TONS: A Guide to Teaching On-line Sales Courses

Purpose of the Study: This study describes a creative solution to teaching on-line sales(TONS). On-line education is increasingly in demand; yet, many sales instructors are unsure of how to transfer this interactive, skills-based course from face-to-face to an on-line format. The on-line course is described in detail, with weekly topics, assignments, rubrics, and teaching materials available. The skills-based active learning format develops student knowledge and know-how while building to a final project. Importantly, the technological and time considerations for instructors are kept to a minimum. Method/Design and Sample: This study tests the use of the on-line TONS teaching method through qualitative and quantitative student responses and evaluations from three classes. Qualitative data was analyzed to identify themes of learning and satisfaction. Quantitative course evaluations provide a comparison between on-line and in-person introductory sales classes. Results: Qualitative results show that the TONS innovation was successful in promoting experiential learning in the on-line format. Identified themes indicate on-line students learned key aspects of the sales process, valued the interaction provided, and believed the course resulted in cumulative learning and was applicable to their employment. Quantitative evaluations show that on-line courses were rated equally to a comparable in-person course. Value to Marketing Educators: As educators are pushed toward on-line, blended, and otherwise virtual course formats, it is critical that student learning not suffer. Also important is the need to minimize instructor time investment in course preparation and teaching. This study provides detailed instruction of how any instructor can use TONS to deliver experiential learning on-line

Congruence between Course Modality and Professor Communication: A Study of Pedagogical Impact using Sales Techniques

Purpose of the Study: Given the similarities between influencing others when teaching and when selling, this work explores student perceptions of selling techniques used by professors. This work investigates faculty instructional methods informed by the prospecting and follow-up sales process’s steps to positively affect student perceptions, and to attract and retain students in online and traditional formats. Selling efforts are developed, described, and examined to see how prospecting and follow-up can be used to increase course learning, retention, and subsequent course enrollment. Method/Design and Sample: The study used a 2 (Professor Communication Type: Face-to-face vs. Virtual) by 2 (Selling Stage: Prospecting vs. Follow-up) within subjects experimental design with a third between subjects factor measuring Student Modality Type (Online vs. Ground). Student modality refers to the students’ preference for online or in-person classes. 274 completed surveys were collected from online and traditional business school students from two large U.S. universities in the southeast. Results: The results suggest that applying steps of the sales process in the classroom positively impacts student perceptions relating to instructor responsiveness, pedagogical affect, and likelihood to enroll. These findings endure across course formats, before or during a class, and virtually or in-person. Importantly, we find if faculty match their communication methods (Face to face vs. Virtual) to the course modality type (Ground vs. Online) there is higher pedagogical affect from the sales techniques utilized. Value to Marketing Educators: This work proposes a starting point for faculty engagement within the higher education marketing effort by utilizing personal selling techniques to appeal to online and traditional ground students. Examples of how educators can use sales techniques in the classroom are shared. The findings guide administrators in applying marketing concepts to higher education as a solution for enrollment and retention issues without micromanaging teaching methods, and also provide guidance for engaging student learning, using prospecting and follow-up techniques

The Effects of Self-Construal on Consumers Likelihood and Attitude towards Self-Gifting

This research explicates the role of self-construal in consumers\u27 attitudes towards and likelihood to self-gift. The empirical evidence presented in the current study demonstrate that the people with Independent Self Construal have a more favorable attitude towards selfgifting and are more likely to self-gift than those with Interdependent Self Construal. Thus, the managers who are marketing their products and brands across the globe cannot standardize the message appeals, which are based on self-gifting. They have to take into account self-construal of the general population in the target country. Moreover, the results of this analysis provide some direction to marketers as to what appeals they should use. Both groups, Independents and Interdependents are more likely to self-gift in reward scenarios, and less likely in therapy ones. Therefore, marketers should avoid using therapeutic scenarios when trying to encourage self-gifting. In addition, though independents have a significantly more favorable attitude towards self-gifting and are more likely to self-gift than interdependents, the data suggests that they do not think terribly of selfgifts. This, taken together with their positive evaluation of the slogan one for him, one for me implies that the right appeal, can encourage interdependents to self-gift as well. More specifically, in light of present study\u27s findings, marketers even in USA should use the slogans and messages that emphasize family and friends and their happiness while targeting people with interdependent self-construal rather than merely using communications that emphasize the worth of the individual, (i.e. You deserve it) only

I Self Gift Therefore I Am: an Examination of Self-Construal and Consumers Attitudes Towards Self-Gifting

By definition, one of the predominant aspects of self-gifting is the direct focus on the self. Clearly, if people view the self differently, they will react differently to self-gifting. In the domain of study of 'self' the received view holds that individuals differ on the way they perceive the 'self'. We draw on the relevant psychological research and demonstrate that consumers' self-construal will have an impact on their attitude and likelihood to self-gift. We show that people with an independent self-construal are more likely to self-gift as compared to those with interdependent self-construal and present the explanations for this difference

A Qualitative Analysis of College Students\u27 Perceptions of Academic Integrity on Campus

Based on the data in this study, it appears that it is not a lack of awareness of the academic policy guidelines on campus that is contributing to the prevalence of cheating, but rather a lack of enforcement that is the main problem. In fact, many students expressed the belief that if the consequences are effectively communicated and enforced along with the guidelines then that will have a far greater impact than a policy alone. Most students also felt that the faculty had to get more involved and that they were responsible for encouraging a cheat-free environment. As one student said, ...Other professors pay a lot of attention to cheating and emphasize the consequences of it and I do strongly believe that in those classes cheating is extremely minimal if even inexistent. Two of the most important conclusions of this analysis are: first, faculty members need to enforce the standards of academic integrity more strictly and when the dishonesty is uncovered the punishment should follow without failure. Second, students should be made partners in prevention and detection of academic cheating. Moreover, some interesting suggestions made by students are: offer rewards for informing the cheating and provide easy & anonymous access to reporting mechanism for students to report such cheating

A Framework for Examining the Role of Culture in Individuals Likelihood to Engage in Self-Gift Behavior

The purpose of this research is to propose a framework to be used for investigating whether self-gifting is a universal phenomenon, or one confined to Western societies. Does everybody self-gift? What are the influences on self-gift behavior? In an attempt to establish who is most likely to self-gift, we have employed the Theory of Reasoned Action and incorporated self-construal to make predictions regarding individual’s attitude to self-gifting in general and self-gift advertisements specifically. We also hypothesize that individuals who possess a dominant independent self-construal will have more favorable attitudes towards selfgifting and be more likely to self-gift, whereas individuals with dominant interdependent selfconstruals will tend to have more negative attitudes towards self-gifting and a strong motivation to comply with references groups negative feelings about self-gifting, and consequently be less likely to self gift, and suggest ways for marketers to appeal to the interdependent self