STUDENTS' PERCEPTIONS OF THE RELEVANCY OF MARKETING EDUCATION

It is interesting to note that many tertiary institutions have started to incorporate marketing courses in their various programmes in order to fulfil the demands of today's competitive industry. Marketing courses play a vital part in business as well as non-business programmes. However, studen...

Full description

Saved in:
Bibliographic Details
Published in:e-Bangi : journal of social sciences and humanities 2015-01, Vol.10 (1), p.208-222
Main Authors: Malenee, Audrey, Chee, Choy Siew
Format: Article
Language:English
Subjects:
Business education
Business students
Higher education
Marketing
Perceptions
Student attitudes
Teaching
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:It is interesting to note that many tertiary institutions have started to incorporate marketing courses in their various programmes in order to fulfil the demands of today's competitive industry. Marketing courses play a vital part in business as well as non-business programmes. However, students' reactions to such courses have not been well studied. Most marketing education studies have focused mainly on the teaching methodologies without giving due consideration to students' perceptions of such courses. There is a dearth of research into students' perceptions of the relevancy of marketing education, specifically in the Malaysian context. Added to this, there is also a need to determine possible links between student's perceptions and their performance in a marketing course. Studies have shown that students place more effort in learning when they view the subject matter as relevant to their future careers. For this study, data was gathered from a cohort of eighty students consisting of those who majored in marketing and those who had marketing as a course in their programme of study. Analysis of perceptions showed that students who majored in marketing favoured these courses more and mostly outperformed non-marketing majors.
ISSN:1985-3505
1823-884X