Two case studies are presented in order to demonstrate the unique ways in which UNICEF is gathering data to inform its programming activities and assess its overall impact. In the fist case study, UNICEF Somali and the Education Cluster were eager to identify schools in Central South Somalia and understand the operational capacity of those learning facilities in an effort to obtain never-before-gathered data on the quality and scope of educational sector. In the second case study, Forcier and UNICEF South Sudan have developed a robust approach to monitor the programmes UNICEF supports in order to obtain regular and comprehensive data across a variety of sectors and ensure more in-depth and rapid analysis in another challenging and fractured environment.
Will the profession be able to attract and retain qualified talent in the future? Until recently, a career in market research meant for many people a lifetimeâs employment. This is less true for research clients, but this was definitely the case at provider level. But increasingly, modern employees have several different professional careers during their active lives. One of the factors which contributes to this trend is the rising dominance of the Anglo-Saxon socio-economic competitive model. Change and short-term financial incentives have replaced the focus on continuity and loyalty. And this also has an impact on the market research sector. Not just with regard to recruiting and retaining new generations and the turnover of personnel but also with respect to remuneration. There is also the issue of whether market research is in any case an attractive area for a career. Would you recommend that your son or daughter choose this field?
This paper considers the educational needs of market researchers and how they can best be employed to further the growth and prosperity of the profession as a whole,. It starts from the premise that market research is a practical business discipline which will be judged or condemned according to the extent to which it gives manifest aid in decision making to businessmen. It is agreed that from this point of view there are two major educational needs: 1. The need to educate market research practitioners in the technicalities of their profession; 2. The need to educate market research practitioners in the nature of business decision making and of business problems so that they can employ their technical expertise more relevantly in these areas. The idea of educating business decision makers in market research is rejected as being unnecessary and possibly counter productive.
The function of marketing education for managers is to bridge the gap which exists between theoretical concepts and practical application/implementation. In this connection, the didactic structure of the educational process is of much importance and deserves careful consideration. The increasing complexity of organizations and their environment asks for a multidisciplinary approach, also in the field of marketing. The marketing educator of the future will no longer be the traditional mono-disciplinary marketing specialist, but should become the "marketing development expert". This means that a fundamental change in attitude and approach is needed. This trend could also have a considerable impact on the development of marketing theory.
The author is responsible for marketing research courses which form part of Marketing degree and other courses in the University of Strathclyde at Glasgow in the U.K. The objectives of these research courses have to be decided in the light of the probable career patterns of undergraduate and postgraduate students, together with the limits and advantages of an academic course. The paper discusses these limits and advantages, then the needs of marketing enterprises in general. Discussion of individual topics in the subjects follows. A complication is the needs of the specialist marketing research 'producer' organization, and the need of the marketing organization to maintain an interface with these specialists. Examples are given of the practice and aspirations of the Strathclyde courses.
The Market Research Society has regarded education as one of its major responsibilities ever since it was founded, and each year a major program of activities is organised which range from basic introductory courses in market research generally through to advanced seminars bringing together specialists in particular fields. A second strand of development which has proceeded more slowly has been concerned with the establishment of some form of professional qualification in market research, awarded on the basis of an examination following an appropriate course of study. The scheme which has now been developed, and which is in its third year is unique in bringing together academic institutions teaching marketing and market research, and the Society as a professional body, so that students taking courses approved by the Society, and satisfying the Society's assessors in their normal academic examinations, become eligible not only for their academic award but also for the Diploma of the Society. The main part of this paper reviews the Diploma Scheme as it is now, and considers some possible lines of development.
The paper examines some of the problems involved in teaching consumer behavior in management education programs in Europe. These stem in large measure from the current embryonic stage of research in consumer behavior in Europe, which make it extremely difficult to develop a course directly relevant to the European context. Course content and organization is frequently based on U.S. experience. This gives unsatisfactory results from a teaching standpoint in terms of arousing student interest and involvement as well as posing a number of issues in relation to course content and relevance. Some steps towards improving this situation are suggested. Improved collaboration between management and academics is urged as critical in accomplishing this, and some possible formulas for collaboration are outlined. Some ideas for a course outline and for creating "alive" course material, getting students involved in observing behavior, conducting experiments in supermarkets, are discussed.
The purpose of this paper is to describe an experiment in Marketing Education for undergraduate and graduate students. The paper deals basically with an attempt to inject some of the flavour of the real business world into the Marketing curriculum, thus making the course more practical and more alive to the students.
It is paradoxical that while the introduction of Marketing into formal educational courses in the U.K. was at the sub-degree level, the present emphasis is now upon postgraduate and post experience courses. Indeed, many Marketing educators consider that Marketing is not a suitable subject for inclusion in the undergraduate curriculum. However, since the foundation of the Chair of Marketing at Strathclyde in 1971 a major emphasis has been upon the development of a full undergraduate programme, leading ultimately to a single Honours specialisation. In this paper, the thinking underlying this countervailing trend is outlined and a description is provided of the course structure and content. Finally, conclusions on the experience to date are drawn which lead to the view that the experiment has been justified and merits replication.
This paper sets out to both examine some of the particular and peculiar needs of the small business sector as well as mapping a plea for changed attitudes among marketing (and other) educators.
This paper presents an evaluation of the effectiveness of CESEA's system for the teaching of Marketing. CESEA is a School of Business Administration that offers, among other programs, a two years' Marketing Management course. The system aims at providing both a theoretical and practical marketing education for practising marketing managers, which is compatible with their work. After 4 years of operation CESEA made a survey among their students to get feedback on the effectiveness of its teaching system as viewed by them. The main advantages of the system being: 1. Possibility of combining the study with work thanks to the flexibility of the system; 2. Maximum utilization of the free time; 3. of studying without having to go to class. The main disadvantage of the system has resulted to be the "lack of contact teacher-student" which, however, is an inherent feature of the system and has been mentioned less times than the above mentioned first advantage.