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Best practices in Marketing Education: Undergraduate programs at National University

Dr. Mary Beth McCabe

Dr. Ramon Corona

National UniversityJune 24, 2015

+AGENDA National University background

Purpose of this research

Justification

Goals

Literature review - rankings

Literature review – interviews

Current situation and trends

Peregrine data results

SWOT Analysis

Best practices and actions

+National University

Private non for-profit

40+ years old

Geared for working adults/adult learners

Part of the NU system

Five schools (COLS, SOBM, SOE, SOMC, and SOPS)

41 K students, 330 fulltime faculty, 2nd largest in California, 12th largest in the US

+Purpose of this research

Analyze undergraduate marketing courses and programs currently offered at NU, assess the results for the last three years of achievement and satisfaction, and make recommendations for improvements.

+Justification

Marketing ranked the lowest in student’s remembering the basic concepts at end of BBA program, compared to other disciplines

We would like to emphasize Marketing as one of the key differentiations in our school

Our goal to improve quality of MKT courses

Marketing programs are not growing as much in NU as in other institutions

+Goals of this research

Learn what other universities are doing in the field of Marketing programs

Identify the key success factors to teach Marketing

Assess existing marketing programs at NU

Develop a SWOT analysis of the current situation

Craft an action plan for implementation in the next two years.

+Literature Review – rankingsbest MKT programs US News & world report – 2015 Edition, page 120

1. University of Michigan – Ann Arbor (Ross)

2. University of Pennsylvania (Wharton),

3. University of Texas-Austin (McCombs)

4. Indiana University-Bloomington (Kelley)

5. University of California-Berkeley (Hass)

+Interview - Dr. Reibstein (Wharton) MOOCs could be more important in the future

Brand building is important and it takes a long time and effort

The caliber of students is relevant, as well as the networking that takes place

Faculty qualifications and research are also key factors

Alumni network and quality of graduates, jobs, etc.

Globalization and learn from selected foreign universities, like ITESM (Mexico), Gertulio Vargas (Brazil), CEIBS (China), Hong Kong University, IIM (India), etc.

+Interviews with Professors Sherwood and Dickey (Dayton)

P&G Marketing Challenge for students – measurable analytics

Client projects as capstone projects (Indians and Bengals)

Involvement with local businesses

Emphasis on metrics and analytics (Teradata)

Marketing club

Virtual internships – consulting at a distance company

Center for Project Excellence – students work in teams – seed money for new projects

“Women in Business” program

+InterviewProf. Angie Johnson (Franklin) Connect students to industry/conferences

Build a network of contacts for students and alumni

Make students have relevant experiences in the degree/discipline

Holding live debates with students online

Using business simulations; hands on engagement

Case studies, practicum activities

“Real world examples is the most important thing they will remember”

+Interviewadjunct Richard Hopkins (Vons)

On matching employer’s expectations:

More elective courses and data base marketing

Students need to improve writing skills

Gap between what student learn and what employers teach

Students need to use what they learn and make it very practical

“Content is not useful until it is used”, he added.

+InterviewDr. Bruce Buchowicz (NU)

“Faculty make the difference. Consulting practices by faculty, supported by grad students will produce more engagement. The trends that I see today include TED talks on YouTube® and the 18-minute lecture as a relevant manner to present information today”

+InterviewDr. Louise Kelly (Alliant)

Support from Advisory Board for guidance to identify key content and curriculum, and “action-oriented” projects

Digital marketing elements like e-portfolios

Work with local not for profit organizations (internships)

Innovation, global projects, Neuromarketing, Data Analytics, and gamification as some of the new trends

Shared content programs like Management and Psychology, and trans-disciplinary programs like Health Management

Delivery and customization of courses should be based on how students learn ***

+Current situation and trends

2009 2010 2011 2012 201387 85 90 90 112

12961439 1394

1294

1693

NU MKT course enrollment

courses students

Source: NU academics, 2014

+Demographics – NU students in MKT courses 3,844 students

29% are 25-29 years old,

26% are 30-34

37.6% are white,

Hispanics 17% and

Nonresidents are 16.9%

53.1% are male and 46.9% female

57% had classes online, and 43% on campus

+Peregrine Data results - Analysis

Undergraduate BBA exams

N=146 (sample size)

Marketing scores for all is lowest at 50.4 %,

MKT is 36.4 % average for traditional universities

In online delivery, NU is at 50.09 % in MKT, vs. 47.54 % of other online programs in the IACBE region

In the MKT subject score comparison outbound exam, NU score better for Marketing Research, Planning and Strategy, People, Place, and Price. However, we scored lower in Product and Promotion

Exhibit 1: Overview of Outbound Results: Oct 2013-May 2014

Peregrine Data Analysis

+Benchmarking Peregrine scores

NU vs. other online universities

Source: Peregrine, 2014

Internal (product and market)

Strengths Weaknesses WASC & IACBE Accreditation Low retention/engagement outside of class Top 20 ranking of Integrated Marketing Programs

Product and Promotion are weak subject areas in outbound BBA exams (exhibit 7)

Practicing Marketers as Faculty High attrition rates in some courses National/Regional Memberships in Marketing

Not AACSB accredited (yet)

Rigor in academics Not connected to the internship community Nationally known for advancing working adults

No student mentorship program

Scores better than competition Out of date textbooks External (environmental)

Opportunities Threats Lack of marketing classes at community colleges

Rising cost of higher education

Flexible enrollment scheduling; open enrollment

Competition from new Bachelor’s degrees at Community Colleges in California

Private non-profit status Financial aid restrictions Workshops and extended studies MOOCS (Massive open online colleges)

SWOT Analysis of NU Marketing Programs/Courses

Best Practices and Action Steps for Marketing Programs

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Your comments are welcome

Please send comments to

rcorona@nu.edu

or

mmccabe@nu.edu