Download What Skills do Marketing Students Need? Brendan Gray, Jemma

What Skills do Marketing Students Need?
Brendan Gray, Jemma Whiten and Karen Knightbridge,
University of Otago
Abstract
There is considerable debate as to how marketing should be taught in universities, how
marketing education can be improved and/or whether marketing knowledge and skills can (or
should) be taught at all. However, the job market for marketing graduates is becoming
increasingly competitive and there is greater pressure from students, as well as employers, to
make university marketing graduates ready for the world of work. New Zealand marketing
managers and senior marketing students were asked to assess the relative importance of a
wide range of knowledge areas and skills which they perceived would be needed by graduates
if they were to be employed as marketing assistants. Managers ranked knowledge of
marketing communications most highly, followed by consumer behaviour and product and
brand management. Students ranked strategic marketing first, followed by consumer
behaviour, product and brand management and marketing communications. In terms of
desired skills for marketing assistants, managers rated a willingness to learn most highly
followed by interpersonal skills, and written communication and problem solving skills (equal
third). Students also rated a willingness to learn relatively highly, but rated teamwork as the
most important skill. Oral communication skills ranked third and problem solving skills
fourth. Managers’ perceptions of the skills that marketing graduates should have appear to
reflect the areas that graduates are most likely to be employed in: marketing communications,
market research/business analysis, sales or product/brand management.
Introduction
Debate over how or whether marketing should be taught in universities continues (Law and
Wensely, 1979; Catterall et al., 1999). Meanwhile, the job market for marketing graduates is
becoming increasingly competitive with fewer jobs and more qualified graduates seeking
employment (Scott and Frontczak, 1996). Education providers are under increasing pressure
from students and employers to produce graduates who are well prepared for work. This issue
is an international one, prompting a number of studies to establish what employers seek in
graduates (e.g. Phillips and Zuber-Skerritt, 1993; O’Brien and Deans, 1995; Scott and
Frontczak, 1996). Some researchers conclude there is a need to close the gap between what
higher education providers do and what industry expects or needs (Scott and Frontczak, 1996;
Phillips and Zuber-Skerritt, 1993).
The debate over the mix of knowledge and skills that university students should be taught is
not confined to marketing, with a continuum of opinions ranging from critical analysis and
thinking to more vocational knowledge and skills. Not surprisingly, employers and educators
are often divided in their opinions. Some studies suggest that employers believe that
marketing students are taught too many specialities and that greater emphasis should be
placed on communication skills and a practical focus (O’Brien and Deans, 1995; Phillips and
Zuber-Skerritt, 1993; Scott and Frontczak, 1996). Educators, however, tend to emphasise
knowledge of specialist marketing areas and the ability to think creatively (Phillips and
Zuber-Skerritt, 1993).
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This debate led the authors of the present study to pose two research questions: “What
knowledge and skills do marketing managers need to succeed in today’s business
environment?” and “What skills do marketing assistants need to support marketing
managers?” This paper explores the second question.
Earlier research in New Zealand identified managers’ perceptions of the roles and tasks of
“marketing decision makers” and marketing assistants (Mueller-Heumann and Osborne,
1993), but the specific skills and knowledge needed to do these jobs were not investigated. As
educators of marketing graduates and future marketing managers, the authors of the present
study deemed it important to establish not only the knowledge and skills that marketing
managers need to do their jobs well, but also the knowledge and skills that marketing
graduates need. Additionally, comparisons were made between marketing managers’
perceptions of those needs with the perceptions of current students to identify any gaps.
Research Methodology
Nearly 1000 New Zealand businesses were surveyed by mail between July and September
2001. Responses were received from 141 businesses (a 14% response rate). A single
respondent in each firm – the marketing manager – was asked to participate. The sample of
businesses was randomly drawn from two sources: 400 companies from an existing Kompass
list of medium to large sized companies (50+ employees) operating in New Zealand; and 600
members of the Sales and Marketing Executives Institute. Third and fourth year marketing
students at the University of Otago were also asked in October 2001 to fill in a shorter version
of the questionnaire. A total of 107 student questionnaires were analysed (with the split
between third and fourth year students being approximately 80: 20).
The marketing skills and knowledge items contained in the questionnaire were sourced from a
content analysis of job vacancy advertisements for marketing managers and marketing
assistants, and from a review of empirical studies (Gorchels, Jambulingam, and Aurand, 1999;
Murray, 1994; Phillips and Zuber-Skerritt, 1993; Szarkovam, 1995; Thornton, 1981). More
generic skills items were sourced from the results of two surveys conducted by university
administrators to ascertain the graduate skills sought by employers (University of Otago,
1998).
Most managers who responded to the present survey (68%) had spent up to 5 years in their
current positions, with the most common title being Marketing Manager (40%).
Approximately 44% had gained a Bachelor’s degree, with the most popular major subject
being marketing (38%), while 33% had a postgraduate university qualification. The most
common industry that managers worked in was communications (15%), followed by
manufacturing & engineering (13%), fast moving consumer goods & food products (12%),
professional services (11%), and finance & banking (10%). The student respondents were in
their third or fourth years of study (representing just under 40% of this cohort). More than
90% of the students surveyed were completing a Bachelor of Commerce degree, majoring in
marketing. It is worth noting that 68% were also completing a second degree in a nonbusiness discipline or a double major in commerce.
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Research Findings
Marketing managers were asked to specify what areas they would like graduates to work in, if
they were to be employed as marketing assistants. This was contrasted with students’ own
preferences for where they would like to begin their first marketing jobs. Marketing
communications topped the preference list, with the only difference between the two groups
appearing to be product and brand management positions, with only a small percentage of
students indicating a desire to begin their marketing careers here.
Table 1 Preferred Areas of Employment for Graduates
Employment areas
Marketing
Managers
(n=141)
Marketing Communications
49%
Market Research / Business Analyst
36%
Sales
32%
Product / Brand Management
32%
Do not plan to work in a marketing position
N/A
Do not know
N/A
Students
(n=107)
53%
46%
26%
9%
8%
20%
Note: Respondents could tick multiple options, therefore the total exceeds 100%
Marketing managers and students were asked (using 5-point Likert type scales) to rate how
essential a wide variety of skills were for marketing graduates. One-way analysis of variance
indicated some significant differences in mean responses. Although both groups rated a
willingness to learn highly, managers considered written communication skills to be more
important than did students. Both groups had similar views of the importance of interpersonal
skills, problem solving ability, flexibility and adaptability, the skills to plan their own work
and analytical skills. Students rated self-confidence, independent judgement, the ability to be
creative, the skills to implement change, a multi-disciplinary perspective and an awareness of
ethical issues more highly than marketing managers. Because of space constraints, these
tables are not included in this paper, but are available on request from the authors.
Respondents were also asked to indicate the three skills they considered to be the most
important (see Table 2). Managers again rated a willingness to learn most highly followed by
interpersonal skills, and written communication and problem solving skills (equal third).
Students also rated a willingness to learn relatively highly, but rated teamwork as the most
important skill. Oral communication skills ranked third and problem solving skills fourth.
Because the researchers were more interested in the order of skills and knowledge areas
ranked by managers and students, it was considered inappropriate to assess significant
differences in proportions of responses for the specific items listed in Tables 2 and 3.
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Table 2 Ranking Marketing Skills
Skills
Marketing
Managers
Willingness to learn
75
Interpersonal skills
43
Problem solving
32
Written communication
32
Teamwork
29
Flexibility and adaptability
26
Oral communication
23
Plan own work
21
Multi-disciplinary perspective
20
Analytical skills
15
Self-confidence
13
Ability to be creative
13
Ability to implement change
10
Independent judgement
7
Awareness of ethical issues
5
Percent
(n=141)
53%
30%
23%
23%
21%
18%
16%
15%
14%
11%
9%
9%
7%
5%
4%
Students
32
5
21
8
41
16
31
7
7
8
19
15
5
3
3
Percent
(n=107)
30%
5%
20%
7%
38%
15%
29%
6.5%
6.5%
7%
18%
14%
5%
3%
3%
Managers and students were also asked to rank the three most important marketing knowledge
areas (see Table 3). Managers ranked marketing communications most highly, followed by
consumer behaviour and product and brand management. Students ranked strategic marketing
first, followed by consumer behaviour, product and brand management and marketing
communications.
Table 3 Ranking Knowledge Areas
Knowledge Areas
Marketing Percent
Students
Percent
(n=141)
(n=107)
Managers
Marketing Communications
51
36%
22
21%
Consumer Behaviour
37
26%
32
30%
Product and Brand Management
33
23%
24
22%
Strategic Marketing
31
22%
43
40%
B2B Marketing
29
21%
7
6.5%
Market Research and Analysis
27
19%
17
16%
Direct Marketing
25
18%
N/A
N/A
Services Marketing
24
17%
5
5%
Innovation and NPD
22
16%
8
7%
Personal Selling / Sales Mgt
22
16%
5
5%
Logistics and Distribution
12
8.5%
7
6.5%
Pricing
11
8%
12
11%
Internet Marketing
11
8%
N/A
N/A
Societal and Ethical Issues
5
3.5%
2
2%
International / Export Marketing
4
3%
8
7%
Retail Marketing and Management
4
3%
3
3%
Respondents were asked how essential it was for graduates to have previous marketing work
experience and marketing qualifications before starting their careers (see Table 4). One-way
analysis of variance suggested that the only significant difference between the two groups
related to postgraduate marketing degrees, with students considering these to be more be more
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important than marketing managers. Both groups considered a Bachelor’s degree in marketing
to be the most important qualification.
Table 4 Work Experience and Education
Significant
Students
Work Experience / Education
Marketing
differences
(mean
managers
(F tests at
ratings)
(mean
0.05 level)
ratings)
Previous marketing work experience
3.37
3.31
No
Bachelor’s marketing degree
3.81
4.05
No
Post graduate marketing degree
2.56
3.12
Yes
Respondents were also asked to list the other degrees or work backgrounds that they believed
to be useful to a graduate in a junior marketing or sales position. Managers mentioned
customer services and sales, along with general work experience and life skills. Students,
however, listed accounting and finance most frequently.
Conclusions
Marketing managers and students appear to differ in their rankings of the most important
knowledge areas and skills needed if graduates are to be employed as marketing assistants. As
market-oriented professionals, it behoves educators to consider the needs of their “customers”
and to regularly review courses to establish whether the needs of the market are still being
met (Remington et al, 2000). Attempts should also be made to resolve differences in
expectations between the two groups.
In terms of skills, both sets of respondents considered a willingness to learn and problem
solving to be important, reflecting a need for on-going learning and training (Phillips and
Zuber-Skerritt, 1993). However, managers also included interpersonal skills and written
communication. This may reflect the need for marketers to communicate with individuals at
all levels within an organisation and the need to analyse market research, prepare promotional
materials and write business reports and plans. Students, on the other hand, identified
teamwork as the most important skill and oral communication as the third most important
(ranked seventh by managers). This may reflect the way their University of Otago marketing
degree is structured, with numerous group projects and oral presentations. Of concern to
educators, though, may be the relatively low importance attached by students to written skills,
with an implicit assumption that oral communication skills will suffice.
In terms of marketing knowledge areas, managers ranked marketing communications, market
research and analysis, consumer behaviour, and product and brand management as the most
important. This appears to reflect the functional roles which graduates are likely to undertake
as they assist marketing managers (see Table 1). Students ranked strategic marketing first,
followed by marketing communications, consumer behaviour and product and brand
management. Again, students may be influenced by the Otago course structure, which
emphasises strategy in the third year, but makes market research an optional paper.
This study addresses questions about the mix of knowledge and skills that marketing
graduates require if they are to be employed as marketing assistants. However, debate
continues over pedagogy (e.g. whether and how students should be taught market research
and encouraged to develop critical thinking) and other stakeholder concerns (e.g. whether
students should have a greater appreciation of social and ethical issues despite the very low
rankings by employers and students). These should be addressed in future research.
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References
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