The traced ideas of András Bauer, the head of Corvinus University of Budapest, Department of Marketing2010. 12. 28.

One of the most important characteristic of marketing is that less codified than the accounting or finance, where the exact – often fixed by law – rules are relevant. A chance of misinterpretation is therefore relatively small, since the cash flow is interpreted and calculated in the same way by everyone. But let think about the word of customer. In principle, anybody can be a customer (client, Buyer, Purchaser, or even consumer), but can be used as the name of institutional buyers, as opposed to individual consumers. So it shows that because of the jargon of the various industries, the corporate behaviors and because of the English language contexts even the most basic definition of marketing concepts can carry ambiguity.

Another important characteristic of marketing that the mechanisms of impacts are complex so for understand their effects require “multiple key”. You both need to understand something about economics, psychology, sociology, anthropology, and of course about the industry itself as well. The explanations – why successful or unsuccessful a marketing promotion – are often the results of factors affecting contrary to each other (e.g., lower prices increase demand, but lower prices are often linked with lower perceived quality, so for a good solution some optimization is required).

The third important characteristic of marketing – as the marketing service providers can also attest – that everyone think they are good in this. Appears in front of our eyes the beginning marketing associate who plans campaigns, but unfortunately also the company manager who draws the corporate logo in Photoshop. This “popularity” and the lack of the adequate self-control often make overconfident the marketing managers. Therefore, it is important to outlook from the own practice.

Because of these features, that kind of educational content and methods are desirable where it must be very clear what are we talking about (agreement with the use of terms) we must have at least the majority of the important keys (creative people is often neglected in the numbers, while the quantitative people deliver boring analytical solutions) furthermore, we must promote the professionalism, namely that someone hasn’t have only one “sure” solution to solve all the problems (which was seen at its last place of employment or on internship). Meanwhile, teaching need to be (should be) exciting, interesting and scientifically as possible.

How it is possible, only in certain cases and situations or in the course can be decided and probably just a few people have the best teaching method (as in the cowboy movies would say: No Silver Bullet). The good marketing education is empathy, involving and analytical as well. Keeps up with technology, aligned with the habits of communication receivers, but also points out that the truth is not necessarily in a comment on Facebook.

Of course, the situation is not hopeless, as there are many possibilities to achieve this. Must be adapted both to the rapid communication and multitasking, to the believability of the variable sources, to the diversity of opinions and must be offered to measure the personal experiences. So the marketing education is not only in the schools, but it is in the community, in the workplace and in the everyday experiences through individuals, but of course, it is in reading books, too. Since then the role of the school has a nature of rather synthesize and intermediate character. But it is based on the fact that the participants should want to take part in it and the teacher should create this opportunity and should wake up the necessary motivation.

Where do we stand now? The main source of knowledge of the traditional marketing education is the syllabus, which interpretation can be one-way (presentation) or interactive (practical). Presumably, now, it isn’t going like this in a single school, because interactivity can be increased in several ways, with involvement of exercises, cases, projects, presentations, students selected projects, guest speakers and electronic sources (e.g. blogs, themed sites etc). For example, in 2010 in the Corvinus University, the Seminars of Bachelor of Marketing began with viewing the “United Breaks Guitars” Youtube video. Of course, there are obviously a lot more opportunities to exploit network effects, for the improvement of learning from each other, planting themes and for benefiting the communication between friends.

But if the technology supported education should be the only solution, it is strongly in question for me. For a wise crowd indeed it is essential the existence of the diversity, heterogeneity and the individual opinions because without them just a stupid mass remains. The challenge is to make smarter the participants who share their personal experiences for example using a community website. The purely copying solutions or the following opinion of others won’t make anybody smarter if there aren’t the necessary critical faculties, the autonomy and preparedness in the recipient. While the role of the marketing teacher can be to develop and promote critical thinking, help interpreting the facts. This can naturally offer significant advantages also for him because he can also learn a lot from this. So it is possible that prepared teachers and prepared students can well complement each other.

András Bauer
The author is the head of the Budapest Corvinus University, Department of Marketing
Source: Media Info

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