Teaching english to marketing students: bridging the gap between academic and real-world skills

The marketing sector has been experiencing substantial changes due to the constant need to adjust to apace-evolving markets and demands. Digital development takes on an important role in this scenario, which may not be echoing in marketing education. Thus, there is an increasing discussion surrounding the skills required of marketing graduates in the current educational and professional set. Given that English proficiency is ranked as crucial by stakeholders, and it seems not to translate into many Portuguese marketing programs, the goal of this chapter is to provide a holistic view over the state of the art on the match/gap between the language skills developed in marketing programs and those expected from practitioners and marketing professionals in the 21st century. The results of the content analysis showed that (in)formal communication in English, namely through emails, instant messaging, and social media, should be recognized as a core competence within the marketing curriculum.publishe

Authentic Leadership in Immersive Learning Environments: Teachers as Affective, Cognitive, and Pedagogical Enablers

Immersive learning environments require effective facilitators to enable student learning. In currentliterature on immersive learning, there is limited insight on the role that teacher behaviors have onfostering learning. Despite this, there is considerable literature on the role of the teacher as a leaderin contemporary classrooms. This chapter focuses on the authentic leader behaviors in teachers andhow this may affect student success. While student learning can be viewed from many perspectives, thischapter focuses on three perspectives: affective, cognitive, and pedagogical. The literature enables theestablishment of the belief that teachers who embody authentic leader behaviors are likely to be moresuccessful in facilitating student learning within an immersive learning environment. Implications andfuture research opportunities are also highlighted as a result of the theory generation in this chapter