ABSTRACT
To update the research priorities, this study aims to define the main content elements of teaching business marketing management in tertiary education. Based on their identification, the aim was to evaluate and compare the overall rate of use of marketing tools in business practice over time. Subsequently, the study aims to measure the dependencies between the level of marketing vitality and the number of employees, the field of business and the year of the company’s founding and to evaluate which online marketing tools companies know, use and plan to use in the future. We aim to evaluate whether real marketing practice corresponds to the topics taught in tertiary education in the Business Marketing Management program. To identify and understand teaching practice, the method of comparative research was used. To evaluate the feasibility of using marketing tools in real practice, multi-stage data collection using interviews and questionnaires was carried out in 2020-2023. The total number of respondents representing business entities in the Czech Republic was 411. Respondents were selected by random selection from the internal database of VŠFS, a.s., containing approximately 4,150 contacts to business entities. Statistical methods were used to evaluate the data and dependencies with verification of the received data using Pearson’s coefficient, Student’s distribution. Furthermore, descriptive exploratory analysis and the method of cluster analysis of the co-occurrence of words were used. The contribution of the study is the created list of topics used in teaching the subject Marketing Management of Enterprises in Tertiary Education. It can be stated that in real business practice, tools are used in accordance with the topics taught, tactical tools of the marketing mix are used as a priority. In the 2021-2023 timeline, the overall marketing vitality of companies is improving, especially in the area of external marketing communication. The findings highlight the importance of a balanced use of classic marketing tools in the offline environment with the incorporation of trendy online technologies into teaching and real business practice. Inevitably, the involvement of artificial intelligence (AI) in the marketing management of a business can be expected. The paper brings a new perspective on the connection between teaching theory and the practice of business entities. It appeals for cooperation between tertiary education and representatives of the business community and the practical application of theory, especially with the use of trendy tools of online marketing and artificial intelligence.
KEY WORDS
Communication. CRM. Marketing Management. Marketing Mix. Tertiary Education.