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

Document Type

Article

Publication Title

Marketing Education Review

ISSN

1052-8008

Volume

30

Issue

3

DOI

10.1080/10528008.2020.1770102

First Page

159

Last Page

176

Publication Date

7-2-2020

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.

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