business and marketing education umn

business and marketing education umn

Enhancing Business and Marketing Education: Strategies for Success

1. Introduction to Business and Marketing Education

As a result of exploring national and state standards, business and marketing educators must examine the textbooks and resources currently available. The National Standards for Business Education help business educators reshape the curriculum so that it reflects the needs of students that will enter the workforce or further their education. This document provides business educators specific materials for developing the high levels of skill and knowledge that students must possess. Marketing concepts and strategies also are integrated into other subject areas such as science, physical education, language arts, and mathematics. There should be a combined approach to instruction in career awareness and exploration, including career development, and in profitability, economic principles, marketing and product/service technology, personal finance, and entrepreneurial concepts and skills. The remaining standards should focus for primary grades K-8 comparing/contrasting consumer behavior at the local level, while at secondary levels, economic principles, reading and evaluating maps of the world, historical perspectives, and economies of foreign countries, personal finance concepts, combined teaching strategies in technology, livelihood skills, career assessments, comprehensive career programs, educational preparedness, leadership development, and the leadership experience.

Business and marketing education that solely instructs students about business concepts and cognitive skills is a thing of the past. Business and marketing educators must commit to the preparation of students for the world of work and higher levels of education. Our business and marketing education programs must evolve and expand at both the secondary and postsecondary levels. An expanding global economy coupled with increased advances in technology has created an environment where jobs previously deemed immune from robotic takeover are now becoming obsolete. Challenges exist for business educators, including instructional improvements, curriculum enhancement, and teacher recruiting/retention. Business educators must convert challenges into successes by adapting to the changing environment in the age of technology and educational governmental requirements. This special issue was inspired by an executive growth session at the 2018 National Business Education Association (NBEA) National Convention regarding the topic of “Supercharging Business and Marketing Education in the 21st Century.”

2. Innovative Teaching Methods and Technologies

Because educators must be willing to adapt to these challenges by offering less focus on lecture and more focus on experiential, progressive-based learning, such instructional changes are necessary. One movement that addresses these issues is an educational process known as “gamification”. Gamification is the use of game technology and other factors taken as inventory-equipment in learning and training activities in the private and public sectors. Its emphasis on situational context, receipt, and learner responses mimic the work environment, which is vital with today’s rapidly changing private and public sector situations. In addition, workers with a better complexion are more likely to break free of the “programming” and develop new performance methods that are necessary for total Quality Management to continue moving from a reactive style of management to a more proactive one.

Recognizing that the learners of the near future are likely to demand computerized instruction, and many faculty will require help to get started, Experimental Writing/Speaking Project organized an invitational conference, “Journeys Into On-Line Instruction”. Designed as a “how to” session on developing and implementing on-line courses for the faculty members who were unable to attend, the summer institute, co-sponsored by the National Council of Teachers of English (NCTE), administered and staffed by NCTE, and housed at California State University, San Bernardino, offered concurrent workshops. Finally, a professional conference, “Electronic Resources for Business Communication: What Works? Why?”, which specifically addressed testing and evaluating on-line supports for different business communication courses and curricula, took place at Lake Erie College in September 1996.

On-line/Web-based courses, simulations, and games

3. Industry Partnerships and Internship Programs

These productive partnerships offer real-world feedback and job-placement opportunities for students and give faculty insight in finding out and learning. As the partnerships develop, a unique opportunity to share training operations may develop, too. At the end, evaluate the programs for renewal. Evaluate employer attitudes toward recent program graduates. Also, evaluate government regulatory compliance and funding. One of the most meaningful activities a student can undertake is to be exposed to the world of work, such as in an internship, on-the-job learning, or summer employment. Such programs provide crucial training and skill extension, help in career decision-making, and essential connections between school and work which enhance motivation by experiencing work demands and opportunities. Assist students in obtaining internships and summer jobs that correspond to their background, abilities, and goals.

To most flexibly reflect best practices and changes in the business environment, use professional members of the school’s advisory council or trade organization as resources for the business instruction program. Some of these professionals will be employers of students, and some will be competitors. Be candid about potential gains, but also be sensitive to student growth needs and professional trade/skill standards. Representatives of employee organizations in the community and state may also be resources. Communications with group representatives may or may not be as effective for gaining resources because a typical new teacher’s first year will involve orientation, lesson planning and training methodology, classroom setup, and grading. However, resources will facilitate better course preparations.

4. Research and Publications in Business and Marketing Education

Research results also tell teachers about public relations, cooperation with organized education, community groups, and the private sector, and about the means to work with the facilities and equipment available for their program. They also inform teachers about the part that co-curricular activities could play in students’ preparation. New findings make teachers more aware of business and industry problems and solutions and better qualified to report such to their students. They also help teachers to shape their work by increasing their knowledge of developments in American education, the needs of those who are served, the role of business and marketing education in connecting schools and the economy, and the political and legislative aspects of businesses and marketing programs. Growth in research in business and marketing education helps strengthen the discipline, relate the discipline to the business world, and guide national and state organizations better in developing evaluation criteria and shaping the future nature of educational programs.

All professionals in business and marketing education should utilize the research process. Such a process provides the foundation for improving business and marketing instruction. Business and marketing teachers should master basic research skills and have the ability to apply new research technologies and techniques. They must be ready to utilize research in making decisions on the selection and organization of content. The number, topics, types, and sponsorship of research projects have direct implications for business and marketing teachers and others who are concerned about both research and business and marketing education. Teachers’ preparation, certification, in-service needs, instructional techniques, and available instructional materials are directly related to the results of research activities. Output from research helps teachers to better understand students and the recruitment, selection, and guidance of students.

5. Future Trends and Opportunities in the Field

However, the full realization of these predictions can only be accomplished by a voice in curriculum change, program development, and the national debate on the education of future generations of workers. Faculty positions held within the hierarchy, some involvement in staff development and in-service activities, responsibilities in curriculum development, guidance on standards implementation, involvement in the instruction of students, and interaction with the private sector and professional organizations appear to provide a valid role. However, it is up to educators as a group and to individual educators to take advantage of these opportunities. They need to allow others to know what skills the current reforms are lacking and work together to continuously evaluate and reform what has already been done. Consistently emphasizing their focus on developing entry-level workers and their long-standing commitment to comprehensive high schools, both lead firms and educators to provide greater flexibility in completing additional workforce training.

After half a century of growth and change, the current state of business and marketing education finds the infusion of technology, international issues, and enhanced academics as significant and consistent trends. Some of the directions that we expect business and marketing education to take are presented in the section. While some of the potential changes that may well occur within our discipline are closely related to trends in the larger society, it is the author’s contention that business and marketing educators in particular have created unique partnerships, delivered information long before other curricula acknowledged these issues, and generally been unusually proactive in embracing change. Our experience in dealing with the dynamics of free enterprise economies, government regulation, work issues, career opportunities, consumer problems, quality of life, and social programs have prepared us well for the next wave of change.