IT’S TIME: ESTABLISHING AN AUTHENTIC MARKETING PEDAGOGICAL DISPOSITION

Abstract

Purpose of the Study: This study describes an instructor activity involving self-disclosure called This Is Me Exercise (TIME) and assesses its effectiveness in fostering an authentic disposition. Method/Design and Sample: The TIME was conducted at three public regional universities to test its effectiveness. At one institution, the exercise was utilized by one marketing educator in one online section of undergraduate principles of marketing as well as in one online section of graduate marketing management. At another institution, the exercise was used by one marketing educator in two sections of an undergraduate principles of marketing course (one online and the other in-person). At a third institution, the exercise was used by one marketing educator in one online section of a graduate social media marketing course. Results: Student survey administration (n = 114) took place pre-and post-TIME. Significant increases in composite scores representing several outcomes provide evidence supporting the four hypotheses proposed in this study. Using the TIME in class is associated with increased authenticity elements including perceived instructor courage, trust, relatedness, and competence. Value to Marketing Educators: Establishing authenticity can be viewed through the pedagogy of vulnerability and self-determination theory perspectives and offers the benefits of increased self-esteem and higher relational satisfaction. These theoretical foundations highlight four characteristics contributing to instructor authenticity: perceived courage, trust, relatedness, and competence. Marketing educators can utilize the TIME with confidence that it has the potential to help develop an authentic disposition. This activity can be used online or in-person with graduate or undergraduate students in any marketing course.