Simulations or Client Projects? Aligning Social Media Skills Development to Industry Expectations

Abstract

Social media is rapidly growing and evolving from the introduction of new platforms to platform-specific innovations. The dynamic nature of social media makes it difficult for even practitioners to keep up; therefore, the gap between academia and industry continues to grow. This gap presents significant challenges for marketing educators to keep course content current so students are ready for the workforce. To identify which types of social media pedagogical assessments best meet industry needs and make recommendations for bridging this gap, this article uses a three-study approach consisting of content analysis of job descriptions, practitioner interviews, and student perceptions of two commonly used pedagogical assessments: simulations and client-based projects. Results show the critical need for social media meta-skills and technical skills, with client-based projects significantly improving meta-skill acquisition by undergraduate students compared with simulations alone. Practical implications for helping educators improve market-ready graduates for entry-level jobs with a social media component are discussed.