Philip J. Boutin
- Courses3
- Reviews7
- School: Eastern Kentucky University
- Campus:
- Department: Marketing
- Email address: Join to see
- Phone: Join to see
-
Location:
521 Lancaster Ave
Richmond, KY - 40475 - Dates at Eastern Kentucky University: April 2015 - April 2020
- Office Hours: Join to see
N/A
Would take again: No
For Credit: Yes
0
0
Mandatory
Awful
His classes feel long. His exams are hard, seriously, consider not taking them. He keeps saying his classes are like capstone classes and it's similar to graduate school. Just hearing that made me decide not to proceed with my master's degree. You have to believe me when I say that this might be the toughest class and the hardest homework you'll ever get in college. Good luck, everyone.
Biography
Eastern Kentucky University - Marketing
Assistant Professor of Marketing at Eastern Kentucky University
Higher Education
Phil
Boutin
Richmond, Kentucky
I have 12 years of teaching experience in academia, including in my current position as Assistant Professor of Marketing at Eastern Kentucky University and previously as Instructor of Marketing at the University of Tennessee. In total, I have taught 15 different courses. Moreover, I have engaged in research activities, including authoring or co-authoring 24 papers accepted for publication in journals/conference proceedings and/or presented at conferences. In addition, I have served as a reviewer for five journals and 50+ conferences.
Prior to entering academia, I was a business professional with over 12 years of experience in marketing, communications, and sales for small and medium-sized organizations in the for-profit and non-profit sectors. In total, I served over seven years in management or supervisory roles, including five years at the Director level. Collectively, the organizations produced goods and services for domestic and international markets and operated in diverse industries in the B2B and B2C sectors.
Soon after completing my undergraduate studies, I worked for over three years as a sports reporter/feature writer/columnist for multiple publications, including The Telegraph in Nashua, NH, Boston Sports Report in Framingham, MA, and Celtics Pride in Stamford, CT. I covered multiple sports at all levels, including all of Boston's major professional sports teams (Bruins, Celtics, Red Sox, Patriots). I was also a sports radio talk show host/co-host for multiple radio stations/networks, including WGIR-AM 610 in Manchester, NH, Talk America Radio Network in Marlborough, MA, and WMVU-AM 900 in Nashua, NH.
I have a Ph.D. in Business Administration with concentration in Marketing from the University of Tennessee, an M.S. in International Business and an M.B.A. in Marketing from Southern New Hampshire University, and a B.A. in Communication with minor in English from the University of New Hampshire. I earned a 4.0 GPA in all three graduate business programs.
Experience
University of Tennessee-Knoxville
Instructor/Lecturer of Marketing & Graduate Research/Teaching Assistant
Served as the instructor and sole course representative (i.e., no teaching assistants) for five (5) different undergraduate courses, including: (1) “Consumer Behavior”; (2) “Customer Value Analysis”; (3) “Global Marketing Strategy”; (4) “Integrated Marketing Communications Management”; and (5) “Marketing and Supply Chain Management.” Duties and responsibilities involved full management of courses, including: conducting of all in-class lectures; creation and grading of all assignments, quizzes, and exams (with electronic grading assistance provided by the university’s Office of Information Technology’s Digital Media Services for quizzes and exams using Scantron forms); reporting results to students using Blackboard Academic Suite software; and holding regular office hours to assist students and answer questions on course and its content.
As a Graduate Teaching Assistant, assisted and supported various faculty members with undergraduate courses they were teaching, including Dr. Mark A. Moon (“Demand Management,” Fall 2007 & Spring 2008), Dr. Sujan M. Dan (“Global Marketing Strategy,” Spring 2009), and Dr. Shichun Xu (“Marketing Analytics,” Fall 2011). Duties and responsibilities included: assisting with creation, proctoring, and/or grading of course assignments, quizzes, and exams; submitting completed quizzes and exams for electronic grading then reporting results to instructor and/or students using Blackboard Academic Suite software; serving as guest lecturer for selected class sessions; and holding regular office hours to assist students and answer questions on course and its content.
As a Graduate Research Assistant, assisted and supported multiple faculty members with their research efforts, including Dr. Kenneth B. Kahn (Fall 2007), Dr. Daniel J. Flint (Spring 2008), Dr. Sujan M. Dan (Fall 2008 & Spring 2009), Dr. Adina Barbulescu Robinson (Fall 2009 & Spring 2010), and Dr. Shichun Xu (Fall 2011).Tree Care Industry Association
Director of Business Management & Marketing
Developed, planned, directed, and analyzed integrated marketing, communications, and sales activities for association’s products, services, and events, including business management educational workshops and seminars. Assisted Vice President of Business Management, Safety & Education with development and management of current, new, and revised products, programs, and services, including establishment and modification of pricing, as well as management and analysis of related marketing budgets and Profit & Loss (P&L) statements. Developed and served as editor and main content contributor of new monthly Tree Care Manager e-newsletter providing business management advice and resources for association members.
Selected Achievements:
* Led association to highest single-year product sales revenue total in its history (to date) in 2001, with revenues exceeding the previous year’s total by 10.3 percent and the 2001 budgeted amount by 18.84 percent.
* Increased paid attendance for business management educational seminars held at association’s annual TCI Expo nationwide trade show by 100.8 percent (from an average of 102.5 attendees per session prior to 2001, to 137.5 in 2001, and to 205.8 in 2002) through improved topic selection, higher-quality speakers and presenters, and superior promotional efforts.Kennedy Information, Inc.
Director of Marketing
Developed, planned, directed, and analyzed integrated marketing, communications, and sales activities for promoting and selling Management & IT Consulting business unit’s products, services, and events from November 2003 to February 2005. After being reassigned by firm’s Executive Team following changes to firm’s organizational structure, and strategic focus, managed, and improved the planning, direction, execution, and analysis of online marketing activities and strategies for Management & IT Consulting business unit, including promotion of its online events (e.g., audio/Web conferences) and ConsultingCentral.com Web portal from February 2005 to November 2006.
Selected Achievements:
* Oversaw 23.48 percent year-over-year increase in the Management & IT Consulting business unit’s Net Sales Revenues in 2004 relative to 2003 while keeping 2004 Selling Expenses 19.4 percent below budget to help business unit surpass its budgeted 2004 Operating Profit by 33.13 percent and its 2003 Operating Profit by 23.92 percent.
* Led ConsultingCentral.com Web portal to its highest levels of success through improved site design, usability, content, and marketing/SEO efforts. Average monthly online gross sales revenues increased by 169.67 percent in October 2004-October 2006 period vs. pre-October 2004 period. Monthly number of unique visitors increased by 31.92 percent and number of visits increased by 95.67 percent in October 2006 vs. October 2004.Eastern Kentucky University
Assistant Professor of Marketing
Serve as the instructor and sole course representative (i.e., no teaching assistants) for 10 different undergraduate courses, including: (1) "Integrated Marketing Communications"; (2) “International Marketing”; (3) "Internship in Marketing"; (4) “Internet Marketing”; (5) "Marketing for Entrepreneurs"; (6) "Marketing Management"; (7) "Personal Selling"; (8) “Principles of Marketing” (Business Majors); (9) "Principles of Marketing" (Non-Business Majors); and (10) "Retail Management for PGM." Duties and responsibilities involve full management of courses, including: conducting of all in-class lectures; creation and grading of all assignments, quizzes, and exams; reporting results to students using Blackboard Academic Suite software; and holding regular office hours to assist students and answer questions on course and its content.
MarketReach, Inc.
Marketing Services Manager
Managed marketing, communications, advertising, sales, public relations and business development services for market research, demand generation, event/trade show recruitment, partnership, and channel development programs formulated and executed for client organizations, with the different company services including: business-to-business telemarketing (inbound and outbound); direct mail and e-mail campaigns; development and creation of marketing collateral, direct-mail pieces, advertisements and event/trade show signage and graphics; and Web site development and management. Managed and analyzed budgets, results and return on investment of programs. Supported and assisted the Vice President in the creation of client quotations and proposals, development of client project action plans and strategies, analysis of program performance, and strategic account business development. Managed and supervised Creative Designer/Graphic Artist and fluctuating staff of four- to 10-member Direct Marketing/Telemarketing department. Designed, wrote, and developed corporate and client program correspondence, telemarketing scripts, telemarketing surveys, forms, and reports.
Selected Achievements:
* Consistent record of managing marketing campaigns and programs to the satisfaction of client organizations (e.g., Compaq Computer Corporation, Sun Microsystems, Hitachi Computer Products America, Cable & Wireless USA) while staying within the established budgetary constraints to maximize the return on investment for both the company and client organizations.
* Introduced e-mail marketing as a promotional tool for promoting and marketing company services and as a profitable addition to the services portfolio offered by the company to client organizations.
Education
Southern New Hampshire University
Master of Business Administration (M.B.A.)
Marketing
Southern New Hampshire University
Master of Science (M.S.)
International Business
University of Tennessee-Knoxville
Doctor of Philosophy (Ph.D.)
Business Administration (Concentration: Marketing, with Global Strategic Management)
Dissertation Title: “Integrated Internet Marketing Communications for the Global Market: An Empirical Examination” (available at http://trace.tennessee.edu/utk_graddiss/3560/)University of Tennessee-Knoxville
Instructor/Lecturer of Marketing & Graduate Research/Teaching Assistant
Served as the instructor and sole course representative (i.e., no teaching assistants) for five (5) different undergraduate courses, including: (1) “Consumer Behavior”; (2) “Customer Value Analysis”; (3) “Global Marketing Strategy”; (4) “Integrated Marketing Communications Management”; and (5) “Marketing and Supply Chain Management.” Duties and responsibilities involved full management of courses, including: conducting of all in-class lectures; creation and grading of all assignments, quizzes, and exams (with electronic grading assistance provided by the university’s Office of Information Technology’s Digital Media Services for quizzes and exams using Scantron forms); reporting results to students using Blackboard Academic Suite software; and holding regular office hours to assist students and answer questions on course and its content. As a Graduate Teaching Assistant, assisted and supported various faculty members with undergraduate courses they were teaching, including Dr. Mark A. Moon (“Demand Management,” Fall 2007 & Spring 2008), Dr. Sujan M. Dan (“Global Marketing Strategy,” Spring 2009), and Dr. Shichun Xu (“Marketing Analytics,” Fall 2011). Duties and responsibilities included: assisting with creation, proctoring, and/or grading of course assignments, quizzes, and exams; submitting completed quizzes and exams for electronic grading then reporting results to instructor and/or students using Blackboard Academic Suite software; serving as guest lecturer for selected class sessions; and holding regular office hours to assist students and answer questions on course and its content. As a Graduate Research Assistant, assisted and supported multiple faculty members with their research efforts, including Dr. Kenneth B. Kahn (Fall 2007), Dr. Daniel J. Flint (Spring 2008), Dr. Sujan M. Dan (Fall 2008 & Spring 2009), Dr. Adina Barbulescu Robinson (Fall 2009 & Spring 2010), and Dr. Shichun Xu (Fall 2011).
Publications
"Business Students' Personal Branding: An Empirical Investigation"
2018 Appalachian Research in Business Symposium Annual Meeting (East Tennessee State University, Johnson City, TN)
Personal branding is the process by which an individual actively tries to manage others’ impression of their skills, abilities and experiences (Johnson, 2017). It is the marketing of oneself to society (Lair, Sullivan, & Cheney, 2005; Peters, 1997; Shepherd, 2005). While the current job market is touted as being the best in years, little changed in unemployment levels for degreed business aspirants when comparing a United States Department of Labor report for periods December 2017 to Dec2016 (“United States Department of Labor,” 2018). This suggests that new business graduates continue to face the harsh reality of a challenging environment in terms of future employment prospects. This accentuates a great need for business schools to arm students with the personal branding skills requisite for today’s competitive employment landscape.
"Business Students' Personal Branding: An Empirical Investigation"
2018 Appalachian Research in Business Symposium Annual Meeting (East Tennessee State University, Johnson City, TN)
Personal branding is the process by which an individual actively tries to manage others’ impression of their skills, abilities and experiences (Johnson, 2017). It is the marketing of oneself to society (Lair, Sullivan, & Cheney, 2005; Peters, 1997; Shepherd, 2005). While the current job market is touted as being the best in years, little changed in unemployment levels for degreed business aspirants when comparing a United States Department of Labor report for periods December 2017 to Dec2016 (“United States Department of Labor,” 2018). This suggests that new business graduates continue to face the harsh reality of a challenging environment in terms of future employment prospects. This accentuates a great need for business schools to arm students with the personal branding skills requisite for today’s competitive employment landscape.
"Teaching Product Standardization and Adaptation in Global Marketing Courses: A Case Study Approach with Oreo"
2019 Appalachian Research in Business Symposium Annual Meeting (Western Carolina University, Cullowhee, NC)
In this contribution, we offer guidance to educators at the college level for providing students the opportunity to better understand and remember important global business and marketing concepts through the use of a case study approach in the classroom. ... Moreover, with more firms becoming born globals that sell products internationally at the inception of the organization (Rennie 1993), there is a need for business students to understand different global marketing strategies these businesses can implement. In addition to students being aware of product standardization and adaptation, they need to be able to identify firms using these strategies as well as being able to think critically by deciding when to implement the proper strategy and tactics. Therefore, it can be important for marketing instructors to have activities and assignments focusing on the six levels of Bloom’s taxonomy, especially the higher levels where students are required to apply, analyze, evaluate, and create (Anderson & Krathwohl 2001), as well as social learning theory, which is a theory of learning and social behavior which proposes that individuals learn by observing and emulating the behaviors of others (Bandura 1971). It would seem likely that instructors and hiring managers would be interested in using case studies like this one in order to reinforce student mastery of key global marketing concepts and thus help prepare students to meet the wants and needs of industry hiring managers. Relevant examples from Oreo for use in global marketing courses include product adaptation for various markets, such as: India, where they have sold the product in dark chocolate flavor (The Economic Times 2011); China, where they have sold straw-shaped wafers with vanilla-flavored cream filling that were also sold in other countries like Australia and Canada (Smith 2012); and Japan, where they have sold the unique Matcha Green Tea Cream Sandwich Cookies (O’Neil Bellomo 2016).
"Business Students' Personal Branding: An Empirical Investigation"
2018 Appalachian Research in Business Symposium Annual Meeting (East Tennessee State University, Johnson City, TN)
Personal branding is the process by which an individual actively tries to manage others’ impression of their skills, abilities and experiences (Johnson, 2017). It is the marketing of oneself to society (Lair, Sullivan, & Cheney, 2005; Peters, 1997; Shepherd, 2005). While the current job market is touted as being the best in years, little changed in unemployment levels for degreed business aspirants when comparing a United States Department of Labor report for periods December 2017 to Dec2016 (“United States Department of Labor,” 2018). This suggests that new business graduates continue to face the harsh reality of a challenging environment in terms of future employment prospects. This accentuates a great need for business schools to arm students with the personal branding skills requisite for today’s competitive employment landscape.
"Teaching Product Standardization and Adaptation in Global Marketing Courses: A Case Study Approach with Oreo"
2019 Appalachian Research in Business Symposium Annual Meeting (Western Carolina University, Cullowhee, NC)
In this contribution, we offer guidance to educators at the college level for providing students the opportunity to better understand and remember important global business and marketing concepts through the use of a case study approach in the classroom. ... Moreover, with more firms becoming born globals that sell products internationally at the inception of the organization (Rennie 1993), there is a need for business students to understand different global marketing strategies these businesses can implement. In addition to students being aware of product standardization and adaptation, they need to be able to identify firms using these strategies as well as being able to think critically by deciding when to implement the proper strategy and tactics. Therefore, it can be important for marketing instructors to have activities and assignments focusing on the six levels of Bloom’s taxonomy, especially the higher levels where students are required to apply, analyze, evaluate, and create (Anderson & Krathwohl 2001), as well as social learning theory, which is a theory of learning and social behavior which proposes that individuals learn by observing and emulating the behaviors of others (Bandura 1971). It would seem likely that instructors and hiring managers would be interested in using case studies like this one in order to reinforce student mastery of key global marketing concepts and thus help prepare students to meet the wants and needs of industry hiring managers. Relevant examples from Oreo for use in global marketing courses include product adaptation for various markets, such as: India, where they have sold the product in dark chocolate flavor (The Economic Times 2011); China, where they have sold straw-shaped wafers with vanilla-flavored cream filling that were also sold in other countries like Australia and Canada (Smith 2012); and Japan, where they have sold the unique Matcha Green Tea Cream Sandwich Cookies (O’Neil Bellomo 2016).
"Global Entrepreneurship and Entrepreneurs: An In-Class Activity"
2018 Academy of International Business U.S. Northeast Chapter Annual Conference (Drexel University, Philadelphia, PA)
This paper includes an examination of the literature on entrepreneurship, global entrepreneurship, and global entrepreneurs, as well as the theoretical foundations for entrepreneurship, which are wide and varied. A multi-theoretical approach was taken to leverage the theories and theoretical concepts from the pedagogical literature to design the in-class activity that was produced following a review of this literature. As provided and/or supported by selected contributions, they include: the cognitivism paradigm (e.g., Bower & Hilgard, 1981; Ertmer & Newby, 1993; Shuell, 1986); the cognitive theory of multimedia learning (e.g., Mayer, 1997, 2002, 2009; Mayer & Moreno, 2009); educational entertainment or Edutainment (e.g., Buckingham & Scanlon, 2001; Colace, De Santo, & Pietrosanto, 2006; Druin & Solomon, 1996; Fossard, 2008; Okan, 2003; Shulman & Bowen, 2001; Wang, Zuo, & Li, 2007); and the VARK model (e.g., Drago & Warner, 2004; Fleming, 1995; Fleming & Baume, 2006; Leite, Svinicki, & Shi, 2010; VARK Learn Ltd., n.d.). The actual in-class activity is facilitated through the use of a Microsoft PowerPoint presentation and follows a game show-like approach and design, with the instructor acting as the host and students the participants. Through the activity, the students attempt to identify and name the prominent entrepreneurs anonymously described through the revealing of information about the entrepreneur and the company or companies they founded and/or manage(d) in some capacity. Over 80 prominent entrepreneurs from the 19th, 20th, and 21st Centuries are included in the activity, with others being added regularly. The paper concludes with the discussion of ways to improve and refine the activity and measuring its effectiveness towards improving student understanding of and motivation towards entrepreneurship and increasing engagement in the classroom in courses on entrepreneurship and global entrepreneurship.
"Business Students' Personal Branding: An Empirical Investigation"
2018 Appalachian Research in Business Symposium Annual Meeting (East Tennessee State University, Johnson City, TN)
Personal branding is the process by which an individual actively tries to manage others’ impression of their skills, abilities and experiences (Johnson, 2017). It is the marketing of oneself to society (Lair, Sullivan, & Cheney, 2005; Peters, 1997; Shepherd, 2005). While the current job market is touted as being the best in years, little changed in unemployment levels for degreed business aspirants when comparing a United States Department of Labor report for periods December 2017 to Dec2016 (“United States Department of Labor,” 2018). This suggests that new business graduates continue to face the harsh reality of a challenging environment in terms of future employment prospects. This accentuates a great need for business schools to arm students with the personal branding skills requisite for today’s competitive employment landscape.
"Teaching Product Standardization and Adaptation in Global Marketing Courses: A Case Study Approach with Oreo"
2019 Appalachian Research in Business Symposium Annual Meeting (Western Carolina University, Cullowhee, NC)
In this contribution, we offer guidance to educators at the college level for providing students the opportunity to better understand and remember important global business and marketing concepts through the use of a case study approach in the classroom. ... Moreover, with more firms becoming born globals that sell products internationally at the inception of the organization (Rennie 1993), there is a need for business students to understand different global marketing strategies these businesses can implement. In addition to students being aware of product standardization and adaptation, they need to be able to identify firms using these strategies as well as being able to think critically by deciding when to implement the proper strategy and tactics. Therefore, it can be important for marketing instructors to have activities and assignments focusing on the six levels of Bloom’s taxonomy, especially the higher levels where students are required to apply, analyze, evaluate, and create (Anderson & Krathwohl 2001), as well as social learning theory, which is a theory of learning and social behavior which proposes that individuals learn by observing and emulating the behaviors of others (Bandura 1971). It would seem likely that instructors and hiring managers would be interested in using case studies like this one in order to reinforce student mastery of key global marketing concepts and thus help prepare students to meet the wants and needs of industry hiring managers. Relevant examples from Oreo for use in global marketing courses include product adaptation for various markets, such as: India, where they have sold the product in dark chocolate flavor (The Economic Times 2011); China, where they have sold straw-shaped wafers with vanilla-flavored cream filling that were also sold in other countries like Australia and Canada (Smith 2012); and Japan, where they have sold the unique Matcha Green Tea Cream Sandwich Cookies (O’Neil Bellomo 2016).
"Global Entrepreneurship and Entrepreneurs: An In-Class Activity"
2018 Academy of International Business U.S. Northeast Chapter Annual Conference (Drexel University, Philadelphia, PA)
This paper includes an examination of the literature on entrepreneurship, global entrepreneurship, and global entrepreneurs, as well as the theoretical foundations for entrepreneurship, which are wide and varied. A multi-theoretical approach was taken to leverage the theories and theoretical concepts from the pedagogical literature to design the in-class activity that was produced following a review of this literature. As provided and/or supported by selected contributions, they include: the cognitivism paradigm (e.g., Bower & Hilgard, 1981; Ertmer & Newby, 1993; Shuell, 1986); the cognitive theory of multimedia learning (e.g., Mayer, 1997, 2002, 2009; Mayer & Moreno, 2009); educational entertainment or Edutainment (e.g., Buckingham & Scanlon, 2001; Colace, De Santo, & Pietrosanto, 2006; Druin & Solomon, 1996; Fossard, 2008; Okan, 2003; Shulman & Bowen, 2001; Wang, Zuo, & Li, 2007); and the VARK model (e.g., Drago & Warner, 2004; Fleming, 1995; Fleming & Baume, 2006; Leite, Svinicki, & Shi, 2010; VARK Learn Ltd., n.d.). The actual in-class activity is facilitated through the use of a Microsoft PowerPoint presentation and follows a game show-like approach and design, with the instructor acting as the host and students the participants. Through the activity, the students attempt to identify and name the prominent entrepreneurs anonymously described through the revealing of information about the entrepreneur and the company or companies they founded and/or manage(d) in some capacity. Over 80 prominent entrepreneurs from the 19th, 20th, and 21st Centuries are included in the activity, with others being added regularly. The paper concludes with the discussion of ways to improve and refine the activity and measuring its effectiveness towards improving student understanding of and motivation towards entrepreneurship and increasing engagement in the classroom in courses on entrepreneurship and global entrepreneurship.
"Facilitating Understanding of the Consumer Decision-Making Process with an In-Class Activity"
2018 Teaching & Learning Innovation Showcase (Eastern Kentucky University, Richmond, KY)
This interactive in-class activity involves examination of the consumer decision process and can be completed by students individually or as part of a student group. It provides an opportunity for students to better understand and apply the consumer decision process to various real-world scenarios. This activity can be used in any business or marketing course in which the consumer decision process is reviewed, such as “Principles of Marketing” (MKT 300 & MKT 301), “Consumer Behavior in Marketing” (MKT 350), and “Marketing Management” (MKT 460).
"Business Students' Personal Branding: An Empirical Investigation"
2018 Appalachian Research in Business Symposium Annual Meeting (East Tennessee State University, Johnson City, TN)
Personal branding is the process by which an individual actively tries to manage others’ impression of their skills, abilities and experiences (Johnson, 2017). It is the marketing of oneself to society (Lair, Sullivan, & Cheney, 2005; Peters, 1997; Shepherd, 2005). While the current job market is touted as being the best in years, little changed in unemployment levels for degreed business aspirants when comparing a United States Department of Labor report for periods December 2017 to Dec2016 (“United States Department of Labor,” 2018). This suggests that new business graduates continue to face the harsh reality of a challenging environment in terms of future employment prospects. This accentuates a great need for business schools to arm students with the personal branding skills requisite for today’s competitive employment landscape.
"Teaching Product Standardization and Adaptation in Global Marketing Courses: A Case Study Approach with Oreo"
2019 Appalachian Research in Business Symposium Annual Meeting (Western Carolina University, Cullowhee, NC)
In this contribution, we offer guidance to educators at the college level for providing students the opportunity to better understand and remember important global business and marketing concepts through the use of a case study approach in the classroom. ... Moreover, with more firms becoming born globals that sell products internationally at the inception of the organization (Rennie 1993), there is a need for business students to understand different global marketing strategies these businesses can implement. In addition to students being aware of product standardization and adaptation, they need to be able to identify firms using these strategies as well as being able to think critically by deciding when to implement the proper strategy and tactics. Therefore, it can be important for marketing instructors to have activities and assignments focusing on the six levels of Bloom’s taxonomy, especially the higher levels where students are required to apply, analyze, evaluate, and create (Anderson & Krathwohl 2001), as well as social learning theory, which is a theory of learning and social behavior which proposes that individuals learn by observing and emulating the behaviors of others (Bandura 1971). It would seem likely that instructors and hiring managers would be interested in using case studies like this one in order to reinforce student mastery of key global marketing concepts and thus help prepare students to meet the wants and needs of industry hiring managers. Relevant examples from Oreo for use in global marketing courses include product adaptation for various markets, such as: India, where they have sold the product in dark chocolate flavor (The Economic Times 2011); China, where they have sold straw-shaped wafers with vanilla-flavored cream filling that were also sold in other countries like Australia and Canada (Smith 2012); and Japan, where they have sold the unique Matcha Green Tea Cream Sandwich Cookies (O’Neil Bellomo 2016).
"Global Entrepreneurship and Entrepreneurs: An In-Class Activity"
2018 Academy of International Business U.S. Northeast Chapter Annual Conference (Drexel University, Philadelphia, PA)
This paper includes an examination of the literature on entrepreneurship, global entrepreneurship, and global entrepreneurs, as well as the theoretical foundations for entrepreneurship, which are wide and varied. A multi-theoretical approach was taken to leverage the theories and theoretical concepts from the pedagogical literature to design the in-class activity that was produced following a review of this literature. As provided and/or supported by selected contributions, they include: the cognitivism paradigm (e.g., Bower & Hilgard, 1981; Ertmer & Newby, 1993; Shuell, 1986); the cognitive theory of multimedia learning (e.g., Mayer, 1997, 2002, 2009; Mayer & Moreno, 2009); educational entertainment or Edutainment (e.g., Buckingham & Scanlon, 2001; Colace, De Santo, & Pietrosanto, 2006; Druin & Solomon, 1996; Fossard, 2008; Okan, 2003; Shulman & Bowen, 2001; Wang, Zuo, & Li, 2007); and the VARK model (e.g., Drago & Warner, 2004; Fleming, 1995; Fleming & Baume, 2006; Leite, Svinicki, & Shi, 2010; VARK Learn Ltd., n.d.). The actual in-class activity is facilitated through the use of a Microsoft PowerPoint presentation and follows a game show-like approach and design, with the instructor acting as the host and students the participants. Through the activity, the students attempt to identify and name the prominent entrepreneurs anonymously described through the revealing of information about the entrepreneur and the company or companies they founded and/or manage(d) in some capacity. Over 80 prominent entrepreneurs from the 19th, 20th, and 21st Centuries are included in the activity, with others being added regularly. The paper concludes with the discussion of ways to improve and refine the activity and measuring its effectiveness towards improving student understanding of and motivation towards entrepreneurship and increasing engagement in the classroom in courses on entrepreneurship and global entrepreneurship.
"Facilitating Understanding of the Consumer Decision-Making Process with an In-Class Activity"
2018 Teaching & Learning Innovation Showcase (Eastern Kentucky University, Richmond, KY)
This interactive in-class activity involves examination of the consumer decision process and can be completed by students individually or as part of a student group. It provides an opportunity for students to better understand and apply the consumer decision process to various real-world scenarios. This activity can be used in any business or marketing course in which the consumer decision process is reviewed, such as “Principles of Marketing” (MKT 300 & MKT 301), “Consumer Behavior in Marketing” (MKT 350), and “Marketing Management” (MKT 460).
"B2C Marketing vs. B2B Marketing: Teaching Techniques and In-Class Activities to Enhance Student Comprehension and Learning"
2019 Pedagogicon Conference (Eastern Kentucky University, Richmond, KY)
The differences that exist between business-to-consumer (B2C) and business-to-business (B2B) marketing strategies and tactics due to the divergent attitudes and behaviors of businesses and consumers are covered and discussed in multiple undergraduate marketing courses. It is an important topic for business students so that they not only have a proper understanding of the differences that exist between the B2C and B2B sectors but also so they can determine whether they would prefer to pursue their career after graduation in the B2C sector or B2B sector. To enhance students’ comprehension and understanding of the B2C and B2B sectors and their respective marketing strategies and tactics, a series of sequential in-class and/or out-of-class group activities informed by multiple teaching and learning theories and techniques – including cooperative learning, social constructivism, and Bloom’s taxonomy – were developed. These activities, which take place over multiple class sessions and/or days, include: (1) in-class lectures describing and analyzing various B2C and B2B strategies and tactics, including reviewing multiple real-world video and print examples of online and offline B2C marketing, B2B marketing, and B2B/B2C marketing conducted jointly that were accumulated by the instructor; (2) in-class and/or out-of-class activity in which student groups conduct their own research to obtain additional multiple real-world examples of each; (3) in-class and/or out-of-class discussion among student groups analyzing the examples they obtained; (4) student groups providing a deliverable in the form of a written report to the instructor describing their findings and analysis; and (5) in-class presentation by each group showing examples they obtained from the group activity, whether in concert with or prior to an instructor-led in-class discussion.
"Business Students' Personal Branding: An Empirical Investigation"
2018 Appalachian Research in Business Symposium Annual Meeting (East Tennessee State University, Johnson City, TN)
Personal branding is the process by which an individual actively tries to manage others’ impression of their skills, abilities and experiences (Johnson, 2017). It is the marketing of oneself to society (Lair, Sullivan, & Cheney, 2005; Peters, 1997; Shepherd, 2005). While the current job market is touted as being the best in years, little changed in unemployment levels for degreed business aspirants when comparing a United States Department of Labor report for periods December 2017 to Dec2016 (“United States Department of Labor,” 2018). This suggests that new business graduates continue to face the harsh reality of a challenging environment in terms of future employment prospects. This accentuates a great need for business schools to arm students with the personal branding skills requisite for today’s competitive employment landscape.
"Teaching Product Standardization and Adaptation in Global Marketing Courses: A Case Study Approach with Oreo"
2019 Appalachian Research in Business Symposium Annual Meeting (Western Carolina University, Cullowhee, NC)
In this contribution, we offer guidance to educators at the college level for providing students the opportunity to better understand and remember important global business and marketing concepts through the use of a case study approach in the classroom. ... Moreover, with more firms becoming born globals that sell products internationally at the inception of the organization (Rennie 1993), there is a need for business students to understand different global marketing strategies these businesses can implement. In addition to students being aware of product standardization and adaptation, they need to be able to identify firms using these strategies as well as being able to think critically by deciding when to implement the proper strategy and tactics. Therefore, it can be important for marketing instructors to have activities and assignments focusing on the six levels of Bloom’s taxonomy, especially the higher levels where students are required to apply, analyze, evaluate, and create (Anderson & Krathwohl 2001), as well as social learning theory, which is a theory of learning and social behavior which proposes that individuals learn by observing and emulating the behaviors of others (Bandura 1971). It would seem likely that instructors and hiring managers would be interested in using case studies like this one in order to reinforce student mastery of key global marketing concepts and thus help prepare students to meet the wants and needs of industry hiring managers. Relevant examples from Oreo for use in global marketing courses include product adaptation for various markets, such as: India, where they have sold the product in dark chocolate flavor (The Economic Times 2011); China, where they have sold straw-shaped wafers with vanilla-flavored cream filling that were also sold in other countries like Australia and Canada (Smith 2012); and Japan, where they have sold the unique Matcha Green Tea Cream Sandwich Cookies (O’Neil Bellomo 2016).
"Global Entrepreneurship and Entrepreneurs: An In-Class Activity"
2018 Academy of International Business U.S. Northeast Chapter Annual Conference (Drexel University, Philadelphia, PA)
This paper includes an examination of the literature on entrepreneurship, global entrepreneurship, and global entrepreneurs, as well as the theoretical foundations for entrepreneurship, which are wide and varied. A multi-theoretical approach was taken to leverage the theories and theoretical concepts from the pedagogical literature to design the in-class activity that was produced following a review of this literature. As provided and/or supported by selected contributions, they include: the cognitivism paradigm (e.g., Bower & Hilgard, 1981; Ertmer & Newby, 1993; Shuell, 1986); the cognitive theory of multimedia learning (e.g., Mayer, 1997, 2002, 2009; Mayer & Moreno, 2009); educational entertainment or Edutainment (e.g., Buckingham & Scanlon, 2001; Colace, De Santo, & Pietrosanto, 2006; Druin & Solomon, 1996; Fossard, 2008; Okan, 2003; Shulman & Bowen, 2001; Wang, Zuo, & Li, 2007); and the VARK model (e.g., Drago & Warner, 2004; Fleming, 1995; Fleming & Baume, 2006; Leite, Svinicki, & Shi, 2010; VARK Learn Ltd., n.d.). The actual in-class activity is facilitated through the use of a Microsoft PowerPoint presentation and follows a game show-like approach and design, with the instructor acting as the host and students the participants. Through the activity, the students attempt to identify and name the prominent entrepreneurs anonymously described through the revealing of information about the entrepreneur and the company or companies they founded and/or manage(d) in some capacity. Over 80 prominent entrepreneurs from the 19th, 20th, and 21st Centuries are included in the activity, with others being added regularly. The paper concludes with the discussion of ways to improve and refine the activity and measuring its effectiveness towards improving student understanding of and motivation towards entrepreneurship and increasing engagement in the classroom in courses on entrepreneurship and global entrepreneurship.
"Facilitating Understanding of the Consumer Decision-Making Process with an In-Class Activity"
2018 Teaching & Learning Innovation Showcase (Eastern Kentucky University, Richmond, KY)
This interactive in-class activity involves examination of the consumer decision process and can be completed by students individually or as part of a student group. It provides an opportunity for students to better understand and apply the consumer decision process to various real-world scenarios. This activity can be used in any business or marketing course in which the consumer decision process is reviewed, such as “Principles of Marketing” (MKT 300 & MKT 301), “Consumer Behavior in Marketing” (MKT 350), and “Marketing Management” (MKT 460).
"B2C Marketing vs. B2B Marketing: Teaching Techniques and In-Class Activities to Enhance Student Comprehension and Learning"
2019 Pedagogicon Conference (Eastern Kentucky University, Richmond, KY)
The differences that exist between business-to-consumer (B2C) and business-to-business (B2B) marketing strategies and tactics due to the divergent attitudes and behaviors of businesses and consumers are covered and discussed in multiple undergraduate marketing courses. It is an important topic for business students so that they not only have a proper understanding of the differences that exist between the B2C and B2B sectors but also so they can determine whether they would prefer to pursue their career after graduation in the B2C sector or B2B sector. To enhance students’ comprehension and understanding of the B2C and B2B sectors and their respective marketing strategies and tactics, a series of sequential in-class and/or out-of-class group activities informed by multiple teaching and learning theories and techniques – including cooperative learning, social constructivism, and Bloom’s taxonomy – were developed. These activities, which take place over multiple class sessions and/or days, include: (1) in-class lectures describing and analyzing various B2C and B2B strategies and tactics, including reviewing multiple real-world video and print examples of online and offline B2C marketing, B2B marketing, and B2B/B2C marketing conducted jointly that were accumulated by the instructor; (2) in-class and/or out-of-class activity in which student groups conduct their own research to obtain additional multiple real-world examples of each; (3) in-class and/or out-of-class discussion among student groups analyzing the examples they obtained; (4) student groups providing a deliverable in the form of a written report to the instructor describing their findings and analysis; and (5) in-class presentation by each group showing examples they obtained from the group activity, whether in concert with or prior to an instructor-led in-class discussion.
"Political Instability and its Impact on Inward Flows of Foreign Direct Investment: Hypothesized Models at the Country and Company Levels"
2018 Academy of International Business U.S. Northeast Chapter Annual Conference (Drexel University, Philadelphia, PA)
This two-part research study will hopefully be the start of important and necessary research due to contradictory and inconsistent results obtained through previous research on the impact of political instability on foreign direct investment (FDI) as well as due to a mostly country-level focus on the topic in the political science literature. In addition, a key objective of this research is to further study the topic while linking the political science, international business, and strategic management academic research disciplines. Two separate but related parts of this research are described, along with relevant hypotheses to be empirically examined. Part 1, which is at the country level, involves the formulation of the political instability construct, including its dimensions and indicators, with Jong-A-Pin (2009) being the primary source utilized. The proposed empirical examination of the construct will involve the use of secondary data collected and/or provided by a credible data source and will include the use of exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) to identify and/or confirm the dimensions and indicators of the construct. Then, Part 2, which is at the company level, involves the formulation of a proposed three-construct conceptual model that hypothesizes the perceived impact of political instability on companies’ FDI activities, with environmental scanning intensity modifying the impact. The proposed empirical examination of the conceptual model will involve the collection of primary data for the measurement of all three constructs – with political instability conceptualized based on the results of Part 1 and the other two constructs newly created for this research study – through the use of a survey instrument administered to relevant companies. This path model will be tested using structural equation modeling (SEM) or ordinary least squares (OLS) regression.
"Business Students' Personal Branding: An Empirical Investigation"
2018 Appalachian Research in Business Symposium Annual Meeting (East Tennessee State University, Johnson City, TN)
Personal branding is the process by which an individual actively tries to manage others’ impression of their skills, abilities and experiences (Johnson, 2017). It is the marketing of oneself to society (Lair, Sullivan, & Cheney, 2005; Peters, 1997; Shepherd, 2005). While the current job market is touted as being the best in years, little changed in unemployment levels for degreed business aspirants when comparing a United States Department of Labor report for periods December 2017 to Dec2016 (“United States Department of Labor,” 2018). This suggests that new business graduates continue to face the harsh reality of a challenging environment in terms of future employment prospects. This accentuates a great need for business schools to arm students with the personal branding skills requisite for today’s competitive employment landscape.
"Teaching Product Standardization and Adaptation in Global Marketing Courses: A Case Study Approach with Oreo"
2019 Appalachian Research in Business Symposium Annual Meeting (Western Carolina University, Cullowhee, NC)
In this contribution, we offer guidance to educators at the college level for providing students the opportunity to better understand and remember important global business and marketing concepts through the use of a case study approach in the classroom. ... Moreover, with more firms becoming born globals that sell products internationally at the inception of the organization (Rennie 1993), there is a need for business students to understand different global marketing strategies these businesses can implement. In addition to students being aware of product standardization and adaptation, they need to be able to identify firms using these strategies as well as being able to think critically by deciding when to implement the proper strategy and tactics. Therefore, it can be important for marketing instructors to have activities and assignments focusing on the six levels of Bloom’s taxonomy, especially the higher levels where students are required to apply, analyze, evaluate, and create (Anderson & Krathwohl 2001), as well as social learning theory, which is a theory of learning and social behavior which proposes that individuals learn by observing and emulating the behaviors of others (Bandura 1971). It would seem likely that instructors and hiring managers would be interested in using case studies like this one in order to reinforce student mastery of key global marketing concepts and thus help prepare students to meet the wants and needs of industry hiring managers. Relevant examples from Oreo for use in global marketing courses include product adaptation for various markets, such as: India, where they have sold the product in dark chocolate flavor (The Economic Times 2011); China, where they have sold straw-shaped wafers with vanilla-flavored cream filling that were also sold in other countries like Australia and Canada (Smith 2012); and Japan, where they have sold the unique Matcha Green Tea Cream Sandwich Cookies (O’Neil Bellomo 2016).
"Global Entrepreneurship and Entrepreneurs: An In-Class Activity"
2018 Academy of International Business U.S. Northeast Chapter Annual Conference (Drexel University, Philadelphia, PA)
This paper includes an examination of the literature on entrepreneurship, global entrepreneurship, and global entrepreneurs, as well as the theoretical foundations for entrepreneurship, which are wide and varied. A multi-theoretical approach was taken to leverage the theories and theoretical concepts from the pedagogical literature to design the in-class activity that was produced following a review of this literature. As provided and/or supported by selected contributions, they include: the cognitivism paradigm (e.g., Bower & Hilgard, 1981; Ertmer & Newby, 1993; Shuell, 1986); the cognitive theory of multimedia learning (e.g., Mayer, 1997, 2002, 2009; Mayer & Moreno, 2009); educational entertainment or Edutainment (e.g., Buckingham & Scanlon, 2001; Colace, De Santo, & Pietrosanto, 2006; Druin & Solomon, 1996; Fossard, 2008; Okan, 2003; Shulman & Bowen, 2001; Wang, Zuo, & Li, 2007); and the VARK model (e.g., Drago & Warner, 2004; Fleming, 1995; Fleming & Baume, 2006; Leite, Svinicki, & Shi, 2010; VARK Learn Ltd., n.d.). The actual in-class activity is facilitated through the use of a Microsoft PowerPoint presentation and follows a game show-like approach and design, with the instructor acting as the host and students the participants. Through the activity, the students attempt to identify and name the prominent entrepreneurs anonymously described through the revealing of information about the entrepreneur and the company or companies they founded and/or manage(d) in some capacity. Over 80 prominent entrepreneurs from the 19th, 20th, and 21st Centuries are included in the activity, with others being added regularly. The paper concludes with the discussion of ways to improve and refine the activity and measuring its effectiveness towards improving student understanding of and motivation towards entrepreneurship and increasing engagement in the classroom in courses on entrepreneurship and global entrepreneurship.
"Facilitating Understanding of the Consumer Decision-Making Process with an In-Class Activity"
2018 Teaching & Learning Innovation Showcase (Eastern Kentucky University, Richmond, KY)
This interactive in-class activity involves examination of the consumer decision process and can be completed by students individually or as part of a student group. It provides an opportunity for students to better understand and apply the consumer decision process to various real-world scenarios. This activity can be used in any business or marketing course in which the consumer decision process is reviewed, such as “Principles of Marketing” (MKT 300 & MKT 301), “Consumer Behavior in Marketing” (MKT 350), and “Marketing Management” (MKT 460).
"B2C Marketing vs. B2B Marketing: Teaching Techniques and In-Class Activities to Enhance Student Comprehension and Learning"
2019 Pedagogicon Conference (Eastern Kentucky University, Richmond, KY)
The differences that exist between business-to-consumer (B2C) and business-to-business (B2B) marketing strategies and tactics due to the divergent attitudes and behaviors of businesses and consumers are covered and discussed in multiple undergraduate marketing courses. It is an important topic for business students so that they not only have a proper understanding of the differences that exist between the B2C and B2B sectors but also so they can determine whether they would prefer to pursue their career after graduation in the B2C sector or B2B sector. To enhance students’ comprehension and understanding of the B2C and B2B sectors and their respective marketing strategies and tactics, a series of sequential in-class and/or out-of-class group activities informed by multiple teaching and learning theories and techniques – including cooperative learning, social constructivism, and Bloom’s taxonomy – were developed. These activities, which take place over multiple class sessions and/or days, include: (1) in-class lectures describing and analyzing various B2C and B2B strategies and tactics, including reviewing multiple real-world video and print examples of online and offline B2C marketing, B2B marketing, and B2B/B2C marketing conducted jointly that were accumulated by the instructor; (2) in-class and/or out-of-class activity in which student groups conduct their own research to obtain additional multiple real-world examples of each; (3) in-class and/or out-of-class discussion among student groups analyzing the examples they obtained; (4) student groups providing a deliverable in the form of a written report to the instructor describing their findings and analysis; and (5) in-class presentation by each group showing examples they obtained from the group activity, whether in concert with or prior to an instructor-led in-class discussion.
"Political Instability and its Impact on Inward Flows of Foreign Direct Investment: Hypothesized Models at the Country and Company Levels"
2018 Academy of International Business U.S. Northeast Chapter Annual Conference (Drexel University, Philadelphia, PA)
This two-part research study will hopefully be the start of important and necessary research due to contradictory and inconsistent results obtained through previous research on the impact of political instability on foreign direct investment (FDI) as well as due to a mostly country-level focus on the topic in the political science literature. In addition, a key objective of this research is to further study the topic while linking the political science, international business, and strategic management academic research disciplines. Two separate but related parts of this research are described, along with relevant hypotheses to be empirically examined. Part 1, which is at the country level, involves the formulation of the political instability construct, including its dimensions and indicators, with Jong-A-Pin (2009) being the primary source utilized. The proposed empirical examination of the construct will involve the use of secondary data collected and/or provided by a credible data source and will include the use of exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) to identify and/or confirm the dimensions and indicators of the construct. Then, Part 2, which is at the company level, involves the formulation of a proposed three-construct conceptual model that hypothesizes the perceived impact of political instability on companies’ FDI activities, with environmental scanning intensity modifying the impact. The proposed empirical examination of the conceptual model will involve the collection of primary data for the measurement of all three constructs – with political instability conceptualized based on the results of Part 1 and the other two constructs newly created for this research study – through the use of a survey instrument administered to relevant companies. This path model will be tested using structural equation modeling (SEM) or ordinary least squares (OLS) regression.
"The Relevance and Importance of Pricing Autonomy to Different Consumers: An Empirical Examination"
2019 Appalachian Research in Business Symposium Annual Meeting (Western Carolina University, Cullowhee, NC)
Pay-what-you-want pricing, also known as elective pricing, in which consumers have full control to set price has been found to be a risky pricing mechanism for marketing managers to implement in the field. Previous research has found consumers exposed to elective pricing do choose nonzero amounts and that this pricing strategy can be successful (Kim, Natter, & Spann 2009). However, consumers are often exposed to fixed prices where they have no control at setting the price. Limited research has examined how consumer autonomy in setting the price of products is associated with different purchase intentions, such as purchase likelihood and perceived satisfaction, among different types of consumers. Therefore, in this research contribution, we explore how different consumers respond to autonomy in setting the price of products. In an experimental study, we examine how consumers exposed to fixed prices and elective prices differ in their purchase likelihood and perceived satisfaction. We find consumers exposed to elective pricing have significantly higher levels of purchase likelihood and perceived satisfaction than consumers exposed to fixed pricing. Consumers with high levels of green consumer values had significantly higher purchase intentions than consumers with low levels of green consumer values, even though the product was not specifically described as environmentally friendly. Those consumers with high levels of persuasion knowledge had significantly higher purchase intentions than consumers with low levels of persuasion knowledge. We also find highly compliant consumers had significantly higher purchase intentions than consumers with low levels of compliance. In addition, we find significant interaction effects between pricing autonomy and persuasion knowledge as well as pricing autonomy and aggressive consumers. Lastly, we find green consumer values partially mediate autonomy and purchase intentions.
"Business Students' Personal Branding: An Empirical Investigation"
2018 Appalachian Research in Business Symposium Annual Meeting (East Tennessee State University, Johnson City, TN)
Personal branding is the process by which an individual actively tries to manage others’ impression of their skills, abilities and experiences (Johnson, 2017). It is the marketing of oneself to society (Lair, Sullivan, & Cheney, 2005; Peters, 1997; Shepherd, 2005). While the current job market is touted as being the best in years, little changed in unemployment levels for degreed business aspirants when comparing a United States Department of Labor report for periods December 2017 to Dec2016 (“United States Department of Labor,” 2018). This suggests that new business graduates continue to face the harsh reality of a challenging environment in terms of future employment prospects. This accentuates a great need for business schools to arm students with the personal branding skills requisite for today’s competitive employment landscape.
"Teaching Product Standardization and Adaptation in Global Marketing Courses: A Case Study Approach with Oreo"
2019 Appalachian Research in Business Symposium Annual Meeting (Western Carolina University, Cullowhee, NC)
In this contribution, we offer guidance to educators at the college level for providing students the opportunity to better understand and remember important global business and marketing concepts through the use of a case study approach in the classroom. ... Moreover, with more firms becoming born globals that sell products internationally at the inception of the organization (Rennie 1993), there is a need for business students to understand different global marketing strategies these businesses can implement. In addition to students being aware of product standardization and adaptation, they need to be able to identify firms using these strategies as well as being able to think critically by deciding when to implement the proper strategy and tactics. Therefore, it can be important for marketing instructors to have activities and assignments focusing on the six levels of Bloom’s taxonomy, especially the higher levels where students are required to apply, analyze, evaluate, and create (Anderson & Krathwohl 2001), as well as social learning theory, which is a theory of learning and social behavior which proposes that individuals learn by observing and emulating the behaviors of others (Bandura 1971). It would seem likely that instructors and hiring managers would be interested in using case studies like this one in order to reinforce student mastery of key global marketing concepts and thus help prepare students to meet the wants and needs of industry hiring managers. Relevant examples from Oreo for use in global marketing courses include product adaptation for various markets, such as: India, where they have sold the product in dark chocolate flavor (The Economic Times 2011); China, where they have sold straw-shaped wafers with vanilla-flavored cream filling that were also sold in other countries like Australia and Canada (Smith 2012); and Japan, where they have sold the unique Matcha Green Tea Cream Sandwich Cookies (O’Neil Bellomo 2016).
"Global Entrepreneurship and Entrepreneurs: An In-Class Activity"
2018 Academy of International Business U.S. Northeast Chapter Annual Conference (Drexel University, Philadelphia, PA)
This paper includes an examination of the literature on entrepreneurship, global entrepreneurship, and global entrepreneurs, as well as the theoretical foundations for entrepreneurship, which are wide and varied. A multi-theoretical approach was taken to leverage the theories and theoretical concepts from the pedagogical literature to design the in-class activity that was produced following a review of this literature. As provided and/or supported by selected contributions, they include: the cognitivism paradigm (e.g., Bower & Hilgard, 1981; Ertmer & Newby, 1993; Shuell, 1986); the cognitive theory of multimedia learning (e.g., Mayer, 1997, 2002, 2009; Mayer & Moreno, 2009); educational entertainment or Edutainment (e.g., Buckingham & Scanlon, 2001; Colace, De Santo, & Pietrosanto, 2006; Druin & Solomon, 1996; Fossard, 2008; Okan, 2003; Shulman & Bowen, 2001; Wang, Zuo, & Li, 2007); and the VARK model (e.g., Drago & Warner, 2004; Fleming, 1995; Fleming & Baume, 2006; Leite, Svinicki, & Shi, 2010; VARK Learn Ltd., n.d.). The actual in-class activity is facilitated through the use of a Microsoft PowerPoint presentation and follows a game show-like approach and design, with the instructor acting as the host and students the participants. Through the activity, the students attempt to identify and name the prominent entrepreneurs anonymously described through the revealing of information about the entrepreneur and the company or companies they founded and/or manage(d) in some capacity. Over 80 prominent entrepreneurs from the 19th, 20th, and 21st Centuries are included in the activity, with others being added regularly. The paper concludes with the discussion of ways to improve and refine the activity and measuring its effectiveness towards improving student understanding of and motivation towards entrepreneurship and increasing engagement in the classroom in courses on entrepreneurship and global entrepreneurship.
"Facilitating Understanding of the Consumer Decision-Making Process with an In-Class Activity"
2018 Teaching & Learning Innovation Showcase (Eastern Kentucky University, Richmond, KY)
This interactive in-class activity involves examination of the consumer decision process and can be completed by students individually or as part of a student group. It provides an opportunity for students to better understand and apply the consumer decision process to various real-world scenarios. This activity can be used in any business or marketing course in which the consumer decision process is reviewed, such as “Principles of Marketing” (MKT 300 & MKT 301), “Consumer Behavior in Marketing” (MKT 350), and “Marketing Management” (MKT 460).
"B2C Marketing vs. B2B Marketing: Teaching Techniques and In-Class Activities to Enhance Student Comprehension and Learning"
2019 Pedagogicon Conference (Eastern Kentucky University, Richmond, KY)
The differences that exist between business-to-consumer (B2C) and business-to-business (B2B) marketing strategies and tactics due to the divergent attitudes and behaviors of businesses and consumers are covered and discussed in multiple undergraduate marketing courses. It is an important topic for business students so that they not only have a proper understanding of the differences that exist between the B2C and B2B sectors but also so they can determine whether they would prefer to pursue their career after graduation in the B2C sector or B2B sector. To enhance students’ comprehension and understanding of the B2C and B2B sectors and their respective marketing strategies and tactics, a series of sequential in-class and/or out-of-class group activities informed by multiple teaching and learning theories and techniques – including cooperative learning, social constructivism, and Bloom’s taxonomy – were developed. These activities, which take place over multiple class sessions and/or days, include: (1) in-class lectures describing and analyzing various B2C and B2B strategies and tactics, including reviewing multiple real-world video and print examples of online and offline B2C marketing, B2B marketing, and B2B/B2C marketing conducted jointly that were accumulated by the instructor; (2) in-class and/or out-of-class activity in which student groups conduct their own research to obtain additional multiple real-world examples of each; (3) in-class and/or out-of-class discussion among student groups analyzing the examples they obtained; (4) student groups providing a deliverable in the form of a written report to the instructor describing their findings and analysis; and (5) in-class presentation by each group showing examples they obtained from the group activity, whether in concert with or prior to an instructor-led in-class discussion.
"Political Instability and its Impact on Inward Flows of Foreign Direct Investment: Hypothesized Models at the Country and Company Levels"
2018 Academy of International Business U.S. Northeast Chapter Annual Conference (Drexel University, Philadelphia, PA)
This two-part research study will hopefully be the start of important and necessary research due to contradictory and inconsistent results obtained through previous research on the impact of political instability on foreign direct investment (FDI) as well as due to a mostly country-level focus on the topic in the political science literature. In addition, a key objective of this research is to further study the topic while linking the political science, international business, and strategic management academic research disciplines. Two separate but related parts of this research are described, along with relevant hypotheses to be empirically examined. Part 1, which is at the country level, involves the formulation of the political instability construct, including its dimensions and indicators, with Jong-A-Pin (2009) being the primary source utilized. The proposed empirical examination of the construct will involve the use of secondary data collected and/or provided by a credible data source and will include the use of exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) to identify and/or confirm the dimensions and indicators of the construct. Then, Part 2, which is at the company level, involves the formulation of a proposed three-construct conceptual model that hypothesizes the perceived impact of political instability on companies’ FDI activities, with environmental scanning intensity modifying the impact. The proposed empirical examination of the conceptual model will involve the collection of primary data for the measurement of all three constructs – with political instability conceptualized based on the results of Part 1 and the other two constructs newly created for this research study – through the use of a survey instrument administered to relevant companies. This path model will be tested using structural equation modeling (SEM) or ordinary least squares (OLS) regression.
"The Relevance and Importance of Pricing Autonomy to Different Consumers: An Empirical Examination"
2019 Appalachian Research in Business Symposium Annual Meeting (Western Carolina University, Cullowhee, NC)
Pay-what-you-want pricing, also known as elective pricing, in which consumers have full control to set price has been found to be a risky pricing mechanism for marketing managers to implement in the field. Previous research has found consumers exposed to elective pricing do choose nonzero amounts and that this pricing strategy can be successful (Kim, Natter, & Spann 2009). However, consumers are often exposed to fixed prices where they have no control at setting the price. Limited research has examined how consumer autonomy in setting the price of products is associated with different purchase intentions, such as purchase likelihood and perceived satisfaction, among different types of consumers. Therefore, in this research contribution, we explore how different consumers respond to autonomy in setting the price of products. In an experimental study, we examine how consumers exposed to fixed prices and elective prices differ in their purchase likelihood and perceived satisfaction. We find consumers exposed to elective pricing have significantly higher levels of purchase likelihood and perceived satisfaction than consumers exposed to fixed pricing. Consumers with high levels of green consumer values had significantly higher purchase intentions than consumers with low levels of green consumer values, even though the product was not specifically described as environmentally friendly. Those consumers with high levels of persuasion knowledge had significantly higher purchase intentions than consumers with low levels of persuasion knowledge. We also find highly compliant consumers had significantly higher purchase intentions than consumers with low levels of compliance. In addition, we find significant interaction effects between pricing autonomy and persuasion knowledge as well as pricing autonomy and aggressive consumers. Lastly, we find green consumer values partially mediate autonomy and purchase intentions.
"Social Constructivism and Cooperative Learning in Marketing Courses: A Sample In-Class Activity"
2018 Appalachian Research in Business Symposium Annual Meeting (East Tennessee State University, Johnson City, TN)
The normative approach utilized for this paper is focused on the belief that instructors, course designers, and various other learning professionals should leverage learning theories when creating and managing college-level courses. These theories can inform and improve the design and development of various instructional and learning activities. In this paper, contributions from the extant literature on cooperative learning (primary focus of the paper), social constructivism (learning theory that serves as the foundation for cooperative learning), and strengths-weaknesses-opportunities-threats (SWOT) analysis (focus of sample in-class group activity provided at the end of the paper that follows basic principles of cooperative learning and social constructivism) are reviewed.
"Business Students' Personal Branding: An Empirical Investigation"
2018 Appalachian Research in Business Symposium Annual Meeting (East Tennessee State University, Johnson City, TN)
Personal branding is the process by which an individual actively tries to manage others’ impression of their skills, abilities and experiences (Johnson, 2017). It is the marketing of oneself to society (Lair, Sullivan, & Cheney, 2005; Peters, 1997; Shepherd, 2005). While the current job market is touted as being the best in years, little changed in unemployment levels for degreed business aspirants when comparing a United States Department of Labor report for periods December 2017 to Dec2016 (“United States Department of Labor,” 2018). This suggests that new business graduates continue to face the harsh reality of a challenging environment in terms of future employment prospects. This accentuates a great need for business schools to arm students with the personal branding skills requisite for today’s competitive employment landscape.
"Teaching Product Standardization and Adaptation in Global Marketing Courses: A Case Study Approach with Oreo"
2019 Appalachian Research in Business Symposium Annual Meeting (Western Carolina University, Cullowhee, NC)
In this contribution, we offer guidance to educators at the college level for providing students the opportunity to better understand and remember important global business and marketing concepts through the use of a case study approach in the classroom. ... Moreover, with more firms becoming born globals that sell products internationally at the inception of the organization (Rennie 1993), there is a need for business students to understand different global marketing strategies these businesses can implement. In addition to students being aware of product standardization and adaptation, they need to be able to identify firms using these strategies as well as being able to think critically by deciding when to implement the proper strategy and tactics. Therefore, it can be important for marketing instructors to have activities and assignments focusing on the six levels of Bloom’s taxonomy, especially the higher levels where students are required to apply, analyze, evaluate, and create (Anderson & Krathwohl 2001), as well as social learning theory, which is a theory of learning and social behavior which proposes that individuals learn by observing and emulating the behaviors of others (Bandura 1971). It would seem likely that instructors and hiring managers would be interested in using case studies like this one in order to reinforce student mastery of key global marketing concepts and thus help prepare students to meet the wants and needs of industry hiring managers. Relevant examples from Oreo for use in global marketing courses include product adaptation for various markets, such as: India, where they have sold the product in dark chocolate flavor (The Economic Times 2011); China, where they have sold straw-shaped wafers with vanilla-flavored cream filling that were also sold in other countries like Australia and Canada (Smith 2012); and Japan, where they have sold the unique Matcha Green Tea Cream Sandwich Cookies (O’Neil Bellomo 2016).
"Global Entrepreneurship and Entrepreneurs: An In-Class Activity"
2018 Academy of International Business U.S. Northeast Chapter Annual Conference (Drexel University, Philadelphia, PA)
This paper includes an examination of the literature on entrepreneurship, global entrepreneurship, and global entrepreneurs, as well as the theoretical foundations for entrepreneurship, which are wide and varied. A multi-theoretical approach was taken to leverage the theories and theoretical concepts from the pedagogical literature to design the in-class activity that was produced following a review of this literature. As provided and/or supported by selected contributions, they include: the cognitivism paradigm (e.g., Bower & Hilgard, 1981; Ertmer & Newby, 1993; Shuell, 1986); the cognitive theory of multimedia learning (e.g., Mayer, 1997, 2002, 2009; Mayer & Moreno, 2009); educational entertainment or Edutainment (e.g., Buckingham & Scanlon, 2001; Colace, De Santo, & Pietrosanto, 2006; Druin & Solomon, 1996; Fossard, 2008; Okan, 2003; Shulman & Bowen, 2001; Wang, Zuo, & Li, 2007); and the VARK model (e.g., Drago & Warner, 2004; Fleming, 1995; Fleming & Baume, 2006; Leite, Svinicki, & Shi, 2010; VARK Learn Ltd., n.d.). The actual in-class activity is facilitated through the use of a Microsoft PowerPoint presentation and follows a game show-like approach and design, with the instructor acting as the host and students the participants. Through the activity, the students attempt to identify and name the prominent entrepreneurs anonymously described through the revealing of information about the entrepreneur and the company or companies they founded and/or manage(d) in some capacity. Over 80 prominent entrepreneurs from the 19th, 20th, and 21st Centuries are included in the activity, with others being added regularly. The paper concludes with the discussion of ways to improve and refine the activity and measuring its effectiveness towards improving student understanding of and motivation towards entrepreneurship and increasing engagement in the classroom in courses on entrepreneurship and global entrepreneurship.
"Facilitating Understanding of the Consumer Decision-Making Process with an In-Class Activity"
2018 Teaching & Learning Innovation Showcase (Eastern Kentucky University, Richmond, KY)
This interactive in-class activity involves examination of the consumer decision process and can be completed by students individually or as part of a student group. It provides an opportunity for students to better understand and apply the consumer decision process to various real-world scenarios. This activity can be used in any business or marketing course in which the consumer decision process is reviewed, such as “Principles of Marketing” (MKT 300 & MKT 301), “Consumer Behavior in Marketing” (MKT 350), and “Marketing Management” (MKT 460).
"B2C Marketing vs. B2B Marketing: Teaching Techniques and In-Class Activities to Enhance Student Comprehension and Learning"
2019 Pedagogicon Conference (Eastern Kentucky University, Richmond, KY)
The differences that exist between business-to-consumer (B2C) and business-to-business (B2B) marketing strategies and tactics due to the divergent attitudes and behaviors of businesses and consumers are covered and discussed in multiple undergraduate marketing courses. It is an important topic for business students so that they not only have a proper understanding of the differences that exist between the B2C and B2B sectors but also so they can determine whether they would prefer to pursue their career after graduation in the B2C sector or B2B sector. To enhance students’ comprehension and understanding of the B2C and B2B sectors and their respective marketing strategies and tactics, a series of sequential in-class and/or out-of-class group activities informed by multiple teaching and learning theories and techniques – including cooperative learning, social constructivism, and Bloom’s taxonomy – were developed. These activities, which take place over multiple class sessions and/or days, include: (1) in-class lectures describing and analyzing various B2C and B2B strategies and tactics, including reviewing multiple real-world video and print examples of online and offline B2C marketing, B2B marketing, and B2B/B2C marketing conducted jointly that were accumulated by the instructor; (2) in-class and/or out-of-class activity in which student groups conduct their own research to obtain additional multiple real-world examples of each; (3) in-class and/or out-of-class discussion among student groups analyzing the examples they obtained; (4) student groups providing a deliverable in the form of a written report to the instructor describing their findings and analysis; and (5) in-class presentation by each group showing examples they obtained from the group activity, whether in concert with or prior to an instructor-led in-class discussion.
"Political Instability and its Impact on Inward Flows of Foreign Direct Investment: Hypothesized Models at the Country and Company Levels"
2018 Academy of International Business U.S. Northeast Chapter Annual Conference (Drexel University, Philadelphia, PA)
This two-part research study will hopefully be the start of important and necessary research due to contradictory and inconsistent results obtained through previous research on the impact of political instability on foreign direct investment (FDI) as well as due to a mostly country-level focus on the topic in the political science literature. In addition, a key objective of this research is to further study the topic while linking the political science, international business, and strategic management academic research disciplines. Two separate but related parts of this research are described, along with relevant hypotheses to be empirically examined. Part 1, which is at the country level, involves the formulation of the political instability construct, including its dimensions and indicators, with Jong-A-Pin (2009) being the primary source utilized. The proposed empirical examination of the construct will involve the use of secondary data collected and/or provided by a credible data source and will include the use of exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) to identify and/or confirm the dimensions and indicators of the construct. Then, Part 2, which is at the company level, involves the formulation of a proposed three-construct conceptual model that hypothesizes the perceived impact of political instability on companies’ FDI activities, with environmental scanning intensity modifying the impact. The proposed empirical examination of the conceptual model will involve the collection of primary data for the measurement of all three constructs – with political instability conceptualized based on the results of Part 1 and the other two constructs newly created for this research study – through the use of a survey instrument administered to relevant companies. This path model will be tested using structural equation modeling (SEM) or ordinary least squares (OLS) regression.
"The Relevance and Importance of Pricing Autonomy to Different Consumers: An Empirical Examination"
2019 Appalachian Research in Business Symposium Annual Meeting (Western Carolina University, Cullowhee, NC)
Pay-what-you-want pricing, also known as elective pricing, in which consumers have full control to set price has been found to be a risky pricing mechanism for marketing managers to implement in the field. Previous research has found consumers exposed to elective pricing do choose nonzero amounts and that this pricing strategy can be successful (Kim, Natter, & Spann 2009). However, consumers are often exposed to fixed prices where they have no control at setting the price. Limited research has examined how consumer autonomy in setting the price of products is associated with different purchase intentions, such as purchase likelihood and perceived satisfaction, among different types of consumers. Therefore, in this research contribution, we explore how different consumers respond to autonomy in setting the price of products. In an experimental study, we examine how consumers exposed to fixed prices and elective prices differ in their purchase likelihood and perceived satisfaction. We find consumers exposed to elective pricing have significantly higher levels of purchase likelihood and perceived satisfaction than consumers exposed to fixed pricing. Consumers with high levels of green consumer values had significantly higher purchase intentions than consumers with low levels of green consumer values, even though the product was not specifically described as environmentally friendly. Those consumers with high levels of persuasion knowledge had significantly higher purchase intentions than consumers with low levels of persuasion knowledge. We also find highly compliant consumers had significantly higher purchase intentions than consumers with low levels of compliance. In addition, we find significant interaction effects between pricing autonomy and persuasion knowledge as well as pricing autonomy and aggressive consumers. Lastly, we find green consumer values partially mediate autonomy and purchase intentions.
"Social Constructivism and Cooperative Learning in Marketing Courses: A Sample In-Class Activity"
2018 Appalachian Research in Business Symposium Annual Meeting (East Tennessee State University, Johnson City, TN)
The normative approach utilized for this paper is focused on the belief that instructors, course designers, and various other learning professionals should leverage learning theories when creating and managing college-level courses. These theories can inform and improve the design and development of various instructional and learning activities. In this paper, contributions from the extant literature on cooperative learning (primary focus of the paper), social constructivism (learning theory that serves as the foundation for cooperative learning), and strengths-weaknesses-opportunities-threats (SWOT) analysis (focus of sample in-class group activity provided at the end of the paper that follows basic principles of cooperative learning and social constructivism) are reviewed.
"Enhancing Student Learning with an Interactive In-Class 'Game Show' Activity"
2018 Teaching & Learning Innovation Showcase (Eastern Kentucky University, Richmond, KY)
This interactive in-class activity replicates participation on a game show in structure and interactivity and can be completed by students individually or as part of a student group. It provides an opportunity for students to increase memory and recall of course content and is based on the concept of educational entertainment (or edutainment).
"Business Students' Personal Branding: An Empirical Investigation"
2018 Appalachian Research in Business Symposium Annual Meeting (East Tennessee State University, Johnson City, TN)
Personal branding is the process by which an individual actively tries to manage others’ impression of their skills, abilities and experiences (Johnson, 2017). It is the marketing of oneself to society (Lair, Sullivan, & Cheney, 2005; Peters, 1997; Shepherd, 2005). While the current job market is touted as being the best in years, little changed in unemployment levels for degreed business aspirants when comparing a United States Department of Labor report for periods December 2017 to Dec2016 (“United States Department of Labor,” 2018). This suggests that new business graduates continue to face the harsh reality of a challenging environment in terms of future employment prospects. This accentuates a great need for business schools to arm students with the personal branding skills requisite for today’s competitive employment landscape.
"Teaching Product Standardization and Adaptation in Global Marketing Courses: A Case Study Approach with Oreo"
2019 Appalachian Research in Business Symposium Annual Meeting (Western Carolina University, Cullowhee, NC)
In this contribution, we offer guidance to educators at the college level for providing students the opportunity to better understand and remember important global business and marketing concepts through the use of a case study approach in the classroom. ... Moreover, with more firms becoming born globals that sell products internationally at the inception of the organization (Rennie 1993), there is a need for business students to understand different global marketing strategies these businesses can implement. In addition to students being aware of product standardization and adaptation, they need to be able to identify firms using these strategies as well as being able to think critically by deciding when to implement the proper strategy and tactics. Therefore, it can be important for marketing instructors to have activities and assignments focusing on the six levels of Bloom’s taxonomy, especially the higher levels where students are required to apply, analyze, evaluate, and create (Anderson & Krathwohl 2001), as well as social learning theory, which is a theory of learning and social behavior which proposes that individuals learn by observing and emulating the behaviors of others (Bandura 1971). It would seem likely that instructors and hiring managers would be interested in using case studies like this one in order to reinforce student mastery of key global marketing concepts and thus help prepare students to meet the wants and needs of industry hiring managers. Relevant examples from Oreo for use in global marketing courses include product adaptation for various markets, such as: India, where they have sold the product in dark chocolate flavor (The Economic Times 2011); China, where they have sold straw-shaped wafers with vanilla-flavored cream filling that were also sold in other countries like Australia and Canada (Smith 2012); and Japan, where they have sold the unique Matcha Green Tea Cream Sandwich Cookies (O’Neil Bellomo 2016).
"Global Entrepreneurship and Entrepreneurs: An In-Class Activity"
2018 Academy of International Business U.S. Northeast Chapter Annual Conference (Drexel University, Philadelphia, PA)
This paper includes an examination of the literature on entrepreneurship, global entrepreneurship, and global entrepreneurs, as well as the theoretical foundations for entrepreneurship, which are wide and varied. A multi-theoretical approach was taken to leverage the theories and theoretical concepts from the pedagogical literature to design the in-class activity that was produced following a review of this literature. As provided and/or supported by selected contributions, they include: the cognitivism paradigm (e.g., Bower & Hilgard, 1981; Ertmer & Newby, 1993; Shuell, 1986); the cognitive theory of multimedia learning (e.g., Mayer, 1997, 2002, 2009; Mayer & Moreno, 2009); educational entertainment or Edutainment (e.g., Buckingham & Scanlon, 2001; Colace, De Santo, & Pietrosanto, 2006; Druin & Solomon, 1996; Fossard, 2008; Okan, 2003; Shulman & Bowen, 2001; Wang, Zuo, & Li, 2007); and the VARK model (e.g., Drago & Warner, 2004; Fleming, 1995; Fleming & Baume, 2006; Leite, Svinicki, & Shi, 2010; VARK Learn Ltd., n.d.). The actual in-class activity is facilitated through the use of a Microsoft PowerPoint presentation and follows a game show-like approach and design, with the instructor acting as the host and students the participants. Through the activity, the students attempt to identify and name the prominent entrepreneurs anonymously described through the revealing of information about the entrepreneur and the company or companies they founded and/or manage(d) in some capacity. Over 80 prominent entrepreneurs from the 19th, 20th, and 21st Centuries are included in the activity, with others being added regularly. The paper concludes with the discussion of ways to improve and refine the activity and measuring its effectiveness towards improving student understanding of and motivation towards entrepreneurship and increasing engagement in the classroom in courses on entrepreneurship and global entrepreneurship.
"Facilitating Understanding of the Consumer Decision-Making Process with an In-Class Activity"
2018 Teaching & Learning Innovation Showcase (Eastern Kentucky University, Richmond, KY)
This interactive in-class activity involves examination of the consumer decision process and can be completed by students individually or as part of a student group. It provides an opportunity for students to better understand and apply the consumer decision process to various real-world scenarios. This activity can be used in any business or marketing course in which the consumer decision process is reviewed, such as “Principles of Marketing” (MKT 300 & MKT 301), “Consumer Behavior in Marketing” (MKT 350), and “Marketing Management” (MKT 460).
"B2C Marketing vs. B2B Marketing: Teaching Techniques and In-Class Activities to Enhance Student Comprehension and Learning"
2019 Pedagogicon Conference (Eastern Kentucky University, Richmond, KY)
The differences that exist between business-to-consumer (B2C) and business-to-business (B2B) marketing strategies and tactics due to the divergent attitudes and behaviors of businesses and consumers are covered and discussed in multiple undergraduate marketing courses. It is an important topic for business students so that they not only have a proper understanding of the differences that exist between the B2C and B2B sectors but also so they can determine whether they would prefer to pursue their career after graduation in the B2C sector or B2B sector. To enhance students’ comprehension and understanding of the B2C and B2B sectors and their respective marketing strategies and tactics, a series of sequential in-class and/or out-of-class group activities informed by multiple teaching and learning theories and techniques – including cooperative learning, social constructivism, and Bloom’s taxonomy – were developed. These activities, which take place over multiple class sessions and/or days, include: (1) in-class lectures describing and analyzing various B2C and B2B strategies and tactics, including reviewing multiple real-world video and print examples of online and offline B2C marketing, B2B marketing, and B2B/B2C marketing conducted jointly that were accumulated by the instructor; (2) in-class and/or out-of-class activity in which student groups conduct their own research to obtain additional multiple real-world examples of each; (3) in-class and/or out-of-class discussion among student groups analyzing the examples they obtained; (4) student groups providing a deliverable in the form of a written report to the instructor describing their findings and analysis; and (5) in-class presentation by each group showing examples they obtained from the group activity, whether in concert with or prior to an instructor-led in-class discussion.
"Political Instability and its Impact on Inward Flows of Foreign Direct Investment: Hypothesized Models at the Country and Company Levels"
2018 Academy of International Business U.S. Northeast Chapter Annual Conference (Drexel University, Philadelphia, PA)
This two-part research study will hopefully be the start of important and necessary research due to contradictory and inconsistent results obtained through previous research on the impact of political instability on foreign direct investment (FDI) as well as due to a mostly country-level focus on the topic in the political science literature. In addition, a key objective of this research is to further study the topic while linking the political science, international business, and strategic management academic research disciplines. Two separate but related parts of this research are described, along with relevant hypotheses to be empirically examined. Part 1, which is at the country level, involves the formulation of the political instability construct, including its dimensions and indicators, with Jong-A-Pin (2009) being the primary source utilized. The proposed empirical examination of the construct will involve the use of secondary data collected and/or provided by a credible data source and will include the use of exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) to identify and/or confirm the dimensions and indicators of the construct. Then, Part 2, which is at the company level, involves the formulation of a proposed three-construct conceptual model that hypothesizes the perceived impact of political instability on companies’ FDI activities, with environmental scanning intensity modifying the impact. The proposed empirical examination of the conceptual model will involve the collection of primary data for the measurement of all three constructs – with political instability conceptualized based on the results of Part 1 and the other two constructs newly created for this research study – through the use of a survey instrument administered to relevant companies. This path model will be tested using structural equation modeling (SEM) or ordinary least squares (OLS) regression.
"The Relevance and Importance of Pricing Autonomy to Different Consumers: An Empirical Examination"
2019 Appalachian Research in Business Symposium Annual Meeting (Western Carolina University, Cullowhee, NC)
Pay-what-you-want pricing, also known as elective pricing, in which consumers have full control to set price has been found to be a risky pricing mechanism for marketing managers to implement in the field. Previous research has found consumers exposed to elective pricing do choose nonzero amounts and that this pricing strategy can be successful (Kim, Natter, & Spann 2009). However, consumers are often exposed to fixed prices where they have no control at setting the price. Limited research has examined how consumer autonomy in setting the price of products is associated with different purchase intentions, such as purchase likelihood and perceived satisfaction, among different types of consumers. Therefore, in this research contribution, we explore how different consumers respond to autonomy in setting the price of products. In an experimental study, we examine how consumers exposed to fixed prices and elective prices differ in their purchase likelihood and perceived satisfaction. We find consumers exposed to elective pricing have significantly higher levels of purchase likelihood and perceived satisfaction than consumers exposed to fixed pricing. Consumers with high levels of green consumer values had significantly higher purchase intentions than consumers with low levels of green consumer values, even though the product was not specifically described as environmentally friendly. Those consumers with high levels of persuasion knowledge had significantly higher purchase intentions than consumers with low levels of persuasion knowledge. We also find highly compliant consumers had significantly higher purchase intentions than consumers with low levels of compliance. In addition, we find significant interaction effects between pricing autonomy and persuasion knowledge as well as pricing autonomy and aggressive consumers. Lastly, we find green consumer values partially mediate autonomy and purchase intentions.
"Social Constructivism and Cooperative Learning in Marketing Courses: A Sample In-Class Activity"
2018 Appalachian Research in Business Symposium Annual Meeting (East Tennessee State University, Johnson City, TN)
The normative approach utilized for this paper is focused on the belief that instructors, course designers, and various other learning professionals should leverage learning theories when creating and managing college-level courses. These theories can inform and improve the design and development of various instructional and learning activities. In this paper, contributions from the extant literature on cooperative learning (primary focus of the paper), social constructivism (learning theory that serves as the foundation for cooperative learning), and strengths-weaknesses-opportunities-threats (SWOT) analysis (focus of sample in-class group activity provided at the end of the paper that follows basic principles of cooperative learning and social constructivism) are reviewed.
"Enhancing Student Learning with an Interactive In-Class 'Game Show' Activity"
2018 Teaching & Learning Innovation Showcase (Eastern Kentucky University, Richmond, KY)
This interactive in-class activity replicates participation on a game show in structure and interactivity and can be completed by students individually or as part of a student group. It provides an opportunity for students to increase memory and recall of course content and is based on the concept of educational entertainment (or edutainment).
"Democratic Peace Theory and Global Marketing: A Review of the Literature and Proposed Interdisciplinary Research"
2018 Academy of International Business U.S. Southeast Chapter Annual Conference (Belmont University, Nashville, TN)
The democratic peace is typically captured in the simplified statement that “democracies do not fight each other.” It is not only the most discussed theory in the international relations field (Altman, Rojas-de-Galarreta, & Urdinez, 2018) but also arguably one of the most important, influential, and enduring findings in the entire political science field (Hegre, Bernhard, & Teorell, 2018). Following a brief introduction section, with information on interdisciplinary research, and then a comprehensive review of democratic peace theory, including related research in the extant international relations and political science literature, brief descriptions and/or definitions are provided for multiple concepts, theories, and activities in the global business and marketing literature. In addition, a discussion of various research streams and contributions in the extant literature is presented, as well as multiple potential related topics and relevant research questions to be answered through future interdisciplinary research projects that involve the integration of information, concepts and/or theories from multiple academic disciplines. The three concepts, theories, and activities identified and discussed included: (1) the country-of-origin (COO) effect, (2) Geert Hofstede’s national cultural dimensions, and (3) foreign direct investment (FDI). The paper ends with a short conclusion section summarizing its content.
Possible Matching Profiles
The following profiles may or may not be the same professor:
- Philip J Boutin (100% Match)
Instructor
Eastern Kentucky University - Public Universities
