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Marketing And Sales Career Education Programs And Coursework
Marketing and sales training options teach students to develop in demand products and services. Learning about this industry can be pursued through higher education programs. Marketing and sales career education programs and coursework will teach students the skills to pursue the career they dream of.
The sales and marketing aspects of the field are combined in degree programs that develop a strong business skill set. This allows students to function inside todays increasing global market. Traditionally students that are interested in both areas work through marketing programs, which is still a viable option due to the amount of training that covers both areas. However, with this area growing in size more schools are offering students the chance to work through marketing and sales programs. Through these options students can enter training predominantly at the associates, bachelors, and masters degree level.
The latest business strategies are explored inside associates degree programs to give students an introductory skill set. Students learn about the industry by studying business, sales techniques, advertising practices, and marketing procedures. Project-based courses have students developing advertising campaigns and sales pitches. Skills gained inside training include understanding areas like consumer trends, demographics, and public relations. Students are qualified to obtain entry-level positions in any business that has a product or service to sell.
Bachelor’s degree programs incorporate a high level of focus on training students to understand marketing and the development of sales. Coursework builds the knowledge needed to make great strategic decisions. Students will be able to develop marketing and sales strategies by understanding the global aspects that are involved in most businesses. A detailed analysis is performed as students work to understand promotion design, sales management, and decision-making. Continuing education prepares students for management career opportunities inside the field.
Masters degree programs allow students to explore specific by presenting courses in communication, sales management, and strategic marketing. Students work through numerous courses that develop their ability to mange the creation and implementation of marketing and sales. The evaluation of a products or services success is a skill that is developed through advanced training. Students learn to evaluate success in regards to promotion methods, advertising techniques, and financial earnings. Students are able to enter upper-level positions inside businesses.
Common courses taken inside this area of education may include:
*Sales Management
As an industry manager professionals need to be able to hire, lead, and motivate a sales team. Different sales strategies and management techniques are explored inside this type of course.
*Customer Behavior
The consumers of products and services are studied and students learn how they make purchasing choices. Course subjects include the various theories and strategies that can impact consumer buying.
*International Marketing
The methods used when creating a global marketing strategy are explored. The cultural, economic, and political impact of strategy is examined to understand the industry’s approach for international marketing.
The educational training inside accredited marketing and sales degree programs prepares students to enter the field with the required knowledge needed for success. Different agencies like the Accrediting Commission of Career Schools and Colleges can award full accreditation to schools and colleges that offer students the best quality career training. Students can complete degree programs and become marketing and sales professionals in a lucrative industry by choosing degree programs to enter.
DISCLAIMER: Above is a GENERIC OUTLINE and may or may not depict precise methods, courses and/or focuses related to ANY ONE specific school(s) that may or may not be advertised on our site.
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Get Your College Education Easier With Chase Student Loans
There are a number of financing institutions that extend help to those students who aspire to go to college, but just do not have enough funds for it. College education has always been of great importance towards finding a well paying profession.
Tertiary education is one of the factors employers give importance to when hiring a new professional level employee. While it is true that not everyone can afford college education, there are various groups of people and institution who are willing to assist them with grants and scholarships. Although sometimes, it will be in the form of student loan which, of course, must be repaid by the borrower, student loans give hope for those who are determined to pursue their education. One of the leading financial institutions that provide this type of assistance is Chase Education Finance. They provide what is called Chase Student Loans.
Chase Education Finance is a division of JP Morgan Chase & Co. They are one of the leaders in investment banking, financial services, small business and commercial banking, asset and wealth management and private equity. Chase student loans provide educational products and services that students can avail of. Additional information about other types of loan that they offer can be viewed online.
For those who are undergraduate students, their parents who needs funding for their children’s education, graduate students, high school students and recent graduates, Chase student loans has federal Stafford loan which they can apply for. Besides having a convenient application process, one of the admirable things about this loan is that it does not look at the credit history of the student. They also pride themselves in giving out low interest rates and flexible repayment schemes, which may be delayed until after the student’s graduation.
Chase also has a new Chase Medical Education Program which is offered to medical students to help fund their education. It offers medical students financing options such as zero-fee Stafford loan, a Private Student Loan and a residency loan.
Because some students encounter a lot of unexpected financial problems when enrolled in college, some of them could not help but file for another loan. Although this is possible, take note that it can cause some problems, especially by the time they have already graduated and must start repaying the loans incurred. It is recommended to keep record of the loans made and how much is owed from each lender, in order to lessen the burden of debt management. You might be more than please to know that Chase Education Finance also offers loan consolidation programs that can sum up all other existing loans so you can make your repayments much easier. Another option for those students with multiple loans is to apply for a consolidation loan. This student loan consolidation advice will save you a lot of money over the term of the loan and lower your payments.
Chase student loans have been trusted for many years. If you are a determined student who wishes to overcome financial challenges towards getting your coveted college diploma, you can apply for Chase’s educational loan services and start your way to graduation.
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Top 10 Advantages Of Interactive Video Conferencing In Modern Education System.
Extend course offerings to unreachable locations Offer courses to advanced learners, special needs students, faculty, staff, and parents, home based students and community members who earlier had limited or no access to your educational courses due to distance constraints. These can now connect to your lectures and classes over Video Conferencing. In Australia the introduction of video conferencing has helped rural Institutes expand by 500%!
2. Enhance and share expertise with Subject Matter Experts For locations with limited access to specialised instructors, campuses can connect to share resources and subject matter expert teachers in order to offer programs to all students across distant locations and even remote villages.
3. Student Collaboration Projects across geographic boundaries One science project, ten eager minds, and three locations. There are no boundaries for peers to learn teamwork and advance their skills together. Collaborate with another class in another city to discuss issues and ideas, participate in a student-led discussion about a science project; offer prep classes; and much more!!
4. Interactive, virtual field trips Take students on exciting, educational field trips without leaving the classroom. See Museums, ancient fossils, dance programs or live aquariums. With crystal clear HD video, its as good as being there.
5. Student-Parent-Teacher Benefit – Video Conference can give busy parents direct access to teachers which ultimately supports their children’s academic achievement. The bond between parent and teacher also increases, as video communication widens the scope of communication. There is no need to fret over ignored parent-teacher conferences, as these regular meetings can easily take place at more convenient times for both instructors and parents. This saves both time and travel expense for both parties involved.
6. Video conferencing for Administrative purpose – In today’s competitive environment, educational institutions are highly concerned with inter campus connectivity, operating more efficiently, and reducing travel costs. Administrators must manage busy schedules that are filled with meetings, briefings, and regulatory requirement deadlines.
7. Enable accelerated decision making, and accomplish organisational goals and objectives via Video Conferencing.
8. Eliminate the need for travel and time out of office Save time and expenses associated with travel when you connect virtually for administrative meetings or Trainings and Lectures.
9. Share Expertise & New Employee Trainings Connect with colleagues, collaborate on projects, host new employee Trainings, and discuss significant issues between campuses.
10. Greater access Allow administration and staff to tap into the field of experts to participate in educational programs such as graduate degree activities, continuing education course work, professional development, and access to other resources otherwise not available locally.
AN INVESTIGATION INTO THE EFFECTS OF IMPROVISED INSTRUCTIONAL MATERIALS ON THE PERFORMANCE OF SENIO
ABSTRACT The result of improvised instructional materials on students’ performance longitude and latitude at the senior technical colleges was assessed. Two hundred students of all senior technical colleges participated in the study. The students were grouped into two:- control group and experimental group (20 students formed each group “control and experimental”) preset was administered to both groups. Alter exposing the experimental group to treatment, post-test was administered. Mean and standard deviation was computed; ranked are used to answer the research question for the study. The t-test statistics was used in testing the null hypothesis formulated. The finding of this study shows that the group taught with improvised instructional materials performed better than the group taught without any instructional materials. Recommendations were offered on ways to promoting, encouraging and arousing the interest of teachers in the improvisation of mathematics equipment and materials.
INTRODUCTION For the purpose of definition, technical colleges are a post-secondary vocational training programme whose major purpose is the production of technicians and craftsmen. It is a special grade of vocational education which can be distinguished from other educational programmes because more mathematics and science are required in the training programme Okorie (2000) Today the population of Technical colleges has continue to decrease in the country, equally there had been an enormous decrease in the students population. This is due to the unimpressive state of the nation’s economy, the government has found it very difficulty to adequately finance technical colleges and also provide the scientific equipment required by these colleges. Therefore many technical colleges in the country operate without standard mathematics and science laboratories. Obviously the situation is not likely to improve in the nearest future judging from political and economic state of the nation, due to inadequate funding of the schools and colleges in the country. Consequently, the demand for mathematics and science equipment will continue to remain by these schools and colleges and the most feasible way to adjust with this demand is to resort to the improvisation of teaching equipment and materials. In Nigeria and other foreign countries, a lot of research work on improvisation of teaching of mathematics and science subjects had been carried out as part of the effort to promote, encourage and arouse the interest of mathematics and science teachers, educators and curriculum developers in improvisation of teaching equipment and materials. Alghomlan (1990) explain why mathematics teacher should improvise with available materials in other to achieve their aims in teaching. Therefore instructional materials help the teacher to meet individual differences of learners in class by using aid that appeal to different sense (Moronfola, 1983) Aina (2013), stressed that instructional materials are to supplement verbal explanation of concepts or any description so that the learning could be real to the student, therefore the national policy on Education (2004) emphasizes the teaching and learning of science principles, it also stated that the provision and use of science will lay a sound bases for scientific and reflective thinking among pupils. Ugoata (2006); Nwagbo (2008), asserted that teaching equipments and materials are often lacking in our schools. However, some of the equipments needed for teaching mathematics in technical colleges can be improvise to arose the interest of the students. Abimbola (1999), stressed that the primary purpose of instructional materials is to make learning more effective, and also facilitate it. Provision and use of instructional materials for mathematics teaching will lay a sound basis for scientific and reflective thinking among technical students. Studies have shown that the students enjoyed or gain more when improvised materials were used for teaching physics (Aina 2013).this was also supported by Eyetsemitan (2000) and Achimigu (2006) that the use of instructional materials improve achievement in basic science. METHODOLOGY An experimental design was used for this study, in which quasi-experimental approach was used. There was an experimental group and a control group. The experimental group was exposed to improvised materials. Their performances were later compared using the mean scores in pre-test and post test scores. Senior students of all the five Technical colleges in Kwara State were used for this study A total of 200 students comprising of 155 males and 45 females constitute the entire population which was considered appropriate and manageable by the researcher. These students were divided in to two groups. One group was experimental (20) and other group was for control (20) Two groups (A & B) of senior students from all the five technical colleges in the state were taught mathematics lesson on the determination of distance between two points on the earth surface along the lines of latitude. The duration was 45minites each. Each group comprised of twenty (20) students. Group A was taught with improvised instructional materials, while group B, was taught without using improvised materials. At the end of the lesson, group A and B were given a written test, their script were collected and marked, and the scores were later analyzed.
HYPOTHESIS There is no significant difference between the performances of students taught using improvised instructional materials and those taught without using instructional materials.
DATA ANALYSIS Student’s scripts were marked and the scores obtained by each of the two group of student were recorded independently. The mean score of each group was then calculated t – test was also computed to find out whether or not there was any statistical significant difference in the two mean score. RESULTS Table 1 shows the number of students that took part in the pre-test and post- test for each of the two group, i.e. experimental group and control group the table therefore shows that 200 student took part in the pre-test and the 200 students took part in protest. TABLE 1: DISTRIBUTION OF STUDENTS S/NOGroupsNumbers of students Pre- testPost- test AExperimental Group100100 BControl group100100 Total200200
Table II: – shows the mean scores of the two groups in the pre- test. The results indicate that the students had little or no prior knowledge of longitude and latitude due to their poor performance in the pre- test conducted. Table II: MEAN SCORES FOR THE PRE- TEST DescriptionExperimental groupControl group Total score75-IK No of students100100 Mean score23.824 Table III shows the test computation of students taught with improvised instructional material i.e. locally made “globe of the earth” and their counterpart without improvised material
VariablesNoMeanSDDfCalc.tCritical value tDecision Students taught with improvised material10082.59.85998.641.970Rejected Students taught without improvised material10041.56.75 HYPOTHESIS There is no significant difference between the performance of student exposed to improvised instructional material and those not exposed to it. The hypothesis was tested using t-test statistics at 0.05 alpha level of significant. Judging from table 111 above, it is indicated that die t-calculated value is 8.64, while the critical or t- table value in 1-970. Since the t-calculated value is greater than the t-table, therefore null hypothesis is hereby rejected. Hence there is significant difference in the performance of student taught using improvised instructional materials and their counterparts taught without improvised instructional materials. DISCUSSION OF FINDING Pretest mean scores for the two groups are higher than the scores of their post- test of die two groups, experimental group scores was also higher than that of control group scores. Differences in their scores indicate the effectiveness of treatment given to the experimental group. This was confirmed by the t-test statistics computation of the two groups. The treatment easily aroused their interest, aid their retention and stir-up the cognitive conflict in them, thereby engage them in active participation in the lesson presented. The control groups in order hand were just presented with facts and reasons. These act allowed students to a passive participation in the lesson thereby do courses mass failure in mathematics as a subject. CONCLUSION Mathematics teaching/learning at both junior and senior students of technical colleges required a lot of handling of teaching equipment and materials by the student’s before any meaningful learning could be achieved by the teacher. Therefore, in the absence of no unready made equipment, mathematics teachers should be encouraged and advised to always design and construct equipment and material by improvising from the available resources. RECOMMENDATIONS Based on the finding of this study the researcher makes the following recommendations: 1.That a comprehensive syllabus be prepared along with appropriate suggested teaching equipment and material by curriculum planners who are in charge of mathematics to guide mathematics teachers, so that the teaching and learning of mathematic in Nigeria may be thorough enough to achieve the technological development. 2.The national commission for college of education should introduce into the present NCCE curriculum for mathematics a detail comprehensive course on improvisation of mathematics equipment and materials.
REFERENCES Abimbola, A. (1999). Principles and practice of Education Technology, Ibadan, Nigeria: International Publisher. Aina, J. K. (2013). Instructional materials and Improvisation in Physics Class: Implication for Teaching and Learning. IOSR Journal of Research & Method in Education Aigbomlan, D.O. (1990) Improving the attitude of primary school science teachers toward improvisation, Journal of Science Teachers Association of Nigeria, 26 (2), 53-58 Achimugu, L. (2006). Resources Materials for Teaching Primary Science. In U. Nzewi (ed). Science Teachers Association of Nigeria Annual Conference Proceedings, 339-345. Heinemann Publishers Plc. Eyetsemitan, P.E. (2002). Curriculum Design and Development: The Teaching and Learning of STM with the Primary Science Curriculum. In M.A.G. Akale (eds) 43rd Science Teachers Association of Nigeria Annual Conference Proceedings, 420-425. Heinemann Publishers Plc. Federal Ministry of Education (2004) National policy on Education. Lagos, NERDC Morohunfola, P.I (1983). A study of relationship between instructional resources and students’ academic performance. (Unpublished master’s thesis) University of Ilorin, Ilorin, Nigeria.
Nwagbo, C. (2008). Science, Technology and Mathematics (STM) curriculum development; Focus on problems and prospects of Biology Curriculum Delivery. N. Udofia (eds) 49th Science Teachers Association of Nigeria Annual Conference Proceedings. 13-15. Heinemann Publishers Plc. Okorie, JU (2001) Vocational industrial education, league of researchers in Nigeria (LRN) Bauchi Nigeria. Uyoata, U.E. (2006). Availability, selection and utilization of instructional resources for teaching Primary Science in Uyo Local Government Education Authority, Akwa.
