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The growth of online term paper mills has recently exploded. With access to term papers available at their fingertips, student cheating, by submitting a purchased term paper, becomes much easier and quicker than in the past. As a means of student outcome assessment, more emphasis today is being placed on outside the classroom activities (homework, cases, term papers). How much ofa threat to marketing education is the proliferation of these term paper services? The purpose of this paper is 1) to identify the services available, 2) to determine how many marketing term papers are offered by these services, and 3) to suggest techniques marketing instructors can use to combat usage of the proffered materials. [ABSTRACT FROM AUTHOR]

This paper describes an experiential learning activity designed for a New England university freshmen course, BUS101-Marketing First-Year Experience (FYE). The purpose of the activity is to teach basic principles of marketing, develop a general perspective of business, and provide FYE activities that facilitate the college transition. The specific activity described in this paper is designed to make the learning experience educational, relevant to everyday business and marketing practices, and memorable to students in a personally satisfying manner. The Great Cookie Challenge activity, an experiential activity described in this paper, provides an opportunity to link marketing concepts with FYE activities in a businesslike setting. The paper concludes with reflections on the experience and recommendations for modifications to the activity. (Contains 5 figures.)

The marketing department of a large business school introduced a new undergraduate course, marketing metrics and analysis. The main materials for this course consisted of a series of online spreadsheets with embedded text and practice problems, a 32-page online metrics primer that included assurance of learning questions and a sample examination (http://mametrics.ca). In response to challenges, the instructor modified the course in three separate iterations in order to create a more active and experiential class setting to optimize student retention and learning. Empirical results tend to support the use of the materials and the modifications employed. The paper proposes additional changes to enhance the course and discusses the implications for teaching marketing metrics in undergraduate courses. (Contains 1 figure.)

The subject of this paper is the future of marketing education. One focal point of the paper concerns the readiness for change of marketing departments. The culture, climate and policies of marketing departments are discussed with an emphasis on their conduciveness to change. Several elements culture, climate, and policies are presented and accompanied by observations of a curmudgeon-the author of this paper. The paper concludes with some thoughts on students, teaching and research. [ABSTRACT FROM AUTHOR]

The complexities of integrating client-based projects into marketing courses provide challenges for the instructor but produce richness of context and active learning for the student. This paper explains the integration of Web-based peer benchmarking as a means of improving student performance on client-based projects within a single semester in undergraduate consumer insight courses. Furthermore, the paper provides empirical evidence for the effect of this innovative method on students' deeper learning, as measured by the method's capability to improve students' motivation to learn. [ABSTRACT FROM AUTHOR]

The teaching innovation described in this paper is designed to enhance the learning process for topics related to learning curve and script theory. LEGO® building block sets are used in experiential classroom demonstrations and exercises to make concepts related to the learning curve "real" to students. The subject of learning curves is often found and generally discussed in undergraduate operations management courses; however, the concept is also found in discussions in many business disciplines, including marketing, and in most industries. In addition to script theory knowledge as demonstrated in this paper, the concept of learning curves is related to discussions on negotiating and purchasing concepts, the introduction of Internet marketing, and consumer behavior to name a few. In this paper, we explain an innovative activity utilizing LEGO® blocks in a classroom demonstration of the importance of learning to consumer performance in a services context. The exercise in this paper serves two purposes. It provides an example for students who lack "realworld" experience and might have a difficult time with the concepts presented. It also clearly translates a difficult mathematical concept into a realistic application. Complex formulas with logarithms and exponents can easily frighten students from attempting to understand certain concepts. This application demonstrates the relationship between repetition and improvement and provides a clear exercise to exemplify a complex topic. [ABSTRACT FROM AUTHOR]

In this paper, we describe combining a reflective thinking technique (reflection-on-action/reflectionin-action) and the Myers-Briggs Personality Indicator to prepare students for meaningful and successful participation in the global environment of marketing. We discuss the practical considerations of using this pedagogy. Results from a pre- and posttest are provided, as well as a discussion of its adaptability to other settings. [ABSTRACT FROM AUTHOR]

The thesis of this paper is that the ability to transfer marketing knowledge into various environments and situations is extremely important to our students. Marketing educators should become more sensitive to the issues and implications that transfer entails, and we must create awareness and increase students' skills in these pivotal directions. Major issues surrounding transfer are discussed in conjunction with its close relative, metacognition, and propositions are tendered that should encourage much additional thought among marketing educators. The results of an assignment involving metacognition and transfer are reported. Discussion is provided and research directions are proposed that will be important to the future inclusion of transfer in our courses. [ABSTRACT FROM AUTHOR]

This paper discusses an innovative applied learning project developed to build awareness and attract students to a new academic program in professional sales. The applied nature of the project allows students enrolled in an advanced selling course to actively participate in the selling process leading to internalization of the concepts presented in class. [ABSTRACT FROM AUTHOR]

This paper presents a report of a cross-cultural student team project that was conceived and executed in response to the calls for developing comprehensive, realistic, and relevant teaching tools in marketing classrooms. This project's objectives were to promote cross-cultural understanding of ecological sustainability, facilitate technology-mediated collaboration among international student teams, introduce students to qualitative research, and motivate them to apply theoretical knowledge to creating marketing communications campaigns. This paper may help marketing educators to incorporate complex and creative assignments into marketing curriculum and to prepare more aware and better marketing specialists. [ABSTRACT FROM AUTHOR]

The consumer oriented perspective of traditional marketing curriculums places little emphasis on supply chain management (SCM). Accordingly, marketing majors tend to enter sales or junior retail management positions largely unaware of the complex service processes that are required to get to the right product to the right place at the right time in the right condition, and equally unaware of the many career opportunities that are available to them in SCM service operations. This paper describes an approach that improves upon existing pedagogy by emphasizing the relevance and importance of SCM service operations to marketing. [ABSTRACT FROM AUTHOR]

Due to an increased emphasis on the AACSB Assurance of Learning Standards, faculty members are exploring new methods by which to instill assessment in meaningful and creative ways into the marketing curriculum. The use of student peer evaluations in a capstone marketing class offers an opportunity to actively involve students in not only the production of a detailed marketing plan, but the critique of numerous plans as well. By adopting a more student engaged approach to student evaluations, a key AACSB standard can be addressed and students can be better prepared for a business environment in which peer evaluations are becoming much more common. [ABSTRACT FROM AUTHOR]

This paper focuses on one approach to teaching a course on marketing ethics. The objectives, structure, cases, readings, videos and websites for such a course are all examined in depth. Several never published cases dealing with marketing ethics topics are discussed. A case analysis decision model is proposed as a vehicle for resolving ethical issues that surface in these cases. The fact that marketing ethics is a valuable course for both MBA and undergraduate marketing students is emphasized throughout the discussion. [ABSTRACT FROM AUTHOR]

Global marketing education is embedded in an increasingly global high-tech business environment. Business practices and marketing education are strongly influenced by these developments. New technologies are successfully implemented in university curricula to improve the effectiveness of teaching and the cooperation between universities in management teaching. This paper deals with the usage and effectiveness of virtual classrooms in the global marketing curriculum and empirically investigates the antecedents of successful teaching in such an environment. The investigation is based on case teaching endeavors connecting up to three university classrooms in various countries. All together, some 90 students participated in the joint teaching sessions. The study presented was conducted in four countries (China, France, Spain and Austria) over a one-year period. The results of the research indicates that instructor empathy and classroom interaction have the highest impact on teaching effectiveness in the virtual classroom. [ABSTRACT FROM AUTHOR]

This paper presents an assessment of the potential value of the life history method as a potential learning device in the marketing management MBA class. The discussion first explains the life history technique and its utilization as a pedagogical tool. An empirical study is presented that furnishes some degree of evidence as to the worth of the life history approach, particularly in comparison to other teaching methods. [ABSTRACT FROM AUTHOR]

This paper summarizes one business college's efforts to substantially revise its core business curriculum. To give some sense of the progress of this revision effort, the discussion is organized using the new product development process. The process' final result is a new core curriculum that emphasizes the integration of all business disciplines. The paper describes how changes were developed, tested, and finally implemented. Baseline measures for curriculum evaluation are briefly discussed, though the final success of the new curriculum will only be known after a longitudinal analysis of the data in subsequent years. [ABSTRACT FROM AUTHOR]

The Marketing WebQuest is an innovative teaching tool, which clearly demonstrates the impact of technology on experiential learning techniques. More specifically, the WebQuest provides a unique opportunity to blend the pedagogical advantages of experiential learning, with the practical benefits of Internet-based information and problem solving skills. The paper presents detailed guidelines for developing and managing Marketing WebQuest projects for all levels of marketing curriculum. In addition, a summary of student reactions to the use of this tool in introductory marketing classes provides perspective on the role served by such a tool in current marketing education. [ABSTRACT FROM AUTHOR]

New information technologies are transforming marketing practice, leading to calls for marketing academics to focus their research and teaching more tightly on areas relevant to practitioners. Developments in e-commerce, business geographic information systems (GIS), and social media offer powerful marketing tools to nontechnical users. This paper describes one department's effort to integrate these tools through an Emerging Technologies in Marketing Initiative spanning several marketing courses. It describes the development, underlying principles, pedagogical content, and academic structure of the Initiative. The paper also evaluates the performance of the Initiative and discusses the potential for and difficulties of replicating it at other institutions. [ABSTRACT FROM AUTHOR]

Engaging students in a principles of marketing course can prove challenging but also provides instructors with an opportunity to link course concepts using a real-world orientation. This paper describes the use of a personal brand statement assignment as a way to integrate the key marketing concepts of branding and brand positioning into a broader understanding of marketing. The assignment requires the students to successfully apply analytical reasoning and critical thinking skills in a way that expands marketing knowledge and is directly relevant to their career development efforts. [ABSTRACT FROM AUTHOR]

Today, most schools of business and marketing departments within them place significant emphasis on the assessment of student learning, often in response to AACSB International and regional accreditation agency mandates. There is a rich body of literature on assessment philosophies and practices in business programs. However, much less attention has been paid to developing tools that enhance the long-term learning experience for students. In this paper, a new pedagogical tool-the marketing knowledge base (MKB)-is presented. An MKB is a valuable device that can facilitate both learning marketing concepts and assessing what marketing knowledge is retained by majors and nonmajors. [ABSTRACT FROM AUTHOR]

This paper recognizes the ongoing challenges that educators face in engaging students in classroom or online discussions and in developing their interest in the material that we want them to learn. The author suggests use of structured debates to add more variety to the teaching methods used in marketing courses and to help students learn and retain information. Debates fully engage the students, help them develop interpersonal and communication skills, encourage critical thinking, and lead to high levels of learning and retention of content. The author gives examples of structured debates successfully used in the classroom and in online courses and outlines procedures for implementing them. [ABSTRACT FROM AUTHOR]

Building theory is a different skill than knowing theory. While the traditional consumer behavior course does a good job in exposing students to our well-accepted theories, much less emphasis in the course is placed on students working to develop new theoretical insights of their own. In this paper, we first discuss why teaching this skill is crucially important. Next, we detail an exercise we have developed and refined for our consumer behavior courses that encourages students to build their own theories from the ground up. We then detail the benefits and outcomes of the exercise and discuss several key ways that it enlightens and enriches the student learning experience throughout an entire semester in consumer behavior. Furthermore, we discuss its potential adaptability for other courses such as marketing research and marketing strategy. Ultimately, our innovation actively engages students, allows them to better understand how theory is built and works on a deep level, pushes them to think deeply and imaginatively, and teaches them the importance of theory in crafting strategic plans and implementations. [ABSTRACT FROM AUTHOR]

Although analytical and math abilities are among the skills that marketing undergraduates are expected to have, the extant literature indicates deficiencies in these areas. Against this backdrop, this paper describes a course that is part of the core requirements of undergraduate marketing majors at a major public university in the southwest United States. This highly structured course offered in both face-to-face and online formats is designed to improve the students' analytical thinking and quantitative skills. Over four years, concrete evidence was collected and analyzed to provide feedback on the assurance of learning aspects of the course, and the results are quite positive. What is most gratifying is the striking similarity of the perceptions of the face-to-face and online students. Anecdotal feedback from colleagues and former students also appear to substantiate the successful implementation of this course. [ABSTRACT FROM AUTHOR]

Many marketing educators and students have come to understand business competition through metaphors of marketing as war. Such metaphors are useful, but like any metaphor, their effectiveness is inherently contingent upon students' familiarity with the underlying contexts (e.g., warfare or military situations). Hence, such metaphors may fall short in helping students understand competition and the players involved in it. In this paper, I present a simple teaching approach based on a five-creature metaphor-gazelle, lion, hyena, vulture, and worm. This approach can serve as an adjunct or alternative to the conventional perspective of marketing as war. Here, I provide qualitative data revealing student preconceptions about my approach and quantitative data reflecting their evaluations of its educational enjoyment and utility. The findings suggest that marketing students understand the semantic context of my metaphor, recognize its applications, and perceive its lessons as being relevant to their other business courses. [ABSTRACT FROM AUTHOR]

This article provides information on an article written by Angeline Close, Ashutosh Dixit and Naresh Malhotra about the role of Internet in marketing education. The paper will provide a point of reference for any future work that examines the Internet in the context of marketing education, and even business education. Their sound and thorough methodological approach in identifying gaps in the literature and suggesting relevant areas for future research should have a broad appeal to marketing educators in general.

Study abroad programs present opportunities for instructors to utilize the international venue to broaden students' perspectives on business and marketing. Simultaneously, study abroad instructors must ensure that students attain the same level of core material mastery as those who remain at their home universities. This paper draws upon the author's experience to offer suggestions and resources for internationalizing a Principles of Marketing study abroad course. Included are ways to connect core concepts to the international setting as well as assignments to assess course learning objectives. Student evaluations of their learning experiences provide indirect measures of the efficacy of these suggestions. [ABSTRACT FROM AUTHOR]

This paper describes a simple creative writing exercise that is a complement to the marketing educator's existing toolkit. Much of the writing in business education is descriptive and analytical. Poetry writing is a form of creative expression that encourages students to reflect on their experiences as consumers, thereby increasing engagement and deepening learning. The poetry writing exercise is described, its use in marketing education discussed, and preliminary evidence for its success in an undergraduate introductory marketing class provided. [ABSTRACT FROM AUTHOR]

Frequently, students entering advanced marketing courses are inadequately prepared and, further, often enter these advanced courses with differing levels of understanding of prerequisite topics, inhibiting both learning and instruction in follow-up courses. This paper introduces a teaching innovation, called the Uniform Prerequisite Learning (UPL) method, which results in unusually high and uniform (student to student) levels of preparation for future classes. Student reactions to the method are very positive, reporting greater learning and retention of knowledge than previous classroom experiences. Initial indications are that the student confidence is well placed. [ABSTRACT FROM AUTHOR]

Extant research demonstrates how technology can support and augment traditional classroom teaching and improve learning. This paper introduces the Random Selector Model--a random selection technology tool--as a method for marketing educators to increase students' preparation for and participation in class discussion. The Random Selector Model enables the instructor to select individual students or teams of students to participate in class discussion. Because the method is random, students view this approach as an interesting probability problem that motivates them to prepare in anticipation of being selected. Applications of the technology for the undergraduate marketing principles course and the MBA marketing management course are delineated. Students' reactions to the method and technology are noted. [ABSTRACT FROM AUTHOR]

Using written analysis of case studies to assess MBA students in the core marketing course can place severe time restrictions on students and impose harsh grading burdens on instructors. Similarly, providing written feedback to students on their work adds to the instructor's workload without necessarily showing any empathy to the audience. This paper describes an approach to overcoming these problems. It requires students to prepare a slide presentation of their analysis of a case study, which forces them to condense knowledge in a manner that is far more in tune with the rigors of modern managerial reality. Similarly, the approach allows the instructor to more quickly assess the worth of the student's contribution without having to read many pages of script. In addition, feedback is now given in the form of a spoken personal message to the individual student using technology which is readily available on most computers and commonly used software. Some implementation issues, adaptations and possible problems are also discussed. [ABSTRACT FROM AUTHOR]

This paper provides a ranking of the academic standing of marketing departments based on faculty representation to the editorial boards of eight leading marketing journals for the years 1993, 1998 and 2003. The current study updates an earlier study by Kurtz and Boone (1988) and refines the selection of the journals used for data collection. The study shows that faculty affiliated with a relatively small group of institutions dominate editorial board representation. The study also shows that most of the institutions that are highly ranked for editorial board representation are also highly ranked in previous studies of research productivity. [ABSTRACT FROM AUTHOR]

Critics have called for reform in business schools and business organizations in the wake of recent ethics scandals. Given the inherent, yet undefined, relationship between business practice and business education, a key question is the role of business schools in meeting challenges and opportunities in business ethics. Business schools must deliver business education, including both curriculum and experiences, infused with an ethics perspective. Ethical capacity is defined as the ability of a business school to effectively and sustainably integrate an ethics perspective into its programs and processes. This paper provides a conceptual and practical approach for building the ethical capacity of business schools. [ABSTRACT FROM AUTHOR]

Because of their inherent interest in marketing, students in marketing and sales classes are often approached by those attempting to recruit them to become involved in multilevel marketing programs. When students are presented with such a business opportunity, they often turn to their marketing professors for advice. Marketing educators need to be able to help their students differentiate ethical, legitimate business opportunities from those that are not. The current paper presents five questions students should ask when trying to ascertain the ethical and legal legitimacy of a multilevel marketing opportunity. [ABSTRACT FROM AUTHOR]

This paper provides an examination of the potential benefits, application, and utilization of historical or vintage cases as a pedagogical tool in MBA marketing courses. The discussion embraces a scrutiny of the advantages of using this approach for instruction in these classes. A number of examples of this type of case histories are provided and related to marketing decision-making. Further, suggestions as to the use of this method in the classroom are set forth. [ABSTRACT FROM AUTHOR]

This paper reviews the use of the Bafa-Bafa Cross-Cultural Simulation in the Global Marketing classroom. Bafa-Bafa is a powerful experiential cultural simulation designed to encourage exploration of cross-cultural interaction. Its primary strength is its ability, in an artificially manipulated safe and fun environment, to engender the strong feelings associated with being part of one culture and then being forced to interact with another. Variants of the simulation are presented that reduce the time requirements, simplify the simulation, and accommodate large classes. [ABSTRACT FROM AUTHOR]

Group projects represent one of the most realistic approaches to teaching business and marketing skills. In the real world, seldom do individuals work by themselves and make strategic marketing decisions without interacting with others. Thus group projects, if made a part of the learning experience, can add a sense of realism that comes from having to prepare and present a report on a tight deadline. Notwithstanding, many professors continue to shy away from using projects in the classroom for a number of reasons. This paper explores the value of real-life, client sponsored group projects and presents a blueprint for their successful implementation into the capstone Marketing Strategy course. [ABSTRACT FROM AUTHOR]

Recently there has been interest in the use of technology in teaching marketing courses, but little attention has been focused on whether and how to teach marketing technology applications in the marketing classroom. This paper examines some of the reasons marketing departments may want to include instruction on various technologies such as data mining, salesforce automation, and geographic information systems. The author then provides a variety of resources for obtaining software and knowledge about the applications, and concludes with examples of assignments given to familiarize students with applications of marketing technology. [ABSTRACT FROM AUTHOR]

While the educational importance of the student's major area of study has been recognized, the assessment of the major has been a neglected topic in marketing. This paper defines assessment and the issues involved in the assessment of the major. A model of the assessment process for the marketing major is then developed and applied to a marketing department. Six years of assessment data are analyzed for this department and conclusions drawn. [ABSTRACT FROM AUTHOR]

This paper examines the attitudes that undergraduate marketing majors and marketing alumni have toward group projects. We investigate the extent to which working in student projects has aided both groups acquire certain skills and compare the degree to which these skills are perceived to add value to their future and/or present career development. The findings indicate that alumni attitudes toward group projects are significantly higher and they realize, more than do students, how participating in group projects leads to certain skill acquisition as well as how these skills are salient to one's future career success. [ABSTRACT FROM AUTHOR]

This paper examines Australian and New Zealand (Australasia) marketing educators' perceptions of the most pressing issues in marketing theory, marketing practice, and academia. An overview of individual and institutional demographics is presented and includes how marketing academics allocate their time amongst a diverse range of work-related activities. It was found that the respondents undertook a broad range of activities (teaching research and administration) and that many felt that a stronger applied focus was warranted. A critical issue was the need to expand collaboration with the business community ensuring marketing education had practical relevance. It also seemed that there are some initial signs that pressures on marketing academics are increasing, as stich it may be more important for them to develop career plans that consider the range of activities they need to undertake. Some recommendations for implementing solutions to the problems identified by respondents are also presented. [ABSTRACT FROM AUTHOR]

As demands increase for accountability in business education, marketing educators may find that input from employers on desirable skill sets will provide the needed information to assess their current curriculum and guide course and curriculum development. This paper describes the results of such a survey and offers suggestions for how its results may improve the demonstrable skills of graduate marketing students. [ABSTRACT FROM AUTHOR]

The paper reports on an experiential approach to teaching retailing and merchandising through the operation of a student run store. This approach to learning proved to be both challenging and rewarding to students and instructor alike. Students gained real world knowledge and a new outlook on retailing as a career path, and instructors witnessed significant changes in students' understanding of what retailing and merchandising are about. Further, instructors observed the implementation of concepts covered in class lectures during the operation of the retail store and completion of the Store Operation Report. In addition to the comments made by students regarding the outcome of the class in achieving its objectives, all students that took the course felt that it was rewarding and would recommend to to their peers. [ABSTRACT FROM AUTHOR]

Technology-mediated distance learning has increasingly become a part of the business curricula, particularly in the delivery of MBA Programs. However, despite its popularity, sporadic efforts have been made to demonstrate its effectiveness by looking at actual students' course evaluations as indicators of teaching and learning effectiveness. This paper compares the differences between two MBA classes' evaluation of a Marketing Management course taught by the same instructor but delivered using two teaching methods: interactive video instruction and traditional face-to-face instruction. It also compares course evaluations of students in sending and receiving sites in the ITV environment. The results indicate that MBA students involved in the face-to-face classroom setting consistently rated the course higher than those in distance learning. In the ITV environment, no significant differences were noted from the student evaluations of those in the sending and receiving sites. [ABSTRACT FROM AUTHOR]

Doctoral programs are under continuous pressure to justify their mission, their training and their graduates' success. To better understand the challenges and prospects facing doctoral education in marketing, this paper first reviews the extant literature and then proposes a model of marketing doctoral program performance. This conceptual framework provides a schematic view of many of the important antecedents, program inputs, and external influences that impinge upon the outcome performance of doctoral programs in marketing. Subsequently, the results of a survey of 84 doctoral program directors regarding the challenges faced today by marketing doctoral programs and opinions about anticipated changes likely to occur in doctoral programs are then described. Lastly, implications derived from both our review and summary model as well as the survey of doctoral program directors and our own experiences are discussed. [ABSTRACT FROM AUTHOR]

The critical thinking approach to teaching marketing classes emphasizes teaching students how to think about marketing content. It is based on teaching students to apply the elements of reasoning and universal intellectual standards to their thought and writing about marketing topics. The current paper describes initial student reactions to such a teaching approach when used in a consumer behavior class. Reactions to the syllabus, comments and complaints of students at various intervals in the course, and comparisons of the course to courses taught with more traditional methods are all methods used to understand how well the critical thinking approach performs. The results are discussed and imply that a professor who is dedicated to teaching with the critical thinking approach can achieve results superior to more traditional methods. [ABSTRACT FROM AUTHOR]

This paper focuses on experiences with an intensive living case study that was effectively used in a two-week graduate marketing course, where students as well as instructors came from several different countries. The case study centered on a real-life marketing problem of a medium-sized United States firm, which expanded internationally and aimed at targeting large European markets. Within this paper, insights are provided on the course setting, the actual case learning process, student, organizational and faculty outcomes, and recommended best practices as a result of the experience. [ABSTRACT FROM AUTHOR]

This paper examines the structure and curricula of marketing educational programs on offer in Australian Universities. This paper reveals that there may be an identity crisis of the marketing degree programs in Australia, as there is little consistency across degrees. Although not the primary objective of the exercise, some limited comparisons are made to marketing programs in the United States and patterns similar to those in Australia are identified. Overall, the paper raises the important speculation of what core competencies define a marketer. There is a lack of consistency amongst marketing offerings. This may be a result of efforts to cater for divergent market needs and if this is the case the marketing discipline may require less coherent and definable core skills for it to constitute a profession. [ABSTRACT FROM AUTHOR]

This paper examines the concept of work-based learning and explores its suitability to the development of marketing knowledge in an entrepreneurially owner managed small firm. In particular it considers how the problems faced by an entrepreneur in the workplace can be integrated into a custom built curriculum to form a unique, valuable and formalized learning experience. The paper argues that knowledge gained in this way is not only valued and worthwhile but, in fact, might actually constitute a new branch of knowledge. To demonstrate the potential of work-based learning the paper examines how an existing program of marketing development for small firm entrepreneurs might be developed into a work-based program. [ABSTRACT FROM AUTHOR]

When students graduate with a marketing degree or another business degree, it is hoped that they have acquired a set of knowledge and skills, learned in the business program, that will enable them to be productive employees. However, business people have voiced concerns about the skill levels of marketing and business graduates. This paper presents a marketing approach to the freshmen level Introduction to Business Course. The marketing goals are many, but can broadly be classified into 1) instilling the idea that students are business majors (not accounting or marketing majors, for example) and 2) delineating what requisite skills students will need in order to become marketable career candidates and productive employees. The course is described. Student reactions to the course are presented. The paper concludes with some discussion of the reasoning that went into the creation of the course. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to present a multistep approach to textbook selection for a course in Principles of Marketing. Although this approach is recommended for a course that is taught by several instructors, the approach can be used by a single instructor, too. This approach has been tried successfully by a textbook-selection committee. The eight-steps identified range from determining the composition of the selection committee and its responsibilities to conducting a final review of the texts, adopting one, and then assessing the choice. [ABSTRACT FROM AUTHOR]