business and marketing classes

business and marketing classes

The Importance of Business and Marketing Classes in Higher Education

1. Introduction to Business and Marketing Education

The importance of business and marketing classes is the focus of this paper in higher education. Although the statistics and comments made refer to U.S. publications, much of what is recognized is a problem elsewhere in the world as well. In addition, the author attempts to explain why the marketing degree receives so few graduates. The solution to this perceived situation is for faculty to redefine who the students are and what they need, extensive reinvestment in the program offerings, and aggressively publicize major requirements, value to humanities majors who are seeking a practical, marketable major, and opportunities that result from one of those who pursues the marketing major or a concentration in marketing. Further, more aggressive recruitment efforts, especially among graduating high school seniors than those classified in the resident completers and the transfers clusters. A marketing major elicits a higher GMAT/MBA. This indicates the superior “quality,” perception problems, or the baccalaureate program’s lack of marketing to pre-business students as marketing as a potential major.

In customer-oriented organizations, such as many of those found in the U.S., a customer-focused strategy can yield much greater yields than any other strategy pursued by a company. Why then, is a degree in Business Administration with an interest in Marketing not considered to be a top flight degree? Why does it still play a “second class citizen role” within the academic community, with the second highest proportion of general education and liberal arts requirements that have to be mastered before allowing students to delve into the major classes if not already a member of the business major cluster? Business is frequently the most frequent major due to the opportunities presented to potential graduates in the job market. It has practical value and is quite marketable if one has learned how to “package” one’s degree via experience, such as internships, co-ops, practicum, student professional organizations, and so on.

2. Key Concepts and Theories in Business and Marketing

The concept of business refers to all establishments and organizations that try to satisfy the demand of people by offering goods or services. Within this concept, there is the enterprise concept as a specific business classification. This classification is composed by the private-enterprise (by profit) or state-enterprise (public companies; no earnings) sector. Besides the company concept, the term business also covers other classifications of similar organizations such as government agencies, foundations, and associations. The term business and enterprise are strongly associated with trade and entrepreneurship. Besides business, other categories are part of the economy structure such as the net (stock exchange activities and sovereign funds). The other four concepts deal mainly with investments, but some investment is directly related to a specific organization area of operation, core business of the enterprise.

First, important concepts related to business and marketing classes in higher education are introduced. Understanding the underlying theoretical foundation is important to make use of this study. After some basic organizational concepts, we present the classical business concept.

We submit the following arguments to defend the importance of business and marketing classes. To do that, we start with the introduction of the key concepts directly related to the subject of this work. Then, we present a justification of business and marketing classes in higher education. Finally, we discuss the main contribution of this study.

3. Practical Applications and Case Studies

It is fitting to conclude this section with a quotation in which a number of the contentions presented earlier occur in concise form. In a very real sense, our entire position concerning the place of business in higher education is contained in the following opinion offered by the head of a very large industry. The men in business need imaginative and yet disciplined habits of thought and acquire a facility in expression which focuses on the recognition, as well as the resolution, of problems and their comprehensive and unchanging character. These fundamental abilities in philosophy, in economics, and in the social studies of man are as important in business as that specific vocational or professional knowledge which enables one to run a mill, to build a machine, or to design a building.

Investigation shows that when students come to realize the definite nature of opportunities, they become particularly endeavoring in their work. The difficulties are definitely there, surprisingly so; the problems are real ones; slight of hand solutions prove bankrupt. It becomes extremely interesting to investigate how it is possible to create a somewhat equivalent status for business in a normal college building. Though some of the offerings in the curriculum are highly specialized, professional and vocational in orientation, business need not have a separate location in higher education than the demand for knowledge and experience relating to business affairs sets down for it. We follow through on the basis of the beliefs our business contributors declare and the implications which emerge for college programs in economics, commerce, the social sciences, philosophy, history, and the liberal arts. Some contributions will be definite and have immediate application to our thesis; all are, however, provided valuable clues to what college business administration casts selling with some business knowledge, as a necessary educational overhead.

4. The Future of Business and Marketing Education

Many marketing professors consult with business organizations in various types of marketing research, ranging from advertising and product research to more general business research in the form of student studies. Such consultative work keeps the professor in close touch with industry problems and offers an opportunity for the professor to influence management in the direction of higher training and entry requirements for his graduates who will be employed by the sponsored firms.

1. Industry Close Associations

How can we predict the future of business and marketing courses? Although the crystal ball is cloudy, we can agree with Robbins that changes will occur in the content of business programming. Change can be noted in the increase in the ratio of students attending business classes, in the increase in the number of non-business students taking business classes, in a reorganization of a number of business curricula, in the establishment of separate managerial training areas, in the present need to rethink the curriculum orientation at the college level in light of the present and future changes in the business environment. What, then, can marketers do to help business education prepare for the future?