DECEMBER 2001JOURNAL OF MARKETING EDUCATION Narrowing Skill Development Gaps in Marketing and MBA Programs: The Role of Innovative Technologies for Distance Learning

Increasingly, universities are offering a marketing education to a diverse, international student population through for-mats including both full-time and distance-learning MBA programs. At the same time, universities are increasing their reliance on technology innovations to enhance students’ global learning experience. Ultimately, a key measure of suc-cess of such programs and technological approaches is the extent that participant needs for business skill development are being met. This article proposes that the role of techno-logical innovation in facilitating or hindering business skill development in a distance-learning MBA program can be better understood by (1) understanding how and why student needs for marketing and business skill development can differ within and across MBA programs and (2) how technological innovations can contribute to—or potentially limit—the development of specific skills desired by marketing and busi-ness students. Accountability for developing transferable skills in busi-ness education has received growing attention in recent years as business schools worldwide face increasing competition, student demands, and scrutiny from local, national, and inter-national governing and accrediting bodies (Melton 1997). Ultimately, individuals pursuing an MBA at a university rely on their institution and program to develop key skills useful in their careers. Obtaining a marketing education as part of an MBA program involves developing strong analytical skills and written and communication skills, for example, as well as gaining an up-to-date, theoretical, and practical knowledge of the domain of marketing. A major trend in global business education today is the expansion of alternatives to full-time MBA programs, includ-ing part-time distance-learning and evening programs. Dis-tance-learning MBA programs in particular are experiencin