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An Estimate on the Supply and Demand of Marketing Education Teachers in the Next Five Years in the Hampton Roads, Virginia Area

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An Estimate on the Supply and Demand of Marketing Education Teachers in the Next Five Years in the Hampton Roads, Virginia Area Old Dominion University ODU Digital Commons OTS Master's Level Projects & Papers STEM Education & Professional Studies Fall 2017 An Estimate on the Supply and Demand of Marketing Education Teachers in the Next Five Years in the Hampton Roads, Virginia Area Alison Danielle Briel Old Dominion University Follow this and additional works at: https://digitalcommons.odu.edu/ots_masters_projects Part of the Marketing Commons, and the Secondary Education and Teaching Commons Recommended Citation Briel, Alison Danielle, "An Estimate on the Supply and Demand of Marketing Education Teachers in the Next Five Years in the Hampton Roads, Virginia Area" (2017). OTS Master's Level Projects & Papers. 592. https://digitalcommons.odu.edu/ots_masters_projects/592 This Master's Project is brought to you for free and open access by the STEM Education & Professional Studies at ODU Digital Commons. It has been accepted for inclusion in OTS Master's Level Projects & Papers by an authorized administrator of ODU Digital Commons. For more information, please contact [email protected]. AN ESTIMATE ON THE SUPPLY AND DEMAND OF MARKETING EDUCATION TEACHERS IN THE NEXT FIVE YEARS IN THE HAMPTON ROADS, VIRGINIA AREA by Alison Danielle Briel B.S. May 2016, Old Dominion University A Research Paper Submitted to the Faculty of Old Dominion University in Partial Fulfillment of the Requirements for the Degree of MASTER OF SCIENCE OCCUPATIONAL AND TECHNICAL STUDIES OLD DOMINION UNIVERSITY Fall 2017 Approved by: Karina Arcaute, Ph.D. SEPS 636 Instructor ii Signature Page Alison Briel prepared this research paper under the direction of Dr. Karina Arcaute in SEPS 636, Problems in Occupational and Technical Studies. It was submitted to the Graduate Program Director as a partial fulfillment of the requirements for the Degree of Master of Science. Approved by: _________________________ _____________________ Date iii ABSTRACT AN ESTIMATE ON THE SUPPLY AND DEMAND OF MARKETING EDUCATION TEACHERS IN THE NEXT FIVE YEARS IN THE HAMPTON ROADS, VIRGINIA AREA Alison Briel Old Dominion University, 2017 As of 2017, there is a lack of information about the number of Marketing Education teachers at the high school level employed in the Hampton Roads area of south eastern Virginia. Marketing Education is an essential subject to teach at the secondary level because it prepares students for careers in marketing and management. For this study, a survey was created to understand the current state of Marketing Education and the supply and demand of Marketing Education teachers. This study primarily focused on Marketing Education programs in the high school setting. A survey consisting of open-ended questions was developed and distributed to all high school marketing teachers currently employed in the Hampton Roads area. There was a total of 37 surveys sent to High Schools in the Hampton Roads area, and a total of 13 survey responses returned. High schools in four of the seven cities in the Hampton Roads area provided information for this study including Norfolk, Virginia Beach, Chesapeake, and Hampton. There were no returned surveys from high schools in Newport News, Portsmouth, or Suffolk. The study investigated the open positions due to retirement, career change, or new positions created due to growth in the Marketing Education program. Research study participants revealed that nine Marketing Education teachers are expected to retire in the next five years, five Marketing Education teachers are expected to make a career change, and nine positions would need to be filled due to growth in Marketing Education programs. The returned surveys showed that Chesapeake High Schools and Hampton High Schools currently have very strong marketing programs and are expected to keep growing. Virginia Beach and Norfolk High School Marketing Programs are seen as positive programs and are also expected to grow. iv Table of Contents Page Signature page……………………………………………………………………………………………ii Abstract…………………………………………………………………………………………………...iii List of Tables……………………………………………………………………………………………..vi Chapter I. INTRODUCTION…………………………………………………………………………….1 Background of the Problem…………………………………………................................1 Statement of the Problem...………………………………………………………………...3 Purpose of the Study………………………………………………………………………..3 Research Questions…………………………………………………………………………4 Significance of the Study……………………………………………………………………4 Assumptions and Limitations…..……………………………………………....................6 Definition of Terms………….……………………………………………………………….7 Summary and Overview of Chapters……………………..……………………………….8 II. REVIEW OF LITERATURE……...………………………………………………………..10 Benefits of High School Career and Technical Education (CTE)……………………..10 Impact of Secondary Career and Technical Education on Postsecondary Career……………………………………………………………………………………….11 History of Career and Technical Education……………………………………………..12 Teacher and Student Relationships……………………………………………………...13 Educators’ Perceptions of Career and Technical Education Programs……………...14 Perceptions of Teacher Educators in Marketing Education…………………………...15 Marketing Education: Changes Observed and Challenges Anticipated……………..15 Trends and Issues within Marketing Education…………………………………...........17 Career Readiness………………………………………………………………………….17 Career and Technical Education at the Secondary Level……………………………..18 Marketing Education……………………………………………………………………….19 The Future of Marketing Education………………………………………………………20 Shortage of Career and Technical Education Teachers……………………………….22 Closing the Skills Gap……………………………………………………………………..24 Critique of Previous Research……………………………………………………………24 Summary……………………………………………………………………………………24 III. METHODOLOGY………………………………………………………………….............26 Research Design…………………………………………………………………………...26 Research Questions……………………………………………………………………….26 Procedures………………………………………………………………………………….27 Research Setting…………………………………………………………………………...27 Population....………………………………………………………………………………..29 v Page Data Collection……………………………………………………………………………..30 Research Instrument………………………………………………………………………30 Data Analysis……………………………………………………………………………….30 Summary……………………………………………………………………………………31 IV. RESULTS…………………………………………………………………………………...32 Enrollment in Marketing Education Programs and Expected Growth…..……………32 Current and Future Open Positions……..……………………………………………….33 Marketing Education Teachers Currently Employed and Perceptions………..……..36 Summary……………………………………………………………………………...........37 V. DISCUSSION………………………………………………………………………………39 Conclusions……………….……………………………………………………….............39 Discussion………………..………………………………………………………………...39 Recommendations…………………………………………………………………...........42 Summary……………………………………………………………………………...........42 References…..…………………………………………………………………………………………..43 Appendix A- Letter from IRB …………………..………………………………………………………49 Appendix B- Survey.………………………………………………………………………………...….50 Appendix C- Cover Letter ………………..…………………………………………………………....51 Appendix D- Schools and Corresponding Districts that Participated in the Study ...……….……52 vi List of Tables Table Page Table 1- Student Enrollment and Student to Teacher Ratio for each city in the Hampton Roads, Virginia area ……………………………….……………………………………………………………29 Table 2-Characteristics of the Marketing Education Programs in Hampton Roads High Schools Participating in the Study.………………………………………………………………………………34 Table 3- Open Marketing Teacher Positions Due to Either Retirement or a Career Change at Participating Hampton Roads High Schools ………………...………………………………………35 Table 4- Marketing Education Teachers Currently Employed at Participating Hampton Roads High Schools ……………………………………………………………………………………………37 1 Chapter 1- Introduction Background of the Problem There has been a moderate amount of reports done on teacher shortages within the traditional core subjects, which include Math, Science, History, and English (Hutchins, 2013; Wavy News, 2015; Freedberg, 2015). However, there has been a lack of reports done on the shortages of teachers in the Career and Technical Education (CTE) field in the high school setting, more specifically, in Marketing Education. CTE courses are directed for students who prefer to enter the workforce after high school as opposed to students who would pursue a higher education degree. Today’s cutting-edge, rigorous, and relevant Career and Technical Education prepares youth and adults for a wide range of high-wage, high-skill, high-demand careers (ACTE, 2017). Students now have the option to enter the workforce after high school with CTE certifications as opposed to enrolling in postsecondary education. These students chose to learn job skills in order to obtain employment directly following high school. There are 16 career clusters within CTE that can be found in high schools. These career clusters include Agriculture, Food and Natural Resources; Architecture and Construction; Arts, Audio/Video Technology and Communications; Business Management and Administration; Education and Training; Finance; Government and Public Administration; Health Science; Hospitality and Tourism; Human Services; Information Technology; Law, Public Safety, Corrections, and Security; Manufacturing; Marketing; Science, Technology, Engineering, and Mathematics; and Transportation, Distribution, and Logistics (ACTE, 2017). Students enroll in these courses to learn skills preparing them for the job field they want to enter following high school. Most of the students currently being served by Marketing Education are at the secondary level. It is estimated that between 5,000-6,000
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