Electronic Commerce Curricula: An Overview of Current Electronic Commerce Courses and Implications for Marketing Education

By Chen, Leida; Brunswick, Gary J. et al. | Academy of Marketing Studies Journal, July 2000 | Go to article overview

Electronic Commerce Curricula: An Overview of Current Electronic Commerce Courses and Implications for Marketing Education


Chen, Leida, Brunswick, Gary J., Basu, Choton, Academy of Marketing Studies Journal


INTRODUCTION

Electronic commerce (EC) is defined by Zwass (1998) as a way of "sharing business information, maintaining business relationships, and conducting business transactions by means of telecommunications networks". EC has experienced phenomenal growth in recent years. Forrester Research Inc. projects that Internet business will grow to $1.3 trillion in 2003, compared to $43 billion in 1998 (Frook and Karpinski, 1999). As the concept of EC and e-business increasingly influences the form of organizations' business strategies, business schools around the world react to the market demand for quality graduates with an EC background by creating electronic commerce and e-business mainstream courses and degree programs within business schools. However due to the dynamic nature of the field, most colleges lack a standardized curriculum for EC. Educators are struggling to keep up with the technological and business rate of change, hence EC courses are often planned in an ad hoc fashion. As the result, many EC courses and programs lack the rigor and comprehensiveness sought in higher education due to their offering a piecemeal coverage on EC issues. Competing programs and various approaches to EC education are making it even more difficult to choose the program that is right for students' and job market's needs.

EC is an interdisciplinary field that is composed of a wide range of business and technical issues. In the 11th annual Electronic Commerce Conference in 1998, researchers in this field identified 174 issues pertinent to EC that were clustered into 22 categories (Electronic Commerce Conference, 1998). As an interdisciplinary field, the education of EC must include the discussion on a variety of topics including information technology (IT) and other managerial areas, most notably marketing. EC courses involve topics that do not have any of the traditions that underlie most business school courses. As such, typically no individual discipline area is ready to provide a comprehensive coverage on these topics. Therefore, a successful EC curriculum requires cross-functional integration and a change in pedagogy. Information Systems (IS) and Marketing are the two fields that have the most intrinsic connections to EC. The current practice of most schools of business can be divided into the following two categories: 1. IS and Marketing departments offer separate EC courses that focus on topics most related to each discipline. 2. Joint teaching effort by instructors from different academic disciplines to provide a more comprehensive coverage of EC. One recurring question is how effective each approach is.

Despite its importance, little research effort has been devoted to the EC curriculum development. To partially fill this void, this study attempts to provide a snapshot of the current EC curriculum programs and recommendations to EC-related educators (e.g., Marketing educators). This study is designed to render insights to the following questions:

1 Is joint teaching by instructors from different academic disciplines (e.g., IS and marketing) a viable solution for the education of interdisciplinary fields like EC?

2 What improvements need to be made to the current EC curricula?

3 What are the preferred teaching approaches for EC?

4 What are the viable strategies for EC program design?

By discussing the finding of this study, the authors investigate means of improving future EC curriculum development.

RESEARCH DESIGN

The primary research methodology of this study is syllabus analysis. By analyzing the syllabus of a sufficient number of EC courses, the authors expect to identify the trends in current EC curricula. The further analysis of these trends will generate valuable insights about the pros and cons of the EC curricula today. Data regarding course topics, course focuses, and teaching methods are collected via the analysis of syllabuses.

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Electronic Commerce Curricula: An Overview of Current Electronic Commerce Courses and Implications for Marketing Education
Settings

Settings

Typeface
Text size Smaller Larger
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.