BIG DATA IN THE MARKETING EDUCATION PROGRAMS: EDUCATORS’ AND STUDENTS’ VIEWS AND ATTITUDES

ABSTRACT

This research explores the perspectives of marketing students and educators about the Big Data courses in marketing education programs. It also examines drivers that predict interest on the part of marketing students in taking Big Data courses. Data was collected through interviews with 20 marketing educators, and a survey was completed by 480 marketing students. Results of this research show how marketing educators can introduce Big Data concepts in their marketing classes and incorporate new teaching techniques. The results of our first study show that ability factors, affective factors, and interest in big data have an impact on marketing students’ attitudes toward big data courses. Nevertheless, our analysis shows that the students’ competitiveness traits and the academic value of big data do not have an impact on marketing students’ attitudes toward big data courses. Our second study emphasizes the importance of integrating big data courses into marketing education programs. It also lists the requirements for teaching big data in marketing programs, including the skills, qualifications, and experience of big data instructors. Collectively, this research provides insights associated with the growing desire to upskill in big data by marketers and the belief that these skills will be necessary for the future.

Disclosure Statement

No potential conflict of interest was reported by the author(s).

Notes

¹ Cognitive factors are those characteristics of a person that affect the way they learn and perform. Such factors serve in a way which modulated performance and are therefore susceptible to improvement, as well as decline. Affective factors are emotional factors which influence learning. Personal factors refer to personal characteristics that influence the student’s behavior.