Optimal class length in marketing undergraduate classes: An examination of preference, instructor evaluations, and student performance

Journal of Marketing Education

Volumn 30, Issue 1, 2008, Pages 12-20

  Reardon, James ^a   Payan, Janice ^a   Miller, Chip ^b   Alexander, Joe ^c  

^a UNIVERSITY OF NORTHERN COLORADO   (United States)

^b DRAKE UNIVERSITY   (United States)

^c BELMONT UNIVERSITY   (United States)

Author keywords

Class format; Class length; Evaluations; Marketing; Performance

Indexed keywords

EID: 40749158260     PISSN: 02734753     EISSN: 15526550     Source Type: Journal    
DOI: 10.1177/0273475307312193     Document Type: Article

References (33)

1. Addison, W., Best, J., & Warrington, J. (2006). Students' perceptions of course difficulty and their ratings of the instructor. College Student Journal, 40, 409-416.
2. Aleamoni, L.M. (1999). Student rating myths versus research facts from 1924 to 1998. Journal of Personnel Evaluation in Education, 13, 153-169.
3. Brookfield, S.D. (2003). A critical theory perspective on accelerated learning. New Directions for Adult and Continuing Education, 97, 73-82.
4. Caskey, S.R. (1994). Learning outcomes in intensive courses. Journal of Continuing Higher Education, 42(2), 23-27.
5. Chambers, B.A., & Schmitt, N. (2002). Inequity in the performance evaluation process: How you rate me affects how I rate you. Journal of Personnel Evaluation in Education, 16, 103-112.
6. Chen, Y., Gupta, A., & Hoshower, L. (2004). Marketing students' perceptions of teaching evaluations: An application of expectancy theory. Marketing Education Review, 14(2), 23-36.
7. Clayson, D.E., & Haley, D.A. (1990). Student evaluations in marketing: What is actually being measured? Journal of Marketing Education, 12(3), 9-17.
8. Daniel, E.L. (2000). A review of time-shortened courses across disciplines. College Student Journal, 34, 298-309.
9. Davidovitch, N., & Soen, D. (2006). Class attendance and students' evaluation of their college instructors. College Student Journal, 40, 691-703.
10. Di, X. (1996). Teaching real world students: A study of the relationship between students' academic achievement and daily-life interfering and remedial factors. College Student Journal, 30, 238-254.
11. Ewer, S., Greer, O., Bridges, W., & Lewis, B. (2002). Class length and student performance: An extended study. International Advances in Economic Research, 8, 160-168.
12. Fredrick, W.C., & Walberg, H. (1980). Learning as a function of time. Journal of Educational Research, 73, 183-194.
13. Grimes, P., & Niss, J. (1989). Concentrated study time and improved learning efficiency: An experiment using Economics U$A. Research in Economic Education, 20, 133-139.
14. Henebry, K. (1997). The impact of class schedule on student performance in a financial management course. Journal of Education for Business, 73, 114-120.
15. Karns, G.L. (2005). An update of marketing student perceptions of learning activities: Structure, preferences, and effectiveness. Journal of Marketing Education, 27, 163-171.
16. Koushki, P.A., & Kuhn, H.A.J. (1982). How reliable are student evaluations of teachers? Engineering Education, 72, 362-367.
17. Kulik, J.A., & Kulik, C.C. (1974). Student ratings of instruction. Teaching of Psychology, 1, 51-57.
18. LaBarbera, P.A., & Simonoff, J.S. (1999). Toward enhancing the quality and quantity of marketing majors. Journal of Marketing Education, 21(1), 4-13.
19. March, H.W. (1987). Students' evaluation of university teaching: Research findings, methodological issues, and directions for future research. International Journal of Educational Research, 11, 253-388.
20. March, H.W., & Dunkin, M.J. (1992). Students' evaluations of university teaching: A multidimensional perspective. Higher Education: Handbook of Theory and Research, 8, 143-233.
21. March, H.W., & Roche, L.A. (1997). Making students' evaluations of teaching effectiveness effective: The critical issues of validity, bias, and utility. American Psychologist, 52, 1187-1197.
22. Mitchell, A.A., & Olson, J.C. (1981). Are product attribute beliefs the only mediator of advertising effects on brand attitude? Journal of Marketing Research, 18, 318-332.
23. Peterson, R. (1996). Experiential techniques impart practical skills. Marketing News, 30(17), 9.
24. Petrowsky, M.C. (1996). The two week summer macroeconomics course: Success or failure? (ERIC Document Reproduction Service No. ED 396779). Glendale, AZ: Glendale Community College.
25. Rayburn, L.G., & Rayburn, J.M. (1999). Impact of course length and homework assignments on student performance. Journal of Education for Business, 74, 325-331.
26. Scott, P.A., & Conrad, C.F. (1991). A critique of intensive courses and an agenda for research. Higher Education: Handbook of Theory and Research, 8, 411-459.
27. Smith, J.P. (1988). Effects of intensive college sources on student cognitive achievement, academic standards, student attitudes, and faculty attitudes. Dissertation Abstracts International, 49, 746.
28. Tracey, T.J., Sedlacek, W.E., & Patterson, A.M. (1980). Perceptions of summer school faculty at a large university. Southern College Personnel Association Journal, 4(2), 39-46.
29. Ulrich, T.A. (2005). The relationship of business major to pedagogical strategies. Journal of Education for Business, 80, 269-274.
30. Van Scyoc, L., & Gleason, J. (1993). Traditional or intensive course lengths? A comparison of outcomes in economics learning. Journal of Economic Education, 24(1), 15-22.
31. Vroom, V. (1964). Work and motivation. New York: John Wiley.
32. Wachtel, H.K. (1998). Student evaluation of college teaching effectiveness: A brief review. Assessment and Evaluation in Higher Education, 23, 191-211.
33. West, J., Newell, S., & Titus, P. (2001). Comparing marketing and non-business students' choice of academic field of study. Marketing Education Review, 11(2), 76-82.