Marketing Programme as Business Education Competencies on Workplace Needs among Graduates

Abstract

Marketing is perceived from various viewpoints, encompassing the identification and fulfillment of customer needs, the flow of goods and services, and the impact on the well-being of society and the ultimate consumer. According to Kotler and Keller (2016), marketing is described as a social and managerial procedure in which people and collectives acquire desired products and services by generating and exchanging valuable offerings with others. Additionally, marketing is perceived as the practice, collection of organizations, and procedures for generating, transmitting, providing, and trading products that possess worth for consumers, customers, collaborators, and the broader community (AMA, 2018). Marketing is commonly understood as the execution of actions that guide the movement of goods, services, and concepts from creators to customers, ensuring optimal timing, pricing, location, and effective communication. Marketing is a crucial aspect of any organization, encompassing various processes aimed at generating value for customers, effectively communicating with them, and delivering products or services. Additionally, it involves managing customer relationships to benefit both the organization and its stakeholders. Hence, it is imperative for both consumers and producers to have access to the insights of marketing education.
Business education is a program that is available at various levels of the educational system, including primary, junior, and senior secondary schools, as well as three-year colleges of education, two-year ordinary diploma (OND) and higher diploma (HND) programs in colleges of technology or polytechnics, and four-year undergraduate programs at universities. This program is enriched with numerous important goals. Some of the objectives include: sparking students' curiosity by introducing them to entrepreneurial concepts, instilling the practical aspects of business from early education, fostering interpersonal and human relations abilities, equipping students with foundational skills for entering the workforce without additional training, teaching students the fundamental concepts, theories, principles, and application of accounting, marketing/distribution, and office technology management (OTM)/secretarial education (Igboke, 2010). The overall pattern is for every alternative's of business education to generate competent and clever graduates who have expertise, abilities, principles, and perspectives in the field of business. Hence, it is crucial to focus education for business on all the diverse aspects linked to the professional realm.