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Technology, especially the internet, is becoming the main platform and source of learning, so students understand more about the internet and social media and this can be an experience they feel so that it is likely to be expressed on social media. Schools can see opportunities to be able to attract consumer attention with the existence of experience stories about their schools (Brand Experience) on social media through the behavior of students who write them. The purpose of this study is to examine the influence of private school Brand Experience antecedents and their consequences on the behavior of XYZ High School students on social media. The research methodology is quantitative with 196 XYZ school respondents in South Tangerang, the data obtained is processed with SMART PLS ver 3. The results obtained are evidence of the influence of antecedents, namely positive Brand Identification on Brand Experience, resulting in consequences of student behavior that tells good things and promotions about XYZ schools (Advocacy Intention and EWOM) on social media. Bahasa Indonesia Abstrak Pandemi covid 19 membuat pembelajaran di sekolah yang biasa secara tatap muka menjadi online, sehingga untuk melakukannya memerlukan pengetahuan tentang teknologi dan mengakibatkan adanya penyesuaian bagi siswa juga sekolah. Teknologi terutama internet menjadi platform dan sumber utama pembelajaran, jadi siswa tambah mengerti tentang internet dan media sosial dan hal ini bisa jadi pengalaman yang mereka rasakan sehingga kemungkinan dituangkan di media sosial. Sekolah dapat melihat peluang untuk dapat menarik perhatian konsumen dengan adanya cerita pengalaman mengenai sekolahnya (Brand Experience) di media sosial melalui perilaku siswa yang menuliskannya. Tujuan penelitian ini adalah ingin mengkaji pengaruh anteseden Brand Experience sekolah swasta dan konsekuensinya pada perilaku siswa SMA XYZ di media sosial. Metodologi penelitian ialah kuantitatif dengan 196 responden sekolah XYZ di Tanger

To prepare students for multicultural environments and understand consumers from different backgrounds, marketing educators must incorporate diversity into their curricula and recognise the importance of decolonisation by considering First Nations’ perspectives to promote reconciliation and better outcomes. This paper reports on a novel approach of students working directly with First Nations businesspeople to gain an applied understanding of Indigenous cultural learning. The study examines the influence of this approach on students’ learning and cultural understanding, as well as how the teaching approach and authentic assessment design within the unit improve the confidence of students to apply these learnings and engage in culturally informed practices, both presently and in their future careers. Through embracing an applied learning experience and critical self-reflexivity, students gained a greater appreciation and respect for First Nations peoples resulting in a transformational shift in their attitudes, leading to greater empowerment, respect, competence and confidence in their cultural awareness to work with First Nations. The paper fills a gap in the literature by highlighting a teaching and learning approach that engages and builds students’ Indigenous cultural competencies within the marketing discipline through a strength-based approach, thus promoting cultural sensitivity and effective communication with diverse populations.

Poverty in Indonesia has become a critical issue as a result of social and economic disparities.  The phenomenon is inextricably linked to education's role as a gateway to poverty alleviation.  One of the primary causes of entrepreneurial failure, is a lack of public knowledge about marketing.  From the stated problem, the purpose of this research is to investigate how marketing education. Because most previous research focused on unemployment and income levels as indicators of poverty, which did not explain the quality of life comprehensively, a review of the quality of life is required in this study.  Additionally, Man Whitney analysis was used to compare the quality of life in the two groups of respondents using a quantitative method.  Observations were also conducted for a period of six months.  WHOQOL-BREF was used as a research instrument and was distributed to Group 1.  Each respondent is from a different province in Indonesia.  The findings indicate that marketing education can help reduce poverty, resulting in significant improvements in quality of life.  Marketing knowledge leads to positive changes that have a significant impact on human well-being.  This research contributes to our understanding of marketing education as a means of reducing poverty.

Poverty in Indonesia has become a critical issue as a result of social and economic disparities.  The phenomenon is inextricably linked to education's role as a gateway to poverty alleviation.  One of the primary causes of entrepreneurial failure, is a lack of public knowledge about marketing.  From the stated problem, the purpose of this research is to investigate how marketing education. Because most previous research focused on unemployment and income levels as indicators of poverty, which did not explain the quality of life comprehensively, a review of the quality of life is required in this study.  Additionally, Man Whitney analysis was used to compare the quality of life in the two groups of respondents using a quantitative method.  Observations were also conducted for a period of six months.  WHOQOL-BREF was used as a research instrument and was distributed to Group 1.  Each respondent is from a different province in Indonesia.  The findings indicate that marketing education can help reduce poverty, resulting in significant improvements in quality of life.  Marketing knowledge leads to positive changes that have a significant impact on human well-being.  This research contributes to our understanding of marketing education as a means of reducing poverty.

[EN] Marketing education literature is prolific in research dedicated to the best methodologies to provide higher education students with the knowledge as well as the soft and hard skills needed for their future careers as marketing experts. This article presents an experiment developed in a marketing degree, that took place outside the classroom over the last twelve years. The experiment consists on the organization of an annual marketing conference organized by a team of students that are supervised by a marketing teacher. It is a two-day event that brings together the best speakers from the market and academia and is targeted for both marketing students and professionals. The participation of students as part of the organizing team is voluntary and no assessment is performed by any course of the degree. These students refer the development of skills such as improving negotiation skills, networking, public speaking skills, organization, planning, team management, conflict management, leadership, time management, among others, as an added value for there careers.

[EN] Marketing education literature is prolific in research dedicated to the best methodologies to provide higher education students with the knowledge as well as the soft and hard skills needed for their future careers as marketing experts. This article presents an experiment developed in a marketing degree, that took place outside the classroom over the last twelve years. The experiment consists on the organization of an annual marketing conference organized by a team of students that are supervised by a marketing teacher. It is a two-day event that brings together the best speakers from the market and academia and is targeted for both marketing students and professionals. The participation of students as part of the organizing team is voluntary and no assessment is performed by any course of the degree. These students refer the development of skills such as improving negotiation skills, networking, public speaking skills, organization, planning, team management, conflict management, leadership, time management, among others, as an added value for there careers.

[EN] Marketing education literature is prolific in research dedicated to the best methodologies to provide higher education students with the knowledge as well as the soft and hard skills needed for their future careers as marketing experts. This article presents an experiment developed in a marketing degree, that took place outside the classroom over the last twelve years. The experiment consists on the organization of an annual marketing conference organized by a team of students that are supervised by a marketing teacher. It is a two-day event that brings together the best speakers from the market and academia and is targeted for both marketing students and professionals. The participation of students as part of the organizing team is voluntary and no assessment is performed by any course of the degree. These students refer the development of skills such as improving negotiation skills, networking, public speaking skills, organization, planning, team management, conflict management, leadership, time management, among others, as an added value for there careers.

[EN] Marketing education literature is prolific in research dedicated to the best methodologies to provide higher education students with the knowledge as well as the soft and hard skills needed for their future careers as marketing experts. This article presents an experiment developed in a marketing degree, that took place outside the classroom over the last twelve years. The experiment consists on the organization of an annual marketing conference organized by a team of students that are supervised by a marketing teacher. It is a two-day event that brings together the best speakers from the market and academia and is targeted for both marketing students and professionals. The participation of students as part of the organizing team is voluntary and no assessment is performed by any course of the degree. These students refer the development of skills such as improving negotiation skills, networking, public speaking skills, organization, planning, team management, conflict management, leadership, time management, among others, as an added value for there careers.

Full Text, Thesis (PhD Doctorate), Doctor of Philosophy (PhD), Dept of Marketing, Griffith Business School, This study sought to advance understanding of student perceptions around their engagement in the move towards blended and online mode learning in higher education. Therefore, the research aimed to explore the extent to which different demographic groups of students have engaged in blended and online methods within a cross-section of courses within a higher education context. More specifically, the study endeavored to investigate specific student preferences around the move from traditional face-to-face to more blended and online learning environments. Furthermore, the research aimed to gather student perceptions of internet use in their learning to consider how to more effectively use blended and online modes to aid in student transition and engagement whilst driving satisfaction. The project adopted a mixed method design of both quantitative and qualitative research to explore the extent to which students feel engaged and satisfied when adopting blended and online learning techniques within a variety of courses in the business school of a large Australian university. Initially, study 1 focused on a quantitative approach collecting data from a mix of 767 undergraduate students segmented across different groups. The main established scale items proposed were adapted from Krause and Coates (2008) around key areas of student transition, academic, peer, student-staff, intellectual, online and beyond class engagement. The results from the surveys aimed to suggest that student levels of engagement and satisfaction differ across the use of traditional face to face versus blended and online modes. Findings from this research looked to identify that despite the high daily use of internet among students this is not necessarily their first preference for learning as they value traditional modes. Additionally, study 2 used semi-structured interviews conducted with 50 full-time and part-time students from across various years within their degrees in a randomly selected sample th

This study sought to advance understanding of student perceptions around their engagement in the move towards blended and online mode learning in higher education. Therefore, the research aimed to explore the extent to which different demographic groups of students have engaged in blended and online methods within a cross-section of courses within a higher education context. More specifically, the study endeavored to investigate specific student preferences around the move from traditional face-to-face to more blended and online learning environments. Furthermore, the research aimed to gather student perceptions of internet use in their learning to consider how to more effectively use blended and online modes to aid in student transition and engagement whilst driving satisfaction. The project adopted a mixed method design of both quantitative and qualitative research to explore the extent to which students feel engaged and satisfied when adopting blended and online learning techniques within a variety of courses in the business school of a large Australian university. Initially, study 1 focused on a quantitative approach collecting data from a mix of 767 undergraduate students segmented across different groups. The main established scale items proposed were adapted from Krause and Coates (2008) around key areas of student transition, academic, peer, student-staff, intellectual, online and beyond class engagement. The results from the surveys aimed to suggest that student levels of engagement and satisfaction differ across the use of traditional face to face versus blended and online modes. Findings from this research looked to identify that despite the high daily use of internet among students this is not necessarily their first preference for learning as they value traditional modes. Additionally, study 2 used semi-structured interviews conducted with 50 full-time and part-time students from across various years within their degrees in a randomly selected sample th, Thesis (PhD Doctorate), Doctor of Philosophy (PhD), Dept of Marketing, Griffith Business School, Full Text

This article seeks to think over the teaching that has the territory for the Colombian case in the middle of an education that has been directed to respond market interests; therefore it is divided into five parts. The first one is about the old school that remains in the country; the second one shows an analysis of the implications of globalization and the education for the market. In the third part, we think about what the professor Vega Cantor call educational Darwinism. In the fourth, we question why is important the ter­ritory, and at last, we detail what kind of territory is taught in Colombia, leaving some conclusions to the consideration of the reader.With this text, we look for an invitation to consider what it takes to the country to have students that don’t know their territory. This allows understanding the logics presented in the last decade and how grows the chance for international corporations to make investments to extract natural resources, and to keep immersed in a conflict disguised because of the dialogues that are having place at this moment. So it is a temporary need to understand the concept of territory and think other ways to teach and above all allow students to develop identity and ownership towards the country., Este artigo procura refletir sobre o ensino que tem o território para o caso colombiano no meio de uma educação que tem sido dirigida para responder os interesses do mercado; por conseguinte ele é dividido em cinco partes. A primeira delas é dirigida à escola que ficou para nós e que continua em vigor no país; a segunda apresenta uma análise frente às implicações da globalização e a educação para o mercado; na terceira parte refletimos sobre o que o Professor Vega Cantor tem chamado o darwinismo pedagógico; na quarta questiona-se por que é importante o território; e finalmente, detalha-se que tipo de território e ensinado na Colômbia, deixando algumas conclusões à consideração do leitor.Com o texto procura-se fazer um convite para refletir o que significa para o país a ter alunos que desconhecem o seu território, permitindo compreender as lógicas apresentadas na última década, e amplia-se a opção para empresas estrangeiras de realizar investimentos para extrair recursos naturais, continuar imersos em um conflito em que se tenta dar outra tonalidade a partir dos diálogos que atualmente são desenvolvidos. Portanto, é uma necessidade conjuntural de entender o conceito de território e pensar outras maneiras de ensina-lo e acima de tudo que os alunos possam desenvolver identidade e apropriação frente a o país., Este artículo busca reflexionar acerca de la en­señanza que tiene el territorio para el caso colom­biano en medio de una educación que se ha di­reccionado a responder los intereses del mercado; por ello se divide en cinco partes. La primera de ellas está direccionada a la escuela que nos que­dó y que sigue siendo vigente en el país; la segun­da presenta un análisis frente a las implicaciones de la globalización y la educación para el mercado; en la tercera parte se reflexiona acerca de lo que el Profesor Vega Cantor a denominado el darwinismo pedagógico; en la cuarta se cuestiona por qué es importante el territorio; y por último se detalla qué tipo de territorio se enseña en Colombia, dejando algunas conclusiones a la consideración del lector.Con el texto se busca hacer una invitación a re­flexionar lo que implica para el país tener estudian­tes que desconocen su territorio, lo cual permite entender las lógicas que se presentan en la última década, y se amplía la opción a empresas extranje­ras de realizar inversiones para extraer recursos na­turales, seguir sumergidos en un conflicto al que se le intenta dar otros matiz a raíz de los diálogos que actualmente se desarrollan. Así pues, es una nece­sidad coyuntural entender el concepto de territorio y pensar otras formas para enseñarlo y sobre todo permitirles a los estudiantes que desarrollen identi­dad y apropiación frente al país.

Purpose: The paper explores how professors, in adopting short digital video lectures as a complementary teaching platform outside the classroom, could better enhance the learning experience for digital natives, i.e. millennial students, in challenging the growth of massive open online courses (MOOC). Specifically, the use of personalized, class-specific, video content made available on YouTube, in which the professor-of-record appears, is examined as a complementary learning platform for students required to read textbook material in preparation for class discussions. Method / Design and Sample: Students were required to view class-specific digital videos on YouTube and thereafter complete a questionnaire to examine the stated hypotheses. A total of 182 students taking either face-to-face or online marketing classes participated in the study. A quiz was also administered among the students with the questions formulated from the videos. Results: The collected data provided evidence that students learning experiences are enhanced if class-specific digital videos lectures are adopted as a delivery platform of class material. The learning experiences recorded by students are deepened even further if the professor-of-record actually appears in the videos. Value to Marketing Educators: These findings offer marketing educators valuable insights on how their face-to-face and online classroom-learning environment can be enriched. Creating online digital videos helped students gain a better understanding of class material. Extending the academic reach outside the classroom by producing personalized, class-specific digital videos presents faculty with an alternative entry-point into students’ busy schedule that complements the depth of learning experienced in the classroom.

Purpose: The paper explores how professors, in adopting short digital video lectures as a complementary teaching platform outside the classroom, could better enhance the learning experience for digital natives, i.e. millennial students, in challenging the growth of massive open online courses (MOOC). Specifically, the use of personalized, class-specific, video content made available on YouTube, in which the professor-of-record appears, is examined as a complementary learning platform for students required to read textbook material in preparation for class discussions. Method / Design and Sample: Students were required to view class-specific digital videos on YouTube and thereafter complete a questionnaire to examine the stated hypotheses. A total of 182 students taking either face-to-face or online marketing classes participated in the study. A quiz was also administered among the students with the questions formulated from the videos. Results: The collected data provided evidence that students learning experiences are enhanced if class-specific digital videos lectures are adopted as a delivery platform of class material. The learning experiences recorded by students are deepened even further if the professor-of-record actually appears in the videos. Value to Marketing Educators: These findings offer marketing educators valuable insights on how their face-to-face and online classroom-learning environment can be enriched. Creating online digital videos helped students gain a better understanding of class material. Extending the academic reach outside the classroom by producing personalized, class-specific digital videos presents faculty with an alternative entry-point into students’ busy schedule that complements the depth of learning experienced in the classroom.

El marketing educativo es un elemento poco extendido en el sistema universitario público español. No es así en instituciones privadas, que tienen en las matriculaciones de estudiantes su sustento básico y en las instituciones públicas una competencia difícil de batir por los precios públicos que ofrecen. Por ello quizás, las instituciones privadas españolas han sido las primeras en adoptar esta herramienta. A lo largo de este trabajo, se presentará que es el Marketing aplicándolo al sector educativo, empezando por discutir si una herramienta tan especializada y propia de empresas, es necesaria en el ámbito educativo público. Se pretende dar un visión general del concepto, identificando su utilidad y describiendo los procesos para su desarrollo e implantación en la institución. Así se desarrollarán tres capítulos fundamentales en la comprensión de la función del marketing, que son ni más ni menos que, la satisfacción del cliente, el planeamiento integral estratégico y la orientación al mercado partiendo de la búsqueda activa de información. La idea de desarrollar este tema surgió de la lectura del informe realizado en 2008 por el colegio de caminos canales y puertos titulado "Análisis estratégico del campo de actividad profesional del Ingeniero de Caminos, Canales y Puertos", en el que se detectaban una serie de amenazas y oportunidades para la profesión. En principio ninguna relación parece tener dicho informe con el marketing, pero por un lado la afirmación en dicho informe, de que la titulación esta perdiendo el prestigio, y por el otro la necesidad mencionada en el documento de adaptarse a un nuevo contexto, me hicieron pensar que el marketing era una herramienta ideal para tratar ambos problemas (mejora de imagen y adaptación al contexto). Por ello el último capítulo se dedicará a la aplicación en la ETSECCPB.

This paper draws attention to the implications of an e-learning strategy – a strategy that is increasingly employed with greater intensity by many higher education institutions, by re-examining the value creation process from a service-dominant logic perspective. A model of student-faculty and student-student interactions using interactive Web 2.0 technologies in e-learning is offered and explained using literature from service-dominant logic research. This perspective fundamentally alters the mindset of higher education institutions that have traditionally devised strategies to deliver value through its products and services. The new focus provided by service-dominant logic is for higher education institutions to acknowledge that they can only facilitate the value creation process by fostering interactions, constructing learning activities that enable enriching learning experiences and creating structures to support these experiences. Key challenges for higher education institutions are discussed that include implications for exclusion marketing, perceived value for money, and policy issues. Originality/value – This paper provides a fresh perspective, and a new line of thinking with regard to how value is co-created by both faculty and students through a set of experiences within student-faculty and student-student interactions. It therefore potentially directs a new path of research in the area.

Recent work on the relationship between class attendance and student performance found that student absenteeism impacted negatively on students’ grade or scores performance (Stanca, 2006). This research aims to examine the relationship between students’ perceived physical attractiveness and lecture attendance. The findings indicated that most students agreed that they will attend the face-to-face lecture more often if the lecturer is ‘funny’. In particular, the male respondents of the study claimed that they would be more likely to attend lecture if the lecturer is ‘attractive’ and ‘good-looking’. Such results may be an indicator that physical attractiveness of the instructor can be one of the motivating factors for students to attend face to face lecture sessions.

Work-integrated learning in the form of internships is increasingly important for universities as they seek to compete for students, and seek links with industries. Yet, there is surprisingly little empirical research on the details of internships: (1) What they should accomplish? How they should be structure? (3) How students performance should be assess? There is also surprisingly little conceptual analysis of these key issues, either for business internships in general. or for marketing internships in particular. Furthermore, the "answers" on these issues may differ depending upon the perspective if the three stakeholders: students, business managers and university academics. There is not study in the marketing literature which surveys all three groups on these important aspects of internships. To fill these gaps, this paper discusses and analyses internships goals, internship structure, and internship assessment or undergraduate marketing internships, and then reports on a survey of the views of all three stakeholder groups on these issues. There are a considerable variety of approaches for internships, but generally there is consensus among the stake holder groups, with some notable differences. Managerial implication include recognition of the importance of having and academic aspects in internships; mutual understanding concerning needs and constraints; and the requirement that companies, students, and academics take a long-term view of internship programs to achieve mutually beneficial outcomes.

In Australia, advertising is a $13 billion industry which needs a supply of suitably skilled employees. Over the years, advertising education has developed from vocational based courses to degree courses across the country. This paper uses diffusion theory and various secondary sources and interviews to observe the development of advertising education in Australia from its early past, to its current day tertiary offerings, to discussing the issues that are arising in the near future. Six critical issues are identified, along with observations about the challenges and opportunities within Australia advertising education. By looking back to the future, it is hoped that this historical review provides lessons for other countries of similar educational structure or background, or even other marketing communication disciplines on a similar evolutionary path.

The Google Online Marketing Challenge is an ongoing collaboration between Google and academics, to give students experiential learning. The Challenge gives student teams US$200 in AdWords, Google’s flagship advertising product, to develop online marketing campaigns for actual businesses. The end result is an engaging in-class exercise that provides students and professors with an exciting and pedagogically rigorous competition. Results from surveys at the end of the Challenge reveal positive appraisals from the three—students, businesses, and professors—main constituents; general agreement between students and instructors regarding learning outcomes; and a few points of difference between students and instructors. In addition to describing the Challenge and its outcomes, this article reviews the postparticipation questionnaires and subsequent datasets. The questionnaires and results are publicly available, and this article invites educators to mine the datasets, share their results, and offer suggestions for future iterations of the Challenge.

It is generally accepted within marketing and wider higher education circles that internationalisation of the undergraduate curriculum is desired if not mandatory for universities to compete in the globalised economy. This is despite the fact that there is still no clear accepted definition or widely accepted understanding of exactly what internationalisation means. This paper reflects on the effectiveness of a major international project undertaken by marketing undergraduate students within an Australian university, working in virtual global teams. The results suggest that while students often find the experience of an attempt at real internationalisation challenging, to say the least, the learning outcomes are strengthened. This paper offers new insights into the reality of internationalisation for marketing education at curriculum level.

The purpose of this study was to discover the extent to which value-added intangibles influence decision-making of potential university students in the decision-making phase of institution selection. A survey of 500 commerce students in a large university indicated that they expect the institution to offer intangible, value-added services such as skills essential to entering the workforce, management skills and practices, assistance in English and value-added courses such as leadership, teamwork etc in addition to the established academic program. Results revealed that undergraduate students expect short-listed institutions to provide value-added intangibles that develop them professionally and personally in order to increase their employability in the workplace.

This paper presents an experiential learning assessment requiring students to participate as consumers and marketers. This paper contributes to the literature by considering the effetiveness of student-operated businesses on learning. Student feedback indicates that for the majority of students the course met or exceeded their expectations. Students reported good progress on course objectives. However, the student learning survey suggests there is room for improvement if students are to progress on some key course objectives. Simulated student operated businesses should be used in courses with large enrolments ensuring students receive a variety of experiential learning assessments. Implications for educators are offered.

Knowledge of a discipline's literature is critical to scholarly work - for PhD students, early-career researchers, educators, and other professionals. This study takes a first step in building a readings list in the advertising and business to business (B2B) marketing communications areas. Using a three-themed framework, 537 members of editorial boards of the leading, global journals in advertising and B2B were invited to submit recommended readings that are fundamental to their disciplines areas. The resulting 172-item reading list is presented in the paper along with commentary on the list and suggestions for how the list can be enhanced and utilized to advance marketing education in a global context.

The purpose of this MBA project was to review the current Masters of Executive Management education curriculum at NPS. An internal analysis of the current program was conducted to fully understand the strategic goals of the program and the existing curriculum. An environmental scan of current and potential military customers was conducted to assess requirements for junior executive education and determine whether the MEM program corresponds with these requirements and, if not, what changes to curriculum should be considered. Information collected was then used to determine prospective customers while creating a detailed marketing strategy for the GSBPP. Once information was collected, it was possible to construct a marketing plan to increase the NPS brand awareness in hopes of attracting students. Marketing plan recommendations include: (1) Package its various products/programs and market under one primary GSBPP brand; (2) Abandon current traditional and passive marketing efforts for an active recruiting approach by utilizing relationship marketing strategies; (3) Develop alumni networks that provide marketing labor and tools to stimulate demand for the GSBPP.

Integrated marketing communication incorporates both customer and non-customer stakeholder groups. While the literature commonly refers to this distinction as marketing communication and corporate communication, respectively, and practitioners accept the need for these roles, this study aims to explore the student perspective. US-based research suggests that students are more interested in marketing communication activities such as promotion that target customer stakeholders, and less interested in corporate communication activities that target non-customer stakeholders including employees, investors, and government (Bowen, 2003). The findings of this study match its US counterpart, and present implications for both the education and practice of marketing communication

While Executive education in Australia today is largely the province of industry organizations, it could provide a financial lifeline to many universities. Thus study looks at the executive education preferences of advertising and public relations practitioners in Australia. In examining their priorities, if finds some significant difference between the two disciplines, based largely on the relevance of the subject to their profession. It also finds some common ground in that both advertising and public relations practitioners are seeking strategic courses from executive education, as well as demonstrating a preference towards new disciplinary areas. Generic skills, a priority of undergraduate education and hire, are not strongly sought in executive education.

University education is in a period of flux with emphasis being focused on quality education, competition for students both local and international as well as changes in governmental financial support and direction. It is with this scenario as a backdrop, that universities in an endeavour to obtain economies of scale offer subjects with large student enrolments. This study investigates marketing students’ perception of and participation in marketing subjects relating to teaching quality, staff availability and support, and individual student involvement in marketing education with large enrolments compared to subjects with small enrolments. This research builds on the investigations of effects of class size by Cuseo (2004) and Binney et al (2004). The study used a multi-method approach. Data from a sample of 621 students was analysed using Factor analysis, MANOVA and ANOVA. Students indicated that there was little difference in the quality of learning obtained in small or large classes. Of interest from a marketing perspective, however, is the perception by students that they are more likely to obtain practical assistance and support from tutors in smaller classes. Student perceptions generally show no major differences between large and small classes in relation to subject selection, ability to learn and lecture  attendance. Students expressed a preference for the opportunity to choose from a number of lecture streams available in subjects with large enrolments. Of interest, however is the student belief that they are less likely to actively participate in large lectures than in small lecture environments.

This paper examines differences in academics perceptions of how journals should be evaluated in terms of their prestige, contribution to theory, contribution to practice and contribution to teaching. Comparisons are made between individual and institutional weightings, regional variations and whether an individual works at an institution offering a PhD/DBA. Some differences were identified, suggesting that that evaluative criteria used to rank journal may be influenced by employment situations.

MBA Professional Report, The purpose of this MBA project was to review the current Masters of Executive Management education curriculum at NPS. An internal analysis of the current program was conducted to fully understand the strategic goals of the program and the existing curriculum. An environmental scan of current and potential military customers was conducted to assess requirements for junior executive education and determine whether the MEM program corresponds with these requirements and, if not, what changes to curriculum should be considered. Information collected was then used to determine prospective customers while creating a detailed marketing strategy for the GSBPP. Once information was collected, it was possible to construct a marketing plan to increase the NPS brand awareness in hopes of attracting students. Marketing plan recommendations include: (1) Package its various products/programs and market under one primary GSBPP brand; (2) Abandon current traditional and passive marketing efforts for an active recruiting approach by utilizing relationship marketing strategies; (3) Develop alumni networks that provide marketing labor and tools to stimulate demand for the GSBPP., http://archive.org/details/marketingmasters1094510184, Approved for public release; distribution is unlimited.