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.

Powered by > Friday, January 02, 2015

Date Created: Monday, July 21, Total Responses Complete Responses: 59

Q1: I understand the above information and voluntarily consent to participate in the research. Answered: 59 Skipped: 0

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

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

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

Q5: Are you a full-time instructor? Answered: 59 Skipped: 0

Q7: Gender Answered: 59 Skipped: 0

Q7: Gender Answered: 59 Skipped: 0

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

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

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

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

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

Q13: Would you like to receive the results from this study? Answered: 59 Skipped: 0

What’s next? More research?

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 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