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Marketing communication education in developing countries: Post-pandemic insights from India and South Africa
Journal article   Peer reviewed

Marketing communication education in developing countries: Post-pandemic insights from India and South Africa

Holly B. Cooper, Michael T. Ewing, Laknath Jayasinghe, Ilse Struweg and Marius Wait
Journal of marketing communications, Vol.30(2), pp.242-264
2024
DOI: https://doi.org/10.1080/13527266.2023.2208131

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Abstract

active learning BRICS digitalisation learning agencies student-centred learning TikTok effect
In two developing nations, technology enhanced marketing communication education in the classroom, both during and after the COVID-19 pandemic. However, in what ways did enhancement occur, and to what ends? This research examines the reasons for and impacts of digitalisation on academic delivery of marketing communication education across two BRICS nations: South Africa and India. We use a comparative, narrative-based approach that challenges the ways that marketing communication educators often describe the significant teaching and learning agencies and incidents involving the place of technology in classroom learning. We show how the concepts of technological augmentation and paradox, the `TikTok effect´, and symbiotic pedagogies explain and help present a post-pandemic theory of marketing communication education in developing nations. We highlight the active learning and student-centred learning styles as symbiotic pedagogies that were regarded as best practice. Our findings show that educators were able to skilfully move across both styles depending on student need and skills required. We discuss how educators' flexibility across contexts allowed them to maintain best practice technology-mediated teaching and learning strategies during the pandemic.

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