Post-Pandemic Marketing: Use of Business Crisis Recovery Frameworks to Enhance Entrepreneurial Marketing Education
Research output: Contribution to journal › Article › peer-review
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In: JOURNAL OF MARKETING EDUCATION, Vol. 45, No. 3, 12.2023, p. 211–225.
Research output: Contribution to journal › Article › peer-review
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TY - JOUR
T1 - Post-Pandemic Marketing: Use of Business Crisis Recovery Frameworks to Enhance Entrepreneurial Marketing Education
AU - Jones, Rosalind
AU - Morrish, Sussie C.
AU - Heyworth-Thomas, Elizabeth M.
AU - Graham, Edith
PY - 2023/12
Y1 - 2023/12
N2 - This article investigates entrepreneurial marketing (EM) and use of business recovery frameworks within experiential learning cycles (ELC)s to investigate post-Covid learning techniques during the learning process. Three distinct post-graduate learner cohorts took part in the study consisting of part-time MBA entrepreneurs from the United Kingdom, part-time upGrad MBA students from India (managers and marketers in large firms) and full-time MCom (Masters in Commerce) marketing students in New Zealand. This inductive study uses coursework artifacts, student feedback with thematic coding, and analysis from live business projects. Use of the post-disaster business recovery framework led to deeper learning, increased understanding, and generation of insights and new knowledge. Both student learner and entrepreneurial marketer skills and competencies are evidenced as essential for business resilience and growth in post-pandemic environments, while the framework aided co-creation of learning between the student and the focal business. Implications for marketing educators are offered together with future opportunities for education research in the EM education, entrepreneurship education and marketing fields. The study will allow educators to understand the three student typologies, leading to effective and impactful pedagogy in EM education.
AB - This article investigates entrepreneurial marketing (EM) and use of business recovery frameworks within experiential learning cycles (ELC)s to investigate post-Covid learning techniques during the learning process. Three distinct post-graduate learner cohorts took part in the study consisting of part-time MBA entrepreneurs from the United Kingdom, part-time upGrad MBA students from India (managers and marketers in large firms) and full-time MCom (Masters in Commerce) marketing students in New Zealand. This inductive study uses coursework artifacts, student feedback with thematic coding, and analysis from live business projects. Use of the post-disaster business recovery framework led to deeper learning, increased understanding, and generation of insights and new knowledge. Both student learner and entrepreneurial marketer skills and competencies are evidenced as essential for business resilience and growth in post-pandemic environments, while the framework aided co-creation of learning between the student and the focal business. Implications for marketing educators are offered together with future opportunities for education research in the EM education, entrepreneurship education and marketing fields. The study will allow educators to understand the three student typologies, leading to effective and impactful pedagogy in EM education.
U2 - 10.1177/02734753231190249
DO - 10.1177/02734753231190249
M3 - Article
VL - 45
SP - 211
EP - 225
JO - JOURNAL OF MARKETING EDUCATION
JF - JOURNAL OF MARKETING EDUCATION
SN - 0273-4753
IS - 3
ER -