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College graduates need better preparation for and experience in data analytics for higher-quality problem solving. Using the curriculum innovation framework of Borin, Metcalf, and Tietje (2007) and case study research methods, we offer rich insights about one higher education institution’s work to address the marketing analytics skills gap. Specifically, we describe how a focal marketing department developed an innovative curriculum based on foundational pillars of learning styles (Bloom’s Taxonomy), experiential learning theory, and marketing analytics. The effectiveness of the curriculum is reviewed in light of criteria such as established learning goals and student satisfaction.

Generic skills (problem solving, information management, communication, numeracy), or employability skills, are increasingly demanded of marketing graduates by employers. The Customer Response Function Analysis exercise provides an integrative learning experience for developing generic skills. The exercise uses a Buying Game to examine customer response to health/fitness club products using a conjoint-analysis process. The exercise is described, the Buying Game is presented, and the analysis procedure is demonstrated using data from 200 respondents. The CRFA exercise can be used “as is” (or modified) as a learning approach for generic and discipline-specific skill enhancement.