What’s the best approach to engage college kids in understanding direct marketing? Principles first; metrics second? Or Metrics first; principles second?
I remember sitting in the parlor of a Catholic parish rectory in North Jersey while my wife was participating in a wedding rehearsal. The Mets game was on TV. The brother of a parish priest who was visiting from Ireland asked me to explain baseball. Explain baseball?!?! Where do you start?
Despite all of the professional speaking and training I’ve done in direct response marketing, the first time I taught a college course devoted entirely to it was last spring. I started with the fundamental concepts of media, offer, and creative. I had them write about each of these concepts from their own experience. We went over the various targeting opportunities marketers have online and offline. And at the end, we covered measurement and metrics.
At the end of the course, I asked the students to tell me what worked, what didn’t, and what should be changed. The most insightful comment was from a student who said:
“I wish you had covered all that measurement content at the beginning of the course. It made me realize why all that other stuff was important, and how it fit into the big picture.”
Now, as I embark on teaching a course dedicated to Direct Response Marketing at Rutgers School of Business Camden, I’m looking for advice about how to sequence things.
Last year, when I bemoaned the lack of an appropriate up-to-date textbook for this discipline in this column, Dave Marold and Harvey Markowitz stepped up and recommended the Fourth Edition of “Direct, Digital, and Data-Driven Marketing,” by Lisa Spiller. (Thanks for that Dave and Harvey; I’m using that book in the Fall).
What Do You Think?
Now I see the benefit of stressing measurement early. Even though I told the students every class that the coolest thing about direct marketing is that you can measure it, apparently the mechanical reality of measuring something like search engine keywords was not real for them. So:
- Do I incorporate some form of measurement into every lesson?
- Do I introduce a comprehensive measurement unit early in the course? (Spiller’s book does that early on, in Chapter 4).
- Or, do I go full-on “math course” at the beginning, and thin a 40-student class down to 20 students after two weeks? (Just kidding).
Opinions welcome. (Actually, encouraged.)