University of Hertfordshire

Epistemological beliefs: Issues for marketing educators

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Standard

Epistemological beliefs: Issues for marketing educators. / Brennan, David; Vos, Lynn.

Proceedings of the Academy of Marketing Conference. Northumbria University, 2016.

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Harvard

Brennan, D & Vos, L 2016, Epistemological beliefs: Issues for marketing educators. in Proceedings of the Academy of Marketing Conference. Northumbria University.

APA

Brennan, D., & Vos, L. (2016). Epistemological beliefs: Issues for marketing educators. In Proceedings of the Academy of Marketing Conference Northumbria University.

Vancouver

Brennan D, Vos L. Epistemological beliefs: Issues for marketing educators. In Proceedings of the Academy of Marketing Conference. Northumbria University. 2016

Author

Brennan, David ; Vos, Lynn. / Epistemological beliefs: Issues for marketing educators. Proceedings of the Academy of Marketing Conference. Northumbria University, 2016.

Bibtex

@inproceedings{838916b738354a65877457215f5037dc,
title = "Epistemological beliefs: Issues for marketing educators",
abstract = "While considerable attention has been paid to epistemological issues in relation to marketing and consumer research (Anderson, 1986, 1988; Easton, 2002; Hunt, 1991, 1992; Kavanagh, 1994), epistemology does not figure as a matter of concern in the literature on marketing education (Abernethy & Padgett, 2011; Brennan, 2013; Urbancic, 2009). However, there is considerable evidence that students{\textquoteright} beliefs about the nature of truth and knowledge —their epistemological beliefs—are a matter that should be of concern to university educators (Hofer, 2000, 2001). Further, in this paper we argue not simply that students{\textquoteright} epistemological beliefs (EBs) should be of concern to university marketing educators, but that in the field of marketing in particular students{\textquoteright} EBs are a matter of concern. In short, this is because of the nature of marketing and marketing education; a discipline in which fundamental epistemological questions remain unanswered and may be unanswerable, and a field of academic and professional practice where sensitivity to epistemological issues is particularly pertinent. ",
author = "David Brennan and Lynn Vos",
note = "Brennan, D. R. & Vos, L (2016), Epistemological beliefs: Issues for marketing educators, {\textquoteleft}Marketing in Practice{\textquoteright} Practitioner Sessions, Paper presented at the Academy of Marketing 2016 Conference, Newcastle Business School, Newcastle, 4-7 July 2016, Northumbria University.",
year = "2016",
month = jul,
day = "4",
language = "English",
booktitle = "Proceedings of the Academy of Marketing Conference",
publisher = "Northumbria University",

}

RIS

TY - GEN

T1 - Epistemological beliefs: Issues for marketing educators

AU - Brennan, David

AU - Vos, Lynn

N1 - Brennan, D. R. & Vos, L (2016), Epistemological beliefs: Issues for marketing educators, ‘Marketing in Practice’ Practitioner Sessions, Paper presented at the Academy of Marketing 2016 Conference, Newcastle Business School, Newcastle, 4-7 July 2016, Northumbria University.

PY - 2016/7/4

Y1 - 2016/7/4

N2 - While considerable attention has been paid to epistemological issues in relation to marketing and consumer research (Anderson, 1986, 1988; Easton, 2002; Hunt, 1991, 1992; Kavanagh, 1994), epistemology does not figure as a matter of concern in the literature on marketing education (Abernethy & Padgett, 2011; Brennan, 2013; Urbancic, 2009). However, there is considerable evidence that students’ beliefs about the nature of truth and knowledge —their epistemological beliefs—are a matter that should be of concern to university educators (Hofer, 2000, 2001). Further, in this paper we argue not simply that students’ epistemological beliefs (EBs) should be of concern to university marketing educators, but that in the field of marketing in particular students’ EBs are a matter of concern. In short, this is because of the nature of marketing and marketing education; a discipline in which fundamental epistemological questions remain unanswered and may be unanswerable, and a field of academic and professional practice where sensitivity to epistemological issues is particularly pertinent.

AB - While considerable attention has been paid to epistemological issues in relation to marketing and consumer research (Anderson, 1986, 1988; Easton, 2002; Hunt, 1991, 1992; Kavanagh, 1994), epistemology does not figure as a matter of concern in the literature on marketing education (Abernethy & Padgett, 2011; Brennan, 2013; Urbancic, 2009). However, there is considerable evidence that students’ beliefs about the nature of truth and knowledge —their epistemological beliefs—are a matter that should be of concern to university educators (Hofer, 2000, 2001). Further, in this paper we argue not simply that students’ epistemological beliefs (EBs) should be of concern to university marketing educators, but that in the field of marketing in particular students’ EBs are a matter of concern. In short, this is because of the nature of marketing and marketing education; a discipline in which fundamental epistemological questions remain unanswered and may be unanswerable, and a field of academic and professional practice where sensitivity to epistemological issues is particularly pertinent.

UR - https://www.academyofmarketing.org/conference-2016/2016

M3 - Conference contribution

BT - Proceedings of the Academy of Marketing Conference

PB - Northumbria University

ER -