What's it about?Western Governors University?s (WGU) innovative competency-based academic approach allows individuals to fit their education into their lives, not the other way around. After determining that over the phone interviews were not an adequate way to collect the level of insights they needed, WGU began searching for a new research approach that would better fit into the busy lives of their students and alumni and better align with the online experience their University provides.After evaluating a variety of online qualitative research tools, Recollective was selected based on the wide variety of Task Types, the flexibility in programming, and the data analysis tools available within the platform that were not available on the other comparable platforms they were considering. This ultimately led them to better connect with their students and uncover richer insights.What's in it for me?Join us during this session to learn more about:WGU?s process in determining which type of research approach was the right fit for themWhy WGU chose Recollective as their new tool for online researchHow this new research method better aligned with the University?s flexible learning environmentThe challenges WGU encountered when transitioning their offline research to online and how they overcame them.How insights gathered impacted University initiatives moving forwardHow using an online qualitative tool, like Recollective, can help you as a researcher reimagine your approach to research. Who is this for?Everyone and anyone looking to approach their research differently have questions about transitioning their offline research online or is looking to learn from the experience of others.
ESOMAR has joined with our education partner, the Market Research Institute International at the University of Georgia Center for Continuing Education, to deliver a series of education-oriented webinars on some of the most popular topics in the Market Research Core Body of Knowledge.In this first session, we will focus on storytelling in which you will learn about the best story structures for reporting on research, how to determine the story structure that fits your data and your audience, and how to craft a story that inspires change and action. Jeffrey Henning, Executive Director of the MRII, long-time industry blogger, and entrepreneur gave a version of this presentation to a packed room at the Quirk's Event in Brooklyn last month. This webinar is your opportunity to hear an expanded version of Jeffrey's talk and gain practical advice for communicating research results that you can immediately apply in your work.
This month Research World is focusing on talent development, which pleases me enormously as it is a particular hobby horse of mine. Yet, I am also acutely aware that it is one of those subjects to which it is incredibly difficult to do proper justice. After all, the principles of good talent management are not shrouded in mystery - we all know (or think we know) them.
The following papers describe two experiences in the field of marketing education. Both programs were initiated by the Center for Productivity and Research from the University of Ghent. The first paper comments the program in which public officers have been confronted with the marketing philosophy and the marketing-management approach. The second paper provides information and program principally conceived for top-managers. Both papers have the same structure. They start with a description of the underlying ideas and philosophies from which the programs were built up. Objectives, target groups and methods are commented next. The promotion and the programs are described as detailed as possible. Finally, the evaluation of the program and the possible (or already executed) follow-up initiatives are presented.
The use of case-studies does not substitute the solving of real problems in management education. There is a great difference between the situation confronting the student in a case-study, and a real problem situation. In case-studies real world problems are replaced by problems appearing real to the student, but which are most atypical in the sense that they clearly correspond to one or more theories, the student knowing that this correspondence has been checked by the teacher beforehand; thus the real problem situation holding no guarantee whatsoever that the problem will show any correspondence with any theory at all is a situation the student has never learnt to work with when solving cases. The conclusion is, that cases must be used in order to learn theories. The case-studies are seen as nothing but well-behaved examples. Working with practical problems that are not well- behaved from a theoretical point of view is necessary in management education as a supplement to case-studies.
After a brief description of the Philips organization the marketing concept is discussed as in use with the Philips concern. On the basis of this concept a wide range of marketing training activities is employed. Of each course a brief description follows. At the end a stand point is given concerning the task of outside education centres. They should not only provide services to enterprises but especially develop a wide range of marketing education services, also at secondary school level and for everybody and thus not only for those studying economics. Marketing is in fact a matter of an attitude to provide personal service to other persons and hence also a matter of a good communication between people of different disciplines.
The paper starts with a description of the developments leading to an increasing spread of staff functions in the multi- national corporations and hence of marketing research and consultancy services. The Philips training activities in marketing research started 6 years after those in the field of marketing. A brief description is given of the corresponding course developed since 1974 concerning a basic training in marketing research. After that some considerations are given concerning the idea to enlarge the activity to a system providing elementary up to and including advanced training in marketing planning, business economic research, and marketing research.
The objective of this paper is to specify, collect and classify the steps to be followed in designing, implementing and evaluating an Executive Development Program. The authors view the subject from a distinctly pragmatic viewpoint which is based on their experiences in this type of work. The steps described herein may also serve, with certain modifications and adjustments, as a basis for undergraduate or post-graduate level programs.
The identification of Europe's indigenous needs is best pursued by taking education outside the walls of the academy into a pattern of custom-built learning, which is determined to change behaviour as well as simply purvey knowledge. Rather than seek to remain relevant en passant. Marketing Schools should go into business to temper their students and keep their teachers wise.