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.
The paper discusses the complexity of the modern marketing environment and the need for a more comprehensive view of buying behaviour. Over the past decade several new factors, such as increasing government intervention in industry and commerce and the highly articulate and organised criticism of business practices, have indicated the need for management to acquire a broader appreciation of trends in their markets. By taking note of psychological, sociological, and cultural factors as well as economic variables, a far more realistic appreciation of buying behaviour can be obtained, marketing education should include some systematic introduction to the fundamental principles of psychology and sociology, which, together with economic theory, are able to offer a more complete explanation of the complex needs of modern society.
After considering some problems in more traditional ways of teaching research methods, this paper discusses how archived data may be used in teaching graduate level courses in this subject in political science and sociology. The discussion is based on my experience, over the last four years, in teaching a graduate course in research methods in political science through secondary analysis.