Accepted Paper:

Symbiosis of past and present in the formation of ethnocultural competencies of managers and economists  


Sergey Rychkov (Kazan Innovative University)

Paper short abstract:

The report identifies the modules of marketing disciplines in which ethnocultural component of the study of consumer behavior. Three approaches are indicated in the application of the historic-cultural discourse in the teaching process, allowing to connect the past with the present and even the future.

Paper long abstract:

Federal state educational standards of bachelor and masters in "Management" and "Economics" contains a list of a number of common cultural and professional competencies needed for graduates of analytical and research activities. Analysis of consumers - the most important area of activity.

There is a clear dependence of consumer behavior in the market of food, clothing, shoes, insurance, health services and several other of ethnicity. This confirms that the general theoretical postulate according to which ethnic and cultural component of consumer behavior plays an important role in making purchasing decisions. Consequently, for the training of managers and economists need in the educational process to provide students with knowledge of ethno-cultural character. Specifically ethnocultural aspects of consumer behavior study in the teaching of subjects such sections "Marketing" as a "marketing environment", "Consumer Behavior," "Marketing Communications".

In the process of teaching bachelors and masters of marketing disciplines used historical and cultural discourse. The past connects to the present using the three approaches. First: the sources of the present - the past. Second, this does not appear once in all market areas, remnants of the past accompany the present. Third: accounting and the use of ethnic and cultural traditions, the analysis of the fluctuations, receptions - the key to business success in the present and the future.

The work was supported by the RHF, project № 12-01-00018.

Panel P05
Teaching historical-ethnological approaches to the past