Main results and propositions
| Results | Propositions |
|---|---|
| The marketing reference educators (MREs) are student-focussed. They seek to understand the context of the students and their levels of existing knowledge and look to build up the students’ skills The MREs have recourse to different teaching methods to encourage different learning styles and help the students achieve set learning objective(s) | P1 – The marketing educator’s performance is influenced by the appreciation of the student’s previous experience and knowledge (Knowles, 1973; Machado, 2011) |
| P2 – The marketing educator’s performance is influenced by the recognition and encouragement of different learning styles (Kolb, Kolb, Passarelli & Sharma, 2014) | |
| P3 – The marketing educator’s performance is influenced by the recognition of skill development as the objective of the learning process (Machado, 2016a, 2016b) | |
| P4 – The marketing educator’s performance is influenced by the adaptation of the educator’s role according to the defined learning objective (Kolb, Kolb, Passarelli & Sharma, 2014) | |
| MREs did not follow a standard path to developing their teaching style, although all had some form of pedagogical training. However, this was blended with other formative factors. Often, they are inspired by other teachers they met when they were students, or others they admire. They also constantly seek for ways to update their knowledge and pedagogical repertoire, although new didactic techniques are applied only if they match the class needs | P5 – The marketing educator’s performance is influenced by the specific didactic formation (Bittencourt, 2016; Miranda, Casa Nova, & Cornacchione Júnior, 2012, Miranda, Casa Nova, & Cornacchione, 2013) |
| P6 – The marketing educator’s performance is influenced by continuing didactic formation (Bacellar & Ikeda, 2011; Bittencourt, 2016; Finch, Nadeau & O’Reilly, 2013; Miranda, Casa Nova, & Cornacchione Júnior, 2012, Miranda, Casa Nova, & Cornacchione, 2013) | |
| Most MREs have as a minimum a master’s degree or have already taken some master’s degree course subjects It is this formal training in research rather than engagement in research itself which influences the way the RE’s update their knowledge by searching for current scientific papers. All MRE’s have experience as executives or consultants | P7 – The marketing educator’s performance is influenced by his/her academic formation (Miranda, Casa Nova, and Cornacchione Júnior, 2012; Placco & Almeida, 2014) |
| P8 – The marketing educator’s performance is influenced by his/her research activity, with academic research and scientific publications (Bacellar & Ikeda, 2011; Finch, Nadeau & O’Reilly, 2013; Miranda, Casa Nova, & Cornacchione, 2013; Placco & Almeida, 2014) | |
| P9 – The marketing educator’s performance is influenced by his/her professional administrative activities out of the university, as executives or consultants (Bacellar & Ikeda, 2011; Miranda, Casa Nova, & Cornacchione, 2013) | |
| The MREs see themselves as professionals working for the group’s learning outcomes, showing authority and values of respect, humility and simplicity, getting involved and giving their best. Their approach can, therefore, be described as influenced by their personal values | P10 – The marketing educator’s performance is influenced by the view about the educator’s role (Miranda, Casa Nova, and Cornacchione Júnior, 2012; Placco & Almeida, 2014) |
| P11 – The marketing educator’s performance is influenced by personal values, such as respect for other people and their view on citizenship (Miranda, Casa Nova, and Cornacchione Júnior, 2012; Placco & Almeida, 2014) | |
| The educators’ life backgrounds influence their option for the teaching activity | P12 – The marketing educator’s performance is influenced by the educator’s life background as a student and as a teacher (Bacellar & Ikeda, 2011; Miranda, Casa Nova, & Cornacchione, 2013) |
| The MREs are interested in new pedagogical technologies and information resources, but they state that their adoption should be connected to a need, it should not be used only for being a fashion trend | P13 – The marketing educator’s performance is influenced by the adoption of innovative pedagogical technologies (Bittencourt, 2016) |
| P14 – The marketing educator’s performance is influenced by the adoption of innovations in the information technology area (Bacellar & Ikeda, 2011; Machado, 2016a) |
| Results | Propositions |
|---|---|
| The marketing reference educators (MREs) are student-focussed. They seek to understand the context of the students and their levels of existing knowledge and look to build up the students’ skills | P1 – The marketing educator’s performance is influenced by the appreciation of the student’s previous experience and knowledge ( |
| P2 – The marketing educator’s performance is influenced by the recognition and encouragement of different learning styles ( | |
| P3 – The marketing educator’s performance is influenced by the recognition of skill development as the objective of the learning process ( | |
| P4 – The marketing educator’s performance is influenced by the adaptation of the educator’s role according to the defined learning objective ( | |
| MREs did not follow a standard path to developing their teaching style, although all had some form of pedagogical training. However, this was blended with other formative factors. Often, they are inspired by other teachers they met when they were students, or others they admire. They also constantly seek for ways to update their knowledge and pedagogical repertoire, although new didactic techniques are applied only if they match the class needs | P5 – The marketing educator’s performance is influenced by the specific didactic formation ( |
| P6 – The marketing educator’s performance is influenced by continuing didactic formation ( | |
| Most MREs have as a minimum a master’s degree or have already taken some master’s degree course subjects | P7 – The marketing educator’s performance is influenced by his/her academic formation ( |
| P8 – The marketing educator’s performance is influenced by his/her research activity, with academic research and scientific publications ( | |
| P9 – The marketing educator’s performance is influenced by his/her professional administrative activities out of the university, as executives or consultants ( | |
| The MREs see themselves as professionals working for the group’s learning outcomes, showing authority and values of respect, humility and simplicity, getting involved and giving their best. Their approach can, therefore, be described as influenced by their personal values | P10 – The marketing educator’s performance is influenced by the view about the educator’s role ( |
| P11 – The marketing educator’s performance is influenced by personal values, such as respect for other people and their view on citizenship ( | |
| The educators’ life backgrounds influence their option for the teaching activity | P12 – The marketing educator’s performance is influenced by the educator’s life background as a student and as a teacher ( |
| The MREs are interested in new pedagogical technologies and information resources, but they state that their adoption should be connected to a need, it should not be used only for being a fashion trend | P13 – The marketing educator’s performance is influenced by the adoption of innovative pedagogical technologies ( |
| P14 – The marketing educator’s performance is influenced by the adoption of innovations in the information technology area ( |
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