Autralia

Work readiness:

Communication

Teamwork

Problem-solving

Initiative enterprise

Planning and Organization

Learning

Technology => Bài này là của The successful preparation and development of
future marketing professionals: A recommended methodological
framework
Technical skills: "understanding," "concepts," "theories," "frameworks.": Experience using Google
Analytics to monitor online engagement and recommend modifications to drive continual improvement;
Significant experience in understanding digital marketing, web content management and social media
platforms; Strong grasp of online marketing channels with experience planning and implementing e-
marketing campaigns from SEO, SEM, email and banner to latest web related channels for webinar, blog,
and YouTube Channels

(communication, IT, organization, teamwork, interpersonal, and motivation) – work experience => s.
creativity Employers were often looking for candidates with 1 to 3 years of experience in roles including
sales and sales support, digital marketing and social media, customer service, communications, research,
and general marketing experience. While university curricula cover most of these areas, lack of practical
experience may limit the competitiveness of job seekers

IT skill: including Word, Excel, and PowerPoint, InDesign, Illustrator, and Photoshop

Interpersonal => capability to network and establish business relationships

In marketing education especially, the need for continuous improvement in academic curricula becomes
crucial in a field that is rapidly changing because of the growth of digital and social media marketing, and
new technologies and channels. Yet there is a “disconnect between marketing education and marketing
practice” (Harrigan & Hulbert, 2011, p. 253). - Harrigan, P., & Hulbert, B. (2011). How can marketing
academics serve marketing practice? The new marketing DNA as a model for marketing education.
Journal of Marketing Education, 33, 253-272. doi:10.1177/0273475311420234

Furthermore, the average importance and satisfaction levels for marketing skills were compared to the
overall importance (4.1) and satisfaction (3.3) means of the aggregated skills,

that is, marketing skills, general skills (these included the skills communication, team work, problem
solving, technology, initiative and planning) and personal attributes (these attributes include, among
others, commitment and self esteem). It was found that both importance and satisfaction levels of
marketing skills were lower. Finally, businesses preferred (µ = 3.9) graduates with work experience and
felt that universities were not preparing graduates for the

workforce (µ = 2.8).=> McClymont, H., Volkov, M., Gardiner, M., Behjat, N., & Geoghegan, N. (2005,
December). Employer (dis) satisfaction with Australian marketing graduates: The development of a
research framework. In Proceedings of the Australian and New Zealand Marketing Academy Conference
(ANZMAC 2005) (pp. 124-129). University of Western Australia.

What Do A What Do Australian Pr alian Practitioners’ Expect fr actitioners’ Expect from Mark om

Marketing Gr eting Graduates? aduates?- What

Do Australian Practitioners’
Expect from Marketing Graduates?

The relevance of a marketing degree:

Employers' perceptions of Marketing
Graduates in Australia.
Rundle-Thiele, S., & Wymer, W. (2010). A census of stand-alone ethics, social responsibility and
sustainability course requirements for marketing graduates in Australia and New Zealand. Journal of
Marketing Education, 32(1), 5-12.

Verma, A., Frank, P., & Lamsal, K. (2021). An exploratory study of skill requirements for social media
positions: A content analysis of job advertisements. arXiv preprint arXiv:2106.11040.

Rundle-Thiele, S., Bennett, R., & Dann, S. (2005). The successful preparation and development of future
marketing professionals: A recommended methodological framework. Journal for Advancement of
Marketing Education, 7(2), 27-36.

Brennan, L., Lu, V. N., & von der Heidt, T. (2018). Transforming marketing education: Historical,
contemporary and future perspectives. Australasian Marketing Journal, 26(2), 65-69.

Alpert, F., Heaney, J. G., & Kuhn, K. A. L. (2009). Internships in marketing: Goals, structures and
assessment–Student, company and academic perspectives. Australasian Marketing Journal (AMJ), 17(1),
36-45.

Divan, A., Knight, E., Bennett, D., & Bell, K. (2019). Marketing graduate employability: understanding the
tensions between institutional practice and external messaging. Journal of Higher Education Policy and
Management, 41(5), 485-499.

Rundle-Thiele, S. R., & Wymer, W. (2010). Stand-alone ethics, social responsibility, and sustainability
course requirements: A snapshot from Australia and New Zealand. Journal of Marketing Education, 32(1),
5-12.

El Mansour, B., & Dean, J. C. (2016). Employability skills as perceived by employers and university
faculty in the fields of human resource development (HRD) for entry level graduate jobs. Journal of
Human Resource and Sustainability Studies, 4(01), 39.

Bist, S. S., Mehta, D., Harshadbhai Mehta, D., & Meghrajani, D. (2020). Employers’ perception regarding
employability skills of management students undergoing internship. Bist, SS, Mehta, N., Mehta, D.,
Meghrajani, I.(2020). Employers’ perception regarding employability skills of management students
undergoing internship. International Journal of Work-Integrated Learning, 21(2), 145-161.

Conduit, J., Lu, V., & Veer, E. (2022). (Re) Gaining our voice: Future of marketing in
Australasia. Australasian Marketing Journal, 30(3), 168-177.

Polonsky, M. J., Fry, M. L., Mankelow, G., Morgan, P., & Rugimbana, R. (1999). A structural overview of
undergraduate marketing education in Australia: Implications for defining core competencies. Marketing
Education Review, 9(2), 33-42.

Lu, V. N., Scholz, B., & Nguyen, L. T. (2018). Work integrated learning in international marketing: Student
insights. Australasian Marketing Journal (AMJ), 26(2), 132-139.

 The relevance of a marketing degree: Employers' perceptions of Marketing Graduates in

Australia.

All respondents agreed that an applicant should be motivated with communication skills and a hard
working attitude indicated by 99% and 98% of respondents - Dolnicar, S., & Stern, D. (2003). What Do
Australian Practitioners’ Expect from Marketing Graduates?

The Employers’ View of “Work-Ready”

Graduates: A Study of Advertisements for
Marketing Jobs in Australia

The development of competent marketing professionals =>

trình bày về skill của marketing nói chung chứ không nói về
digital marketing ở Australia
The successful preparation and development of future
marketing professionals: A recommended methodological
framework => cũng nói về marketing lun -> work readiness

Digital marketing is defined as the way of doing marketing activities through digital channels and digital
platforms to deliver marketing messages to users and to attract customers to purchase products or
services (Mandy, 2020; Yamil, 2019). The main difference between digital marketing and online
marketing is that the digital marketing is the whole set of the marketing activities and the online
marketing is just a part of the digital marketing activities. For example, the application store in the smart
phones which could be downloaded different types of apps for online food order, online payment or
online call for taxi (cab) are considered as digital marketing

They lack

skills that are peripheral rather than essential or complementary. In particular, the curriculum does not
include elementsbsuch as how to design and write corporate e-mails.

The third important finding of this study emerged from interviewing the dyads (graduates and their
employers). Graduates have to be able to demonstrate agility in their transition from novices to
competent professionals. Although employers emphasized the importance of soft skills, such as
communication and analytical skills, at the initial stage of their career, graduates have to be prepared to
show an appropriate blend of those soft skills and a sound knowledge of marketing to be successful. It is
apparent that graduates are not aware that they have to embrace a dynamic pathway on this transition
from graduates to professionals, to master their role as marketing professionals. This has implications
for academia to design both content and application in the curriculum communication skill

These

skills are often the first predicament faced by recent graduates as they adapt to the entry-level position.
Thus, marketing

educators have to be aware that these basic but critical gaps

should be addressed through a more orchestrated approach

when designing the curriculum.