PPB September 2018

“Promotions are one example of a marketing tactic; thus, they are relatively unimportant to the strategy setting in general,” a full-time professor stated. While the role of promotional products as “instruments for external stakeholders is stressed,” a full-time assistant professor noted, that “the role [of] promotional products in motivating internal audiences, fostering team spirit and boosting organizational pride among employees is rarely addressed.” A former industry professional and now full-time assistant professor explained, “My sense is that most people think of [promotional products] as a meaningless add-on to marketing or promotional efforts. I think that the industry is not seen as a legitimate or influential form of promotion, and therefore not a viable career path. This could be because many marketing faculty are unaware of the size and scope, as well as the purpose of the industry.” In general, the opportunity for increased visibility seems viable, as a full- time assistant professor noted, “A class for promotional products seems warranted given the industry size and employment.” Deciding on new or revised educational materials is common among marketing faculty, with 82 percent indicating they have done so within the past two years. Educators are “always looking for information to bring into the classroom,” another full-time associate professor noted. Changing the required materials for existing courses—either acquired on their own or provided to all students through a materials fee—was most commonly cited (78 percent), followed by substantially modifying a course (73 percent). Though creating a new course was the least common activity, almost one half of faculty (47 percent) had done so over the previous two years. The study shows a large majority of faculty have some type of role in selecting the educational resources they use in marketing courses (94 percent). Other decision makers may include faculty committees or another faculty member on staff (15 percent), and, in rare cases, individuals from an instructional design group or administration (6 percent). With the goal of higher education rooted in transitioning consumers into professionals, it is equally important to effectively communicate to the next generation the ways in which their degrees, interests and talents can lead to successful and fulfilling careers. College grads seeking a career in marketing enter a job market ripe with opportunities. As a senior student pointed out, “There is the research and analytical side, but also the creative and promotional side. Marketing can lead to numerous different professional possibilities down the road.” As the single largest employment category in the nation’s labor force, according to the U.S. Bureau of Labor Statistics, job growth within the field is only expected to accelerate. When looking for potential jobs, ambitious futuremarketers want opportunities to gain experience in a favorablework environment (Figure 3). Faculty members understand this, Figure 2: Promotional Product Topics Covered In Course Content De nition Value & Use Campaign Strategy Industry Scope & Size Career Opportunities Source: PPAI 2018 Higher Education Study 62% 47% 43% 16% 10% Figure 3: Factors In Choosing A Future Employer Source: PPAI 2018 Higher Education Study (n=968) Career Opportunity Work Environment Compensation Schedule Of ce Location 1 2 3 4 5 2018 Higher Education Study | FEATURE 90 percent of marketing faculty consider promotional products a form of advertising. | SEPTEMBER 2018 | 89