Overview: A qualifying examination must be passed before a student is admitted to candidacy for the Ph.D. degree. Consistent with University of Florida Graduate School requirements, the marketing qualifying examination consists of both written and oral components. The written component of the exam is an independent scholarly paper to be prepared by the student over a period of several months. Immediately following the Spring semester of the student’s second year in the program, at which time all required Marketing courses that have been offered must be completed, the Marketing Department faculty will meet to review the student’s progress. Coursework performance as well as the first year summer project and any other research activity will be considered. Assuming a favorable review, the student will then commence work on the written qualifying exam. The final product, to be described more fully below, is due no later than the first day of classes of the following Spring semester (a period of approximately eight months). Students are encouraged to submit their papers earlier than that date.
Content: The paper is to be an integrative review of an important area of research in the field of marketing. For example, see Debbie Roedder John, “Consumer Socialization of Children: A Retrospective Look at Twenty-Five Years of Research,” JCR, December 1999, or Joseph W. Alba and J. Wesley Hutchinson, “Knowledge Calibration: What Consumers Know and What They Think They Know,” JCR, September 2000. The paper should, at a minimum, include theoretical propositions that are testable in principle, as well as implications and priorities for future research in the area. The paper should be capable of forming the basis for the student’s dissertation research, though it will typically be broader than the dissertation itself. It is hoped that the review paper may be publishable in one of the major journals in the field.
Process: As stated above, the paper is to be an independent effort by the student. Faculty members are available as resource people and may provide broad, informal guidance. Generally, faculty will not be involved with activities such as reading and commenting on early drafts of the paper. The intent of the paper is to develop the student’s capacity for independent, creative research, so the role of the faculty is necessarily more informal and non-directive than is the case for the first year summer project.