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GREAT MARKETING EDUCATION FOR SMALL COUNTRIES. Janez Damjan Zlatko Jancic University of Ljubljana Slovenia 7th International Marketing Conference European Marketing Challenge Budapest, Nov. 21 1997. OUR CUSTOMERS ARE MARKETING STUDENTS . over 1000 marketing students in Slovenia

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great marketing education for small countries

GREAT MARKETING EDUCATION FOR SMALL COUNTRIES

Janez Damjan

Zlatko Jancic

University of Ljubljana

Slovenia

7th International Marketing Conference

European Marketing Challenge

Budapest, Nov. 21 1997

our customers are marketing students
OUR CUSTOMERS ARE MARKETING STUDENTS
  • over 1000 marketing students in Slovenia
  • in 5 undergraduate and 3 graduate programs (+many seminars)
  • till recently the most popular field!!!
  • predominantly female (around 70%)
  • well motivated and more active students
questions for greater student satisfaction
QUESTIONS FOR GREATER STUDENT SATISFACTION
  • What should be today’s marketing education for tomorrow business environment in Slovenia and in Europe?
  • Is there such a thing as European marketing model? Is it possible?
  • How appropriate are American marketing textbooks?
  • Which methods to use for teaching marketing practice in classrooms?

H: Present marketing education model in Slovenia is not adequate!

development of marketing education f economics@uni lj si
DEVELOPMENT OF MARKETING EDUCATION f.economics@UNI-LJ.SI

1955: Trading of commercial goods

1959: International trading

1961: Selling policy

1966 - entrepreneur orientation

1971: Commercial policy with market analysis (=marketing till 1973)

1973 - Business studies: orientation in 3rd grade in international trade, commerce, tourism etc.

1973: Commercial trading

1974: Business psychology

1975: Slovenian Marketing Ass. established

development of marketing education f economics@uni lj si6
DEVELOPMENT OF MARKETING EDUCATION f.economics@UNI-LJ.SI

1990: Chair of business sciences

1990: Marketing channels

1991: Marketing policy; Marketing research methods; Advertising/

+ marketing orientation in 3rd grade

1992: Foundations of marketing

1993: Chair of marketing

marketing education vs practice
MARKETING EDUCATIONvs. PRACTICE
  • Adding new courses had always been a very slow reaction to the needs of business reality.
  • In practice Slovenian managers had been relatively very successful. They had learned:
    • by doing
    • by travelling
    • by reading
    • by listening to foreigners.
  • Prevalence of self-made marketers.
  • Practitioners have critical view of marketing academics.
education and success of mrktg managers

EDUCATION AND SUCCESS OF MRKTG. MANAGERS

Results of analysis of Slovenian Marketing Association membership

N = 216 members

aver. age: 38 years

53 % females

79 % with faculty degree

52 % degree in Econ./Mrktg.

25 % other social sciences

23 % technical, design, others

Who is more successful?

the marketing program at f economics@uni lj si
THE MARKETING PROGRAM AT f.economics@UNI-LJ.SI

MARKETING COURSES:

  • Foundations of Marketing
  • Marketing Research Methods
  • Consumer Behaviour
  • Distribution Channels
  • Marketing Communications
  • International Marketing

255 hours of lectures + 210 hours of exercises and seminars in 3rd and 4th year

Main literature isPhilip Kotler: Marketing Management, 1996 translation of 8th edition + “derived” study materials

feedback from first generation
FEEDBACK FROM FIRST GENERATION
  • 33 students graduated with diploma in marketing field till 1996 (= 15%)
  • 26 answered the questionnaire in X/97
  • 13 actually work in marketing

RESULTS:

  • All agree, at least 50 % of school marketing knowledge comes useful and is good foundation to build on.
  • Most often mentioned topics:
    • marketing research (23x)
    • marketing communications (11x)
    • consumer behaviour (6x)
feedback from first generation12
FEEDBACK FROM FIRST GENERATION
  • Over 50% of necessary knowledge gained at work.
  • Most often mentioned:
    • customer relations (6x)
    • business-to business marketing (2x)
    • non-related areas (5x)
  • Ways to new knowledge:
    • journals, books and magazines (15x)
    • seminars (7x)
    • from colleagues (5x)
    • through work (6x)
  • Recommended changes in program:
    • case studies (17x)
    • team work on projects (6x)
    • company visits and internships (7x)
feedback from marketing lecturers
FEEDBACK FROM MARKETING LECTURERS
  • lecturing to hundreds of students in big classrooms;
  • too few teachers (100:1 ratio);
  • “forced” to use traditional methods;
  • no domestic case studies;
  • lack of domestic literature;
  • little time and money for basic research, but many opportunities for commercial studies?!
  • still much opposition to marketing by older “economy” professors;
  • good spirit and collaboration among younger colleagues;
more reasons to be concerned
MORE REASONS TO BE CONCERNED
  • marketing still not recognised as a science;
  • marketing seen as a craft of sophisticated selling and advertising;
  • simplified 4 P’s world view;
  • shallow understanding of the marketing concept broadening;
  • missing the paradigm shift in marketing.
reasons for defect quality of program
REASONS FOR DEFECT QUALITY OF PROGRAM
  • too much positivism in theory;
  • predominance of managerial approach (“kotlerian” orientation);
  • lack of interdisciplinary approach
  • myopic views about;
    • home markets,
    • services,
    • internal, and
    • inter-organisational marketing issues
  • absence of global, multicultural orientation;
future marketing education trends
FUTURE MARKETING EDUCATION TRENDS
  • from mass marketing to the “segment” of one;
  • from (trans)action orientation to relationships and networks;
  • from customer marketing to stakeholder marketing;
  • from competitive marketing to co-operative&competitive marketing;
  • from manipulative marketing to ecological and ethical (holistic) marketing;
some conclusions or suggestions
SOME CONCLUSIONS OR SUGGESTIONS
  • Rapid development of countries in transition, but current results are still not satisfactory.
  • Disseminated knowledge is obsolete and marketing curriculum needs deeper and faster changes.
  • Marketing as managerial and social process should not be domain of business schools.
  • Marketing must become the fundamental course in the majority of faculty programs.
feedback from third generation
FEEDBACK FROM THIRD* GENERATION
  • 1996/97 generation was first to use Kotler’s Marketing Management translation; had very many complaints.
  • 234 students of the basic marketing course filled out Gaski&Etzel (1986) questionnaire, which measures consumers attitudes toward marketing, twice: first and last week of semester.
  • H: Studying marketing influences student perceptions of business environment was not confirmed. (few significant differences)
  • H: Partly confirmed that selected teaching approach influenced student perception of marketing.