Content Analysis of Assessment Data in Marketing Education

Abstract This study analyzes a sample of students' writing to assess their understanding of marketing concepts in the context of a Principles of Marketing course. Content analysis of pre- and post-essays was used to assess student knowledge of marketing concepts. The data was collected in Principles of Marketing classes. and highlight that many students bring an advertising and sales bias into the Principles of Marketing classroom and leave with stronger ideas of relationship and value. The infrequency with which both distribution and pricing are discussed in the essays highlights the need for additional emphasis in these areas. The methodology could be applied in a variety of marketing courses and range of applications for the purpose of course- or program-wide assurance of learning. Key words; Content analysis, assessment, assurance of learning, marketing, Principles of Marketing. JEL Classification: M30 PsycINFO Classification: 3530 FoR Code:1302; 1505 ERA Journal ID#: 35696 Introduction Assurance of learning (AoL) processes are crucial to business school accreditation and maintenance. For this reason, accreditation may sometimes feel like the driving force behind an AoL program. The actual purpose of an AoL program, though, is improving student learning through changes in curriculum and teaching (Goette et al., 2008). Assessment in marketing, though, 'has not progressed very far beyond exams, course evaluations and current student data' (Sampson & Betters-Reed 2008, 27). Another common issue with AoL is that data collection can feel 'forced' into a class. The purpose of this paper is to introduce a methodology that provides richer data than multiple choice tests for assurance of learning while also being valuable as an instructor's assessment for student learning in a class. It seems clear that instructors frequently assess learning using student writing assignments. The instructor's reading of assignments may leave impressions of where students excel and the rubrics used for grading provide a measure of how well students complete the assignment, but a systematic analysis is needed to lead to a clear understanding of student learning and support revisions of the course or program. Assessment of qualitative data is not often used for formal program assessment; a methodology for doing this has not yet been discussed in the marketing education literature. The purpose of this project is to develop a process for analyzing student writing using content analysis to assess the baseline knowledge and the acquisition and change in their understanding of marketing concepts; the methodology is illustrated in the context of a Principles of Marketing course. The methodology development is based on an assignment for students to write pre-and post-course brief essays about their understanding of marketing. The primary objective of this research is to create a methodology for assessing student knowledge using content analysis of essay writing. The secondary objectives, specific to the assignment used, are to (1) understand students' perspective of Marketing as they enter the Principles of Marketing course, and (2) gain insight into which marketing concepts students retain and understand as the end of the course. Literature Review While assessing student work in higher education courses is not a new concept, an emphasis on program-level assessment and curriculum change is relatively recent. The focus on assurance of learning is a significant trend in higher education; business schools must ensure the goal of students' learning as part of earning and maintaining accreditation, to meet legislative requirements, to demonstrate the quality of their programs, and to ensure continuous improvement (Zhu & McFarland, 2005). The incorporation of assessment in the learning standards of AACSB (AACSB, 2003) further elevated the continuous improvement of student learning as a central indicator of an excellent school of business. …