Abstract

Pedagogical competence is a nascent concept in higher education literature, and, in the field of marketing education, it is underutilised and remains imprecise hitherto. In South Africa, this problem is further intensified as there is a paucity of published research. This study sought to explore the pedagogical competencies of marketing educators at South African higher education institutions. Underpinned by an interpretivist paradigm, a qualitative research design was embraced. Using the purposive sampling technique, a sample of 16 experienced marketing educators participated in face-to-face semi-structured interviews. The interview data were transcribed and subsequently analysed by employing a thematic analysis. This study produced valuable insight into how South African marketing educators view pedagogical competence. Participants displayed a broad conception that challenged the conventional understanding of pedagogy, including relationship building and research competence. The findings make a significant contribution to our understanding of pedagogical competence and its composite dimensions.

摘要

教学能力是高等教育文献中的一个新生概念，在营销教育领域，它未被充分利用并且迄今为止仍然不精确。在南非，由于缺乏已发表的研究，这个问题进一步加剧。本研究旨在探索南非高等教育机构营销教育工作者的教学能力。在解释主义范式的支持下，采用了定性研究设计。使用有目的的抽样技术，16 名经验丰富的营销教育者的样本参加了面对面的半结构化访谈。访谈数据被转录并随后通过主题分析进行分析。这项研究对南非营销教育者如何看待教学能力产生了宝贵的见解。参与者展示了一个广泛的概念，挑战了对教育学的传统理解，包括关系建立和研究能力。研究结果对我们理解教学能力及其复合维度做出了重大贡献。