Faculty Perceptions on Applying Multiple Intelligence in Online Marketing Classrooms: Preliminary Exploratory Study

Dr. Paula J. Zobisch and Dr. Andree C. Swanson Forbes School of Business at Ashford University

Copyright © ZSRS 2014

The thought process…

All Classes

Business Courses

Marketing

Background

• Many adults are ill prepared to

live, work, and function

effectively in our fast-paced

and highly technical society

(Vaske, 2001).

Background

Gardner (1983, 1993) identified eight intelligences and stated the

intelligences are more a potential for solving problems than a

measurement of a single IQ score.

Gardner’s theory of multiple intelligences along with the learning

styles for problem solving and decision making can enhance student

comprehension of critical thinking skills.

Background

Because a 2013 study revealed 93% of employers indicated critical thinking

was a skill valued above all other academic achievements, it is more

important than ever for students to learn to think critically (“It Takes More

than a Major,” 2013).

By applying different intelligences, critical thinking skills can be taught in

such a manner to increase student comprehension and success.

Purpose

The purpose of this study was to identify the expert opinions of

online marketing faculty regarding whether or not to include Howard

Gardner’s theory of multiple intelligences in the online marketing

classroom.

Exploratory Research

• Including Gardner’s multiple intelligences would engage students in

critical thinking, thus improving learning.

• The study sought the opinions of expert online faculty using social

media (Linkedin and Facebook) and the Marketing Educator’s

Association (MEA) membership directory.

Significance of the Study

• The significance of this study is that faculty want to ensure learning

occurs in the online marketing classroom.

• The researchers explored the findings to determine whether or not

this is a viable research topic.

Research Design

• The research design for this study was the exploratory design.

• Iacobucci and Churchill (2010) stated exploratory research has an

objective of gaining insights and generating ideas.

• The research instrument used in this study was a survey with multiple

choice and open-ended questions.

Research Design

• Participants were asked if they were familiar with Gardner’s (1983, 1993)

theory and, if so, what specific techniques were used in their classrooms.

• Participants were asked to share their techniques within the open-ended

questions.

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Faculty Perceptions on Applying Multiple Intelligence in Online Marketing Classrooms

• Date Created: Monday, July 21, 2014

59 • Total Responses

• Sample from MEA membership

Q1: I understand the above information and voluntarily consent to participate in the research.

• Answered: 59 Skipped: 0

Q3: Are you an online marketing instructor?

• Answered: 59 Skipped: 0

Q4: How many years have you been teaching marketing online?

• Answered: 59 Skipped: 0

Q5: Are you a full-time instructor?

• Answered: 59 Skipped: 0

Q7: Gender

• Answered: 59 Skipped: 0

Q8: I understand Gardner’s description of multiple intelligences.

• Answered: 59 Skipped: 0

Q9: The inclusion of Gardner’s multiple intelligences in online marketing courses will be beneficial.

• Answered: 59 Skipped: 0

Q10: I would like to include some or all of Gardner’s multiple intelligences into online marketing courses.

• Answered: 59 Skipped: 0

Q11: I currently use Gardner’s multiple intelligences in online marketing courses.

• Answered: 59 Skipped: 0

Q12: Would you be interested in participating in future studies on this topic?

• Answered: 59 Skipped: 0

Q13: Would you like to receive the results from this study?

• Answered: 59 Skipped: 0

What’s next?

• Design a research instrument

• Include all 8 multiple intelligences?

• Include only intra- and inter-personal intelligences?

• How to measure?

References

• Gardner, H. (1983, 1993). Frames of mind: The theory of multiple intelligences. New York City, NY: Basic Books, a Member of the Perseus Books Group.

• Iacobucci, D., & Churchill, Jr., G. A. (2010). Marketing research. Mason, OH: South-Western Cengage Learning.

• It takes more than a major: Employer priorities for college learning and student success. (2013). Retrieved from www.aacu.org/leap/presidentialtrust/compact/2013_EmployerSurvey.cfm

• Vaske, J. M. (2001). Critical thinking in adult education: An elusive quest for a definition of the field. Unpublished doctoral dissertation, Drake University, Des Moines, IA.

Biographies Dr. Paula Zobisch and Dr. Andree Swanson Forbes School of Business at Ashford University

Dr. Paula Zobisch

• Assistant Professor, Forbes College of Business at Ashford University

• Ph.D. Adult Education, Capella University;

– MBA emphasis in Marketing, University of Central Oklahoma

• Director of Marketing and Major Accounts Sales Manager, 3M

Distributor, Oklahoma City, Oklahoma 1989 – 2007

Copyright 2014, Dr. Paula Zobisch

Copyright © ZSRS 2014

Dr. Andree Swanson

• Assistant Professor, Forbes College of Business at Ashford University

• Ed.D. Educational Leadership, University of Phoenix

– MA, Organizational Management, University of Phoenix

– MHR, Human Relations, University of Oklahoma

• Worked as a Dean of General Education, National Training Manager, and the

US government (DoD, USAF, & USA), corporations, and higher education.

Copyright 2014, Dr. Andree Swanson

Copyright © ZSRS 2014