A Teachers’ Overview of Digital Marketing Education in China

Guangzhi ChuProfessor of Advertising,

Communication University of ChinaChenyu Li

Ph.D. Candidate of Advertising,Communication University of China

Introduction

As one of the world’s largest markets and the second most powerful economy in the world (NBSC 2012), China is going through a tremendous technological transformation.

China has the largest digital media users in the world. At the end of June, 2012, there are 538 million internet users (CNNIC 2012) and more than a billion mobile phone users (including near 200 million 3G mobile phone users, MIIT 2012). That means great potential for Chinese marketers as well as for advertising educators.

Introduction

Until the end of 2011, there are 355 universities and institutes enrolling undergraduate students majoring in advertising in Mainland China (China Radio and TV yearbook 2011).

However, a nationwide survey among Chinese marketing executives revealed that lacking of skill sets and lacking of understanding of digital media were the key elements that seem to restrict organizations in developing effective digital marketing programs (Chu, Schultz and Li 2011).

Therefore, it is necessary to explore how advertising education come up with the development of digital marketing.

Previous Studies

Advertising education is not new topic. Since Xiamen University formally enrolled undergraduate students majoring in advertising in 1984, there are several nationwide surveys in China.

Notable surveys were conducted by CAA (1996), Zhang (2003); CAA (2006), Cui (2007), and Huang (2008). These surveys more focused on the structure of advertising teacher groups, training objective and plan, curricula, courses.

Previous Studies

In the last decade, digital marketing education becomes a hot topic in China. More and more researchers involve in this area.

However, there is no nationwide survey to explore the current situation and the future of digital marketing education in China.

Therefore, this survey aimed to explore how advertising education come up with digital marketing practice.

Methods

The survey targets all members of China Advertising Education Society, the biggest advertising education organization in China. Two respondents were selected from each of those universities or institutes. The questionnaire was designed by the authors.

This survey was conducted in May, 2012. In total, 314 questionnaires were sent by email, and 146 completed questionnaires were returned. After filtering out incomplete questionnaires, 131 valid questionnaires were used in the analysis, covering 95 universities and institutes in China.

The current situation of digital marketing courses Among all respondents participating in this survey, 63 (48.1%) said that their university or institute have offered digital marketing courses, and 24 (35.3%) said that they will develop these courses in next school year.

It is notable that some universities and institutes don’t plan to introduce these digital marketing courses in a year.

Findings

Figure1: Digital Marketing Courses Offered in Chinese Universities

Findings

Offered digital marketing courses al-ready ， 48.1%

Planning to offer digital marketing courses in a year， 35.3%

Not planning to offer digital marketing courses in a year ， 58.8%

Not clear attitude ， 5.9%

Why don’t offer digital marketing courses?The top two reasons are “Some courses have already included digital marketing part”, and “Lack digital marketing teachers” (N=68).

Digital marketing is often taught in advertising media, advertising creativity (planning), and marketing class.

Findings

Figure2: Reasons for Universities Did not Offer Digital Marketing Courses

Findings

Against specialty orientation and training direction

Others

Lack of equipments

Lack of teachers

Making digital marketing contents included into other classes

0.0% 20.0% 40.0% 60.0% 80.0%

Against specialty orien-tation and training di-rection; Series1; 5.9%

Others; Series1; 27.9%

Lack of equipments; Series1; 32.4%

Lack of teachers; Se-ries1; 55.9%

Making digital market-ing contents included into other classes; Se-

ries1; 58.8%

The kind of digital marketing coursesInternet advertising, new media advertising and introduction of new media are the top three digital marketing courses that participating universities and institutes are offering to students.

Micro blogs, social network sites, mobile phone, E-commerce website, and search engine are the top five disciplines that digital marketing courses pay attention at.

Findings

Figure3: Digital Media Mentioned in Digital Marketing Courses in China

Results

Others

Car televisions

LED

LBS service websites

Digital televisions

Blogs

IM tools

Official Websites

Forums and communities

Video websites

Search engine

E-commerce websites

Mobile media

SNS websites

Micro-blogs

0.0% 20.0% 40.0% 60.0% 80.0% 100.0%

Others; Series1; 7.9%

Car televisions; Series1; 30.2%

LED; Series1; 33.3%

LBS service websites; Series1; 36.5%

Digital televisions; Series1; 41.3%

Blogs; Series1; 52.4%

IM tools; Series1; 55.6%

Official Websites; Series1; 61.9%

Forums and communities; Series1; 63.5%

Video websites; Series1; 68.3%

Search engine; Series1; 69.8%

E-commerce websites; Series1; 73.0%

Mobile media; Series1; 76.2%

SNS websites; Series1; 82.5%

Micro-blogs; Series1; 84.1%

Courses that should be introducedNew media marketing, social media marketing, mobile marketing, micro blogs marketing, brand marketing (management), and integrated marketing communications were seen the most important courses that should be introduced (N=68).

Findings

Who is teaching digital marketing?95% of digital marketing teachers came from their major or department.

Besides, they also invite guest lecturers from marketing and communication firms.

Findings

How they teach digital marketing?Teaching in class (100.0%), discussion in class (76.2%), and homework (52.4%) are the top three methods that teachers most often used.

Teachers are more likely interact with students at QQ (the biggest IM platform in China) and Micro blogs (e.g. Sina weibo) after class.

findings

Evaluation of teaching result of digital marketing courses Respondents from all 63 universities and institutes that offer digital marketing courses thought, to their knowledge, students held relative high evaluation to digital marketing courses since the total percentage of “very good” and “good” is 74.6%.

Findings

Factors that restrict the development of digital marketing education “Lack professional practice”, “slow knowledge updating” and “pay less attention to digital marketing” were seen the top three barriers from teachers in China.

Findings

Figure4: Barriers from Teachers in Digital Marketing Education in China

Findings

Others

Less personal use of digital media

Outdated teaching methods

Less attention to situation of dig-ital marketing

Slow knowledge updating

Lack of professional practice

0.0% 20.0% 40.0% 60.0% 80.0%

Others; Series1; 14.3%

Less personal use of digi-tal media; Series1; 28.6%

Outdated teaching methods; Series1;

31.7%

Less attention to situation of digital marketing; Se-

ries1; 46.0%

Slow knowledge updat-ing; Series1; 47.6%

Lack of professional prac-tice; Series1; 79.4%

How to promote digital marketing educationIn China?From teachers participating in this survey, more interaction with digital marketing practitioners, improving curriculum system, and adjusting training objective were seen the top three methods.

Findings

Figure5: Improvements Needed in Digital Marketing Education in China

Findings

Others

Changing assessment methods

Updating teaching equipments

Adjusting training objectives

Improving curriculum system

More interaction with practicer in business

0.0% 20.0% 40.0% 60.0% 80.0% 100.0%

Others; Series1; 9.5%

Changing assessment methods; Series1;

28.6%

Updating teaching equipments; Series1;

36.5%

Adjusting training ob-jectives; Series1;

42.9%

Improving curriculum system; Series1; 68.3%

More interaction with practicer in business;

Series1; 87.3%

(1) Digital marketing education still in its early stage in China. However, it has great potential in China.

(2) It seems lacking of teachers specialized in digital marketing is the biggest challenge that China’s digital marketing education is facing.

(3) It is notable that some problems exist for long time, before the rising of digital media, such as lacking of interaction with marketing practitioners.

Conclusion and discussion

(4) It seems that renew the mind set of advertising education teachers and managers are the key factors to promote digital marketing education in China.

(5) Besides, the resources inside and outside universities or institutes should be integrated.

Conclusion and discussion