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INTEGRATING AND ASSESSING STUDENT PERCEIVED SUSTAINABILITY LITERACY IN AN INTEGRATED MARKETING COMMUNICATIONS COURSE.

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Title: INTEGRATING AND ASSESSING STUDENT PERCEIVED SUSTAINABILITY LITERACY IN AN INTEGRATED MARKETING COMMUNICATIONS COURSE.
Authors: Albinsson, Pia A.1 (AUTHOR) albinssonpa@appstate.edu, Burman, Bidisha2 (AUTHOR), Shows, G. David1 (AUTHOR), Stoddard, James E.1 (AUTHOR)
Source: Marketing Education Review. Fall2020, Vol. 30 Issue 3, p159-176. 18p. 14 Charts.
Subject Terms: *Bloom's taxonomy, *Literacy, Integrated marketing, Sustainability
Abstract: This paper examines whether marketing educators' efforts in integrating sustainability-related issues in an undergraduate Integrated Marketing Communications (IMC) course affect students' perceived sustainability literacy. Using the Taxonomy of Significant Learning, a traditional IMC course was redesigned to include sustainability-focused concepts and assignments related to and integrated with the traditional course concepts. Analyzing student pre- and posttests of self-reported data from two questionnaires, one at the beginning of the semester and one at the end of the semester, impact on students' perceived awareness and knowledge of sustainability issues was demonstrated. [ABSTRACT FROM AUTHOR]
Copyright of Marketing Education Review is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: <searchLink fieldCode="JN" term="%22Marketing+Education+Review%22">Marketing Education Review</searchLink>. Fall2020, Vol. 30 Issue 3, p159-176. 18p. 14 Charts.
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  Data: This paper examines whether marketing educators' efforts in integrating sustainability-related issues in an undergraduate Integrated Marketing Communications (IMC) course affect students' perceived sustainability literacy. Using the Taxonomy of Significant Learning, a traditional IMC course was redesigned to include sustainability-focused concepts and assignments related to and integrated with the traditional course concepts. Analyzing student pre- and posttests of self-reported data from two questionnaires, one at the beginning of the semester and one at the end of the semester, impact on students' perceived awareness and knowledge of sustainability issues was demonstrated. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Marketing Education Review is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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