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With growing demand for marketing graduates with quantitative strengths, many universities are developing degree programs and courses that focus on analytical skills. Unfortunately, marketing students are often regarded as having inferior quantitative skills. Thus, marketing departments face the challenge of motivating students to enroll in analytical courses. Course titles are likely to play a role in influencing student perceptions of courses. Our results suggest that the title has significant impact on student interest in analytical marketing courses, and that student perceived value of the course to employers mediates this relationship.

An innovative segmentation, targeting, and positioning (STP) activity is described and evaluated using two learning outcomes: student perception of learning and actual student learning. The results indicate that the activity is effective in generating classroom engagement in a principles of marketing course with a diverse student population. Further, an empirical study shows favorable outcomes for both measures of learning, which validates the effectiveness of the activity as an educational tool. Interestingly, students' perceived and actual learning show no correlation, and thus we advocate for the need to evaluate learning through both direct (i.e., actual) and indirect (i.e., perceived) assessments.

An innovative segmentation, targeting, and positioning (STP) activity is described and evaluated using two learning outcomes: student perception of learning and actual student learning. The results indicate that the activity is effective in generating classroom engagement in a principles of marketing course with a diverse student population. Further, an empirical study shows favorable outcomes for both measures of learning, which validates the effectiveness of the activity as an educational tool. Interestingly, students' perceived and actual learning show no correlation, and thus we advocate for the need to evaluate learning through both direct (i.e., actual) and indirect (i.e., perceived) assessments. [ABSTRACT FROM AUTHOR]