as a viable roadmap for management institutions regarding the inclusion of academic research content in marketing education.
Marketing Education as a “Brain Retrain” Activity
This outcome refers to the situation where the marketing education system is geared toward preparing the learners to be receptive and always ready to learn newer knowledge. In this context, notions of “brain gain” and “brain drain” (that trace the movement [or retention] of talent across geographic regions) have filled the academic research and public policy narratives. For instance, Rizvi (2005) calls for the reconceptualization of brain drain owing to its inherent inequalities in transnational flows of capital, people, information, and skills. Similarly, regarding brain gain, research has found that it has a stronger positive impact on employment and capital accumulation in the long run, compared to the short run, and that it can serve as a stabilizing force, particularly during periods of slow demand (Brücker et al., 2012). Amid such series of academic research on these topics, rather than focusing on either of the two, we adopt the position that aiming for “brain retrain” as a goal wherein, learners are primed and prepared to be retrained or reskilled as per the demands of the situation would better prepare the learners for the future. Such a perspective would not only allow the management institutions to be valuable producers and curators of knowledge resources (i.e., marketing learners) but also ensure that business and society can mold the knowledge resources in a short time thereby further driving value to all stakeholders.
Moderating Variables in the TME Framework
The proposed TME framework also identifies three moderators that can influence the identified outcomes—the data landscape, the use of NATs, and the innovation appetite of academic institutions adopting/implementing TME.
Data Landscape
Management institutes rely on digital data as the fundamental operational element—a major shift away from the traditional data storage and processing formats. These data are essential for coordinating and overseeing institutional operations, but the scope of data usage extends beyond mere management (Williamson, 2018). The intricate data systems, which include both human input and algorithms, play a crucial role in the day-to-day operations of these institutes while also meeting the requirements of regulatory bodies and reporting standards. Studies have also identified key research trends in the domains of big data and AI that are associated with assessment, individualized learning, and precision education (Ferrell & Ferrell, 2020; Luan et al., 2020).
Particularly, three broad areas of data usage are emerging. First, the data infrastructures utilized by management institutes are frequently influenced by the requirements of various entities such as the government, policymakers, regulatory and reformatory agencies, accrediting agencies, college-ranking organizations, and private sector companies. In other words, these entities’ data needs guide management institutes in organizing and storing data in a specific manner. Second, data standards play a crucial role in the functioning of management institutes, as they provide a framework that guides the processing, retrieval, and utilization of data in a manner that is both acceptable and permissible. These standards ensure that the infrastructure of these institutes can operate effectively and efficiently, enabling them to make informed decisions based on reliable and consistent data. Finally, data analytics visualizations and dashboards are being utilized by management institutes increasingly. These tools help analyze the data within their infrastructure to identify the reporting structure and format of the data that can be used for public consumption, regulatory agencies, and internal management teams. Therefore,
Use of NATs
As presented earlier, management institutes have begun incorporating NATs in their regular functioning. In the education setting, the effects of using NATs such as robots (Mubin et al., 2013), intelligent tutoring systems (Ma et al., 2014), blockchain (Alammary et al., 2019), and chatbots (Okonkwo & Ade-Ibijola, 2021) have been well-documented. Moreover, the use of NATs has been found to expand the capabilities of learning analytics (Zawacki-Richter et al., 2019). While all these instances are promising, the moderating role of NATs in an educational setting has received limited attention. We believe NATs moderate the outcome of a TME approach due to the undesired effects (e.g., stress, anxiety) in terms of navigating the newer technologies (Kumar et al., 2021). This would be a concern, especially when management institutions incorporate NATs in a piecemeal fashion rather than a “wholesome binding agent” to TME. Therefore,
Innovation Appetite
This moderator refers to the management institutes’ appetite or receptiveness to implement innovative marketing education practices. Here, innovations that include teaching tools such as flipped classrooms (Green, 2015), pedagogical approaches such as design thinking (C. Lee & Benza, 2015), and student assessment and evaluation tools that also promote sustainability (Debuse & Lawley, 2011), among others, have found to be beneficial in furthering marketing education. In some cases, technological tools that were not conceptualized as teaching technologies have now been used as effective teaching tools (e.g., Twitter [now X] by Rinaldo et al., 2011; Second Life by Halvorson et al., 2011, YouTube by Payne et al., 2011), thereby indicating the high level of receptiveness of marketing teachers to introduce innovation into marketing teaching. Moreover, considering the proliferation of technologies (digital and new age), faculty are expected to show increased interest in the adoption of technologies so that they are on par with the technological adeptness of practitioners and students (e.g., digital natives; Granitz & Pitt, 2011). In addition, studies have shown the marketing education field to be highly responsive to innovations (technological and nontechnological) and transformations and that newer transformations should happen for the continued development of the field (Rosa, 2012). Therefore,
Discussion
The proposed framework offers a starting point for ushering in the next phase of transformation in marketing through marketing education. This framework will allow management institutions to transform marketing education through a close working relationship with other critical stakeholders involved in marketing education—that is, the marketing education triad. An accurate understanding of the needs of the marketing education triad actors forms the foundation of the proposed framework and will poise the management institute well to bring in TME. In this regard, this study has identified drivers and outcomes of implementing TME while also identifying variables that moderate TME. In addition to the outcomes of the proposed framework, this study also identifies the following potential implications—personalizing marketing education, enhancing student engagement, and closer stakeholder connections.
Personalizing Marketing Education
Over the last decade, and increasingly since COVID-19, this topic has received increasing attention from scholars, practitioners, and policymakers. While personalized education has been critically reviewed in compulsory or K–12 education (Boninger et al., 2019; Roberts-Mahoney et al., 2016), its scope in higher education has been received favorably (Bhutoria, 2022; Whalley et al., 2021), albeit with caveats relating to data privacy challenges and ethical practices about the use of data. Upon careful consideration of the extant literature in this study context, we firmly believe that personalization techniques will become a cornerstone in ushering in the next transformation in marketing education.
The rationale behind this claim lies in the anchoring of the TME framework that reflects the realities of the external world (i.e., businesses and society) along with the needs and considerations of the learners (new, returning, and continuing) and the management institutes. This position also reflects the claim by Granitz and Pitt (2011, p. 127) that technology shapes marketing teaching and that “Rather than academic disciplines or practices shape their tools, it is the tools that mold academic disciplines and their practices.” That is, with personalized technology driving much of the real-world applications, the preparation of students to be work-ready requires exposure to such personalized technological applications. In other words, being able to learn anytime, anywhere, not only offers the learners the flexibility to learn according to their pace but also appropriately mimics the real-world scenario of general work and life. Moreover, the ubiquity of personal devices, powered by NATs, positions marketing education suitably for witnessing a new transformation with veritable outcomes.
Enhancing Student Engagement
Improving student engagement is a continuous expectation in the field of marketing education, especially post-COVID-19 (Crittenden, 2021; Meshram et al., 2022). In this regard, research has investigated among others, the effectiveness of technological and pedagogical tools such as gamification (Bechkoff, 2019), marketing simulations (van Esch et al., 2020), the use of e-books (Merkle et al., 2022), and digital storytelling (Spanjaard et al., 2023) in improving student engagement. While many studies investigate student engagement, its definition lacks consensus (Conduit et al., 2016). Recognizing this Conduit et al. (2016, p. 231) define student engagement as “a student’s willingness to invest their own cognitive, emotional and behavioral effort to interact with resources related to their education experience.” This definition calls into play the learner’s association and involvement regarding their learning process. This is also in sync with the concept of student agency 4 that can develop so that learners can achieve their desired goals. Here, research has also found that student agency not only paves the way for student engagement but also leads to holistic student development (Salunkhe et al., 2024). Moreover, research has consistently argued the student experience is key to student engagement, and that a “whole of university” approach is needed to engage with students (Baron & Corbin, 2012). Parsing the above thoughts with how TME has been conceptualized, we opine that the outcomes of implementing TME in a management institute will potentially lead to enhancing student engagement by bringing together various interested parties in the interest of developing informed marketing learners.
Closer Stakeholder Connections
Establishing closer stakeholder connections has been an area of considerable research in marketing, particularly in stakeholder engagement. While there is no consensus on the definition of stakeholder engagement (Hollebeek et al., 2023), there is a large convergence relating to stakeholder engagement’s requirement of connections, interactivity, and reciprocity (Meire et al., 2019). Moreover, stakeholder engagement has been viewed alongside resource investments and role-related interactions (Hollebeek et al., 2019), and the multidimensional nature of connections (Brodie et al., 2019). Applying these principles, we believe the proposed TME framework can foster closer stakeholder connections where many actors are integrated into the regular operations of imparting education that can leverage the operational efficiencies of all actors. While the proposed framework considers only three groups of actors (i.e., the marketing education triad), extensions and advancements to this framework can potentially bring in closer ties among all stakeholder groups.
An important feature of the proposed framework is the feedback loop. The outcomes’ implications are prominent areas for reflection and learning. Particularly, they can be informative in refining TME regarding reevaluating the marketing curriculum, promoting continuing marketing education, and strengthening avenues of self-learning. Such an ongoing loop would place the management institutes in a constant development path that can lead to better marketing education outcomes.
Transformative Marketing Education—A Research Agenda
By identifying the drivers, outcomes, and potential implications of implementing TME, this study serves as an early attempt at formally conceptualizing a transformation in marketing education. Such an implementation can aid management institutions in furthering marketing education. The identified propositions for the drivers and moderators can propel additional research in this area. Moreover, this study can be improved on the following fronts.
First, the empirical testing and validation of the propositions relating to the identified drivers of TME would yield valuable insights into the exact nature of relationships between the TME concept, the drivers (i.e., the marketing education triad), and the outcomes. In this regard, we advance the following questions for future research:
Second, while this study has focused on the key actor groups driving the implementation of TME, it would be worth investigating whether drivers in addition to the actor groups would be appropriate. In this regard, we advance the following questions for future research:
Third, the proposed TME framework is an example of how knowledge acquired through research can be applied to practice within classrooms (Anand et al., 2024). As is the case with such research-to-practice applications, improvements in knowledge may be uncovered. Similarly, to usher in TME effectively, refinements to the conceptualization of TME itself may be beneficial. This calls for a precise manner of identifying, acknowledging, and managing the three identified dimensions of TME. In this regard, we advance the following questions:
Moreover, the moderators comprising the data landscape, the use of NATs, and the innovation appetite are rife areas for additional investigations. Furthermore, the feedback loop identified is also an area that is conducive to additional investigations. In this regard, some of the areas of future research include:
The TME concept proposed and discussed in this study possesses the ability to effectively integrate and strengthen the connections between the actors in the marketing education triad. Importantly, this is achieved by prioritizing the learner needs within marketing education, thereby ensuring that value is consistently generated both in the short term and in the long term. In this regard, the viewpoint of management educational institutions adopted in this study offers an ideal vantage point to observe the convergence of these elements in cultivating highly qualified marketing learners. We believe that the proposed TME framework can help transform marketing education such that all connected stakeholders ultimately benefit from it.
So, is the field of marketing education ready for this transformation? We think so. This possibility is indicated by the abundance of data available to management educational institutions. With the increasing number of technology-driven teaching methods, tools, and platforms, this shift is likely to become more widespread. In addition, as learner preferences and characteristics become more diverse (e.g., geographical locations, multiple formats, NAT-driven, personalized, etc.), the potential for such a transformation will be immense. As we observe these developments, we are optimistic that the academic research community will play a crucial role in analyzing, documenting, and guiding this transformation, ultimately broadening our understanding for the benefit of future generations.
Footnotes
Declaration of Conflicting Interests
Funding
ORCID iD
