Purpose - This paper seeks to highlight the significance of the recent debate on the "academic-practitioner divide" for postgraduate marketing education in terms of informing
objectives, chosen scope and structure and service provision.
Design/methodology/approach - Data were collected on 60 programmes at 45 UK higher
education institutions (HEIs) by desk research and from 129 PG students enrolled at five British
Universities by means of a questionnaire.
Findings - It was found that these were close parallels between PG and UG programmes in the UK.
From the perspective of students intending to become marketing practitioners, five key strengths and
weaknesses of current marketing education provision were identified.
Research limitations/implications - Data on current PG marketing programmes was only
collected from a sample of UK HEI's and not internationally. Data from students was collected only
from five UK Universities.
Practical implications - Suggestions are made for the ways and means by which PG programmes
can be enhanced pedagogically and made more relevant to practice. Brief proposals are also made in
respect of improving input into programme and class design by current practitioners - especially
Originality/value - It is hoped that all sections of this paper will be of value to postgraduate
programme leaders in directing, leading and developing their courses strategically and tactically.
Keywords Postgraduates, Marketing, Education, SERVQUAL, United Kingdom
Paper type Research paper
- United Kingdom