![[PDF]](/pb-assets/Icons/adobe-pdf-icon-1498649896243.png){kind=icon}
Abstract
While textbooks remain a key part of the teaching and learning process, evidence suggests that student completion of reading assignments is lower than teacher expectations. Although there is a small body of literature examining textbook use, studies relating specifically to marketing textbooks are sparse. This article seeks to explore how marketing students perceive and use textbooks, what barriers inhibit their use, and how these barriers might be overcome. Qualitative exploratory and quantitative confirmatory research conducted at a British university reveals that reading assignments from the textbook are rarely completed. The textbook is primarily used as a handbook of definitions to help with the completion of coursework and as a revision aid for exams. The explanation for the lack of reading is less clear. The qualitative research suggested textbooks are cumbersome, inaccessible, and boring and that students perceive reading assignments to be unimportant because of their lack of integration into classwork. However, the quantitative study was less emphatic and revealed a neutral attitude toward textbooks, with less confidence that changes to the style of textbooks would encourage more reading. The article goes on to discuss implications for professional practice and incorporates tentative suggestions as to how to encourage regular and “active” reading.
References
Section:
|
Artis, A. (2008). Improving marketing students’ reading comprehension with the SQ3R method. Journal of Marketing Education, 30, 130-137. Google Scholar | SAGE Journals | |
|
Baume, D., Baume, C. (1998). Powerful ideas in teaching and learning. Wheatley, England: Oxford Brookes University. Google Scholar | |
|
Besser, D., Stone, G., Nan, L. (1999). Textbooks and teaching: A lesson from students. Journalism & Mass Communication Educator, 53, 4-17. Google Scholar | SAGE Journals | |
|
Bryman, A. (2001). Social research methods. Oxford, England: Oxford University Press. Google Scholar | |
|
Carpenter, P., Bullock, A., Potter, J. (2006). Textbooks in teaching and learning: The views of students and their teachers. Brookes eJournal of Learning and Teaching, 2. Retrieved from http://bejlt.brookes.ac.uk/article/textbooks_in_teaching_and_learning/ Google Scholar | |
|
Clump, M., Bauer, H., Bradley, C. (2004). The extent to which psychology students read textbooks: A multiple class analysis of reading across the psychology curriculum. Journal of Instructional Psychology, 31, 227-232. Google Scholar | |
|
Elbeck, M., Williams, R., Peters, C., Frankforter, S. (2009). What marketing educators look for when adopting a principles of marketing textbook. Marketing Education Review, 19, 49-62. Google Scholar | Crossref | |
|
Entwistle, N. (2000). How students learn and study. Retrieved from http://www.heacademy.ac.uk/assets/documents/resources/resourcedatabase/id490_how_students_learn_and_study.pdf Google Scholar | |
|
Ferguson, J., Collison, D., Power, D., Stevenson, L. (2010). Introductory financial accounting students: Exploring their views of course texts. International Journal of Management Education, 9, 81-90. Google Scholar | |
|
Finch, H., Lewis, J. (2003). Focus groups. In Ritchie, J., Lewis, J. (Eds.), Qualitative research practice (pp. 170-198). London, England: Sage. Google Scholar | |
|
Fitzpatrick, L., McConnell, C. (2009). Student reading strategies and textbook use: An inquiry into economics and accounting courses. Research in Higher Education Journal, 3. Retrieved from http://www.aabri.com/manuscripts/09150.pdf Google Scholar | |
|
Harrigan, P., Hulbert, B. (2011). How can marketing academics serve marketing practice? The new marketing DNA as a model for marketing education. Journal of Marketing Education, 33, 253-272. Google Scholar | SAGE Journals | |
|
Issitt, J. (2004). Reflections on the study of textbooks. History of Education, 33, 683-696. Google Scholar | Crossref | |
|
JISC . (2009). National e-books observatory project: Key findings and recommendations. Retrieved from http://observatory.jiscebooks.org/files/2011/08/JISC-national-ebooks-observatory-project-final-report.pdf Google Scholar | |
|
Jones, J. (2011). Enhancing student learning: An examination of the student use of textbooks in financial accounting. American Journal of Business Education, 4, 29-36. Google Scholar | |
|
Kirkness, A., Neill, L. (2009). Choosing texts for today’s students: Do they understand language? Journal of Hospitality, Leisure, Sport and Tourism Education, 8, 4-16. Google Scholar | Crossref | ISI | |
|
Lewis, J., Ritchie, J. (2003). Generalizing from qualitative research. In Ritchie, J., Lewis, J. (Eds.), Qualitative research practice (pp. 263-286). London, England: Sage. Google Scholar | |
|
McIntyre, S., Munson, J. (2008). Exploring cramming: Student behaviors, beliefs, and learning retention in the principles of marketing course. Journal of Marketing Education, 30, 226-243. Google Scholar | SAGE Journals | |
|
Mehta, S., Mehta, S., Aun, B. (1999). The evaluation of business text books: An international perspective. Journal of Professional Services Marketing, 19, 141-149. Google Scholar | Crossref | |
|
Phillips, B., Phillips, F. (2007). Sink or swim: Textbook reading behaviours of introductory accounting students. Issues in Accounting Education, 22, 21-44. Google Scholar | Crossref | |
|
Pundak, D., Maharshak, A. (2010). Employing a marketing approach to create a learning environment for engineering students. Research in Higher Education Journal, 7. Retrieved from http://www.aabri.com/manuscripts/10452.pdf Google Scholar | |
|
Railton, D., Watson, P. (2005). Teaching autonomy: Reading groups and the development of autonomous practices. Active learning in Higher Education, 6, 182-193. Google Scholar | SAGE Journals | |
|
Ramsden, P. (2003). Learning to teach in higher education. London, England: Routledge. Google Scholar | Crossref | |
|
Richardson, P. (2004). Reading and writing from textbooks in higher education: A case study from Economics. Studies in Higher Education, 29, 505-521. Google Scholar | Crossref | ISI | |
|
Ritchie, J., Spencer, L. (1994). Qualitative data analysis for applied policy research. In Bryman, A., Burgess, R. (Eds.), Analysing qualitative data (pp. 173-194). London, England: Routledge. Google Scholar | Crossref | |
|
Rowley, J. (2004). Learning with textbooks in business and management in higher education. International Journal of Management Education, 4. Google Scholar | |
|
Rust, C. (2002). The impact of assessment on student learning. Active Learning in Higher Education, 3, 145-158. Google Scholar | SAGE Journals | |
|
Snape, D., Spencer, L. (2003). The foundations of qualitative research. In Ritchie, J., Lewis, J. (Eds.), Qualitative research practice (pp. 1-23). London, England: Sage. Google Scholar | |
|
Starcher, K., Proffitt, D. (2011). Encouraging students to read: What professors are (and aren’t) doing about it. International Journal of Teaching and Learning in Higher Education, 23, 396-407. Google Scholar | |
|
Swain, H. (2007). A textbook case for writing one. Times Higher Educational Supplement. Retrieved from http://www.lexisnexis.com/uk/legal/results/docview/docview.do?docLinkInd=true&risb=21_T14058183898&format=GNBFULL&sort=BOOLEAN&startDocNo=81&resultsUrlKey=29_T14058125680&cisb=22_T14058191501&treeMax=true&treeWidth=314&csi=235861&docNo=88 Google Scholar | |
|
Unni, R. (2005). Value perceptions and retention of textbooks among marketing and other business majors. Marketing Education Review, 15, 71-79. Google Scholar | Crossref | |
|
Yonker, J., Cummins-Sebree, S. (2009). To read or not to read: How student characteristics relate to textbook reading. Association for University Regional Campuses of Ohio, 15, 163-172. Google Scholar |
