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The field-dependent cognitive styles of 44 professionals in customer service occupations provided a benchmark to interpret data for 239 secondary marketing education students. Results suggest that males have greater access to analytic traits such as restructuring skill, problem-solving interest, and skill with abstractions. (Contains 38 references.) (JOW)

The Pluralism and Diversity Attitude Assessment was used to assess business and marketing teachers' attitudes toward issues related to multicultural education (315 of 1,400 responded). Although they had positive attitudes about the issues, they were resistant toward implementation of cultural pluralism and diversity. (Contains 21 references.) (JOW)

This study addressed the level that instructional technology is integrated in the teaching/ learning process in three secondary career and technical education (CTE) programs, namely, agriscience, business, and marketing education. CTE teachers are most active in exploring the potential of using technology in the teaching/learning process, and in adopting technology for regular use in instruction, but are not very active experimenting with technology or with advanced technology integration. The CTE teachers did not experience substantial barriers in their efforts to integrate technology in the teaching/learning process and perceive they are good teachers. In general, CTE teachers experienced some technology anxiety that prevents them from using technology in their instruction. Six factors (technology training, self-perceived teaching effectiveness, availability of technology, perceived barriers, technology anxiety, and teachers having a home Internet connection) combined in various ways in four multiple regression models to explain teachers? technology integration in the teaching-learning process.

Discusses decentralization and parental choice as the two central elements of the current wave of reform. Argues that the introduction of competition to schooling affects schools' need to increase their attractiveness and does not necessarily correspond with pedagogical considerations. Discusses some possible consequences of quasi-market circumstances for educational leaders and policymakers. (Contains 56 references.) (MLF)

Students at Bremerton High School developed marketing ideas for a local small business. They identified target markets; designed business cards, brochures, and advertisements; and created a new advertising campaign they presented to the business. (JOW)

In a marketing course, students used the principles of product, price, place, and promotion to market their course work to the professor/customer. Assessment of 357 students over 4 semesters showed this experiential method resulted in higher achievement and greater understanding of customer expectations and satisfaction. (SK)

In the United Kingdom the number of parents appealing rejection of their preference for their child's school has risen considerably. Suggests dissatisfaction with the new market-based system. Possible causes are discussed. (Contains 2 tables, 7 figures, and 23 references.) (MLF)

Drawing upon the labour-augmented K+S Agent-Based Model (ABM), this paper develops a two-country North-South ABM wherein the leader and the laggard country interact through the international trade of machines. The model aims to address sources of asymmetries and possible converge patterns between two economies belonging to a currency union, that are initially differentiated only in terms of the education level they are able to ensure. Education is modeled as a macro-level public policy differently targeting three levels, that is primary, secondary and tertiary. After being educated, when workers enter the labour force, they face a segmented labour market, divided into three types of qualifications and resulting functions deployed inside firms, i.e. basic, medium and advanced occupations. The three markets are heterogeneous in terms of both requested education level and minimum offered wage. We experiment with different education and trade settings. Ultimately, we are interested in understanding the coupling effects of asymmetries in education, which reverberate in segmented labour markets and differentiated growth patterns. Notably, our focus on capital-goods trade, rather than on consumption goods, allows us to investigate a direct link between productive capabilities in complex products and country growth prospects. [ABSTRACT FROM AUTHOR]

This paper demonstrates the importance and role of authentic assessments, that replicate industry practice, within Higher Education marketing programmes. We answer the call from employers, that students need to gain much-needed employability skills, and we illustrate how such assessments can be created to enable the development of employability skills. We provide an overview of four case studies, to illustrate different forms of authentic assessments, the theory which was used to underpin the designs, the skills developed during the assessments, and the outcomes of the assessments. As we emerge from the COVID-19 pandemic, which forced a move to online assessments, it is timely that we reflect on the value of authentic assessments and adjust our practice. [ABSTRACT FROM AUTHOR]

This manuscript examines the adaptation and integration of intergenerational learning to create an inclusive marketing education environment. The development of innovative course designs to promote intergenerational learning and age-friendly curricula is an opportunity for educational institutions, given a demographic shift in many parts of the world. An innovative course design is featured that addresses a gap in marketing education literature regarding intergenerational classrooms, aligning with AACSB’s societal impact objectives and the UN Sustainable Development Goal #4 – to promote inclusive education and lifelong learning opportunities for all. Guided by the contact hypothesis, we discuss a modular approach to intergenerational classrooms that promises to break down barriers for older adult learners, increase the effectiveness of intergenerational learning, and benefit students of all ages. This manuscript features a three-week intergenerational module integrated into a semester-long (16-week) consumer behavior course consistent with experiential learning theory principles. We use this module to illustrate the potential of integrating intergenerational learning in marketing education and highlight the necessary conditions to adopt similar modules in other marketing classes. This approach fosters environments conducive to inclusivity and societal wellbeing. [ABSTRACT FROM AUTHOR]

The intensity of between-school pupil mobility in Flemish regular primary education is measured for the first time, using enumerative data about a birth cohort. Given the lack of internationally established measures, several indicators representing the system's, the pupil's, and the school's point of view are introduced. It turns out that the level of mobility is significant, as compared to other atypical events in pupils' trajectories. The consequent importance of mobility as a nuisance factor in education research is discussed. The under-researched issue of school definitions is shown to have an impact on mobility measurement in Flanders and is discussed from the wider perspective of effectiveness research. Directions for future research about between-school pupil mobility are set out. [ABSTRACT FROM AUTHOR]

Definition: "Brand" is a term relating to organizational activities designed to synthesize and manage various complementary elements, such as visual identity, online presence, and reputation, in order to create a tangible sense of value to which people can make emotional attachments. "Higher education" refers to universities and other similar organizations that offer qualifications at degree level and above, and it represents the upper-most level of formal education in most countries. "Students" in this context are individuals attending university to study degree-level qualifications at bachelor's, master's, and doctorate levels. [ABSTRACT FROM AUTHOR]

We propose a methodology to map structural reforms from granular data to an aggregate model, exploring their transmission mechanisms and their macroeconomic and social impacts. The study focuses on the rich case of the reforms associated with the Italian Recovery and Resilience Plan. We document a significant potential impact on medium- and long-term GDP and find that the labour market and education measures are the main drivers of the impact on GDP and employment. We also examine the distributional impact of the reforms on the functional income distribution. [ABSTRACT FROM AUTHOR]

Copyright of Çankırı Karatekin University Journal of the Faculty of Economics & Administrative Sciences is the property of Cankiri Karatekin University, Faculty of Economics & Administrative Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Using unique data from Pakistan, we estimate a model of demand for differentiated products in 112 rural education markets with significant choice among public and private schools. Families are willing to pay substantially for reductions in distance to school, but, in contrast, price elasticities are low. Using the demand estimates, we show that the existence of a low-fee private school market is of great value for households in our sample, reaching 2% to 7% of annual per capita expenditure for those choosing private schools. [ABSTRACT FROM AUTHOR]

This article is about the life journeys and influential contributions of six marketing visionaries: Wroe Alderson, Robert Bartels, Philip Kotler, Michael Baker, Jagdish Sheth, and Shelby Hunt. Drawing from a range of sources including research journals, biographies, autobiographies, popular press articles, personal websites, and curriculum vitae, the study examines: 1) Personal Life, 2) Education and Career, and 3) Key Contributions to Academia and Society. This exploration informs how the visionaries have shaped the field of marketing, each leaving a distinct legacy that continues to influence contemporary marketing practices. By presenting a multifaceted understanding of their life journeys and contributions, this article serves as an invaluable resource to comprehend the human beings behind the research that may have shaped their influential contributions to the marketing discipline. [ABSTRACT FROM AUTHOR]

This article provides an in-depth analysis of the evolving landscape of business and marketing education, accentuated by technological advancements, globalization, and the emergence of digital competitors. I underscore the challenges confronting traditional educational institutions arising from tech giants like Google and innovative e-learning platforms such as Udemy. The exacerbation of these issues in the post-pandemic environment is marked by escalating mental health concerns, a deficiency in practical skills acquisition, shifting student preferences, and debates surrounding the value proposition of college tuitions and business qualifications. Despite efforts to integrate immersive technologies and experiential learning strategies, a noticeable absence of pragmatic skills and learner-centric pedagogies persists within higher education paradigms. I introduce MECCDAL—a holistic, execution-oriented seven-pillar framework tailored to navigate contemporary challenges within an AI-infused, mental wellness-aware post-pandemic context. MECCDAL is an acronym derived from Latin terminologies: M ens (mind), E xecutio (execution), C or (heart), C orpus (body), D igitus (digital), A nima (soul), and L ingua (language). Through a detailed case study conducted at the American Institute of Business Experience Design, I illustrate MECCDAL's efficacy in augmenting business and marketing educational delivery mechanisms while fostering both collective and individual well-being alongside enhanced innovation and implementation competencies among students. [ABSTRACT FROM AUTHOR]

Purpose – Given the pressing global challenges underpinning the United Nations’ Sustainable Development Goals, marketing managers can no longer focus only on purely economic outcomes but must simultaneously respond to social and environmental concerns. This requires the teaching of new competencies in marketing education, as also reflected in today’s accreditation requirements for business schools. Therefore, this paper aims to explore how current research into marketing education incorporates sustainable development. Design/methodology/approach – Through a bibliometric literature review – examining 71 publications using the bibliographic coupling method – the current research front in marketing education is analysed. Findings – This paper identifies seven trending topics in marketing education research that both highlight a currently prevalent sustainability gap in marketing education research and – when combined into a framework – help marketing education researchers and educators to address this gap. Originality/value – This paper extends the already established concept of education for sustainable development to include the concept of marketing education for sustainable development (MESD) for the first time. The MESD framework combines its raison d’être with guidance on how sustainable development should be taught and what the learning objectives should be for future marketing managers. Propósito – Dados los apremiantes retos mundiales que sustentan los Objetivos de Desarrollo Sostenible (ODS) de las Naciones Unidas, los directores de marketing ya no pueden centrarse únicamente en los resultados puramente económicos, sino que deben responder simultáneamente a las preocupaciones sociales y medioambientales. Esto requiere la enseñanza de nuevas competencias en la educación de marketing, como también se refleja en los requisitos de acreditación actuales para las escuelas de negocios. Por lo tanto, este documento explorará cómo la investigación actual sobre la educación en marketing incorpora el desarrollo sostenible. Metodología – A través de una revisión bibliométrica de la literatura -examinando 71 publicaciones mediante el método de acoplamiento bibliográfico- se analiza el frente actual de la investigación en educación en marketing. Resultados – En este artículo se identifican siete temas de tendencia en la investigación sobre educación en marketing que ponen de manifiesto una laguna en materia de sostenibilidad que prevalece actualmente en la investigación sobre educación en marketing y que, combinados en un marco, ayudan a los investigadores y educadores en educación en marketing a abordar esta laguna. Originalidad – Este artículo amplía el concepto ya establecido de Educación para el Desarrollo Sostenible (EDS) para incluir por primera vez el concepto de Educación en Marketing para el Desarrollo Sostenible (EMDS). El marco EMDS combina su razón de ser con orientaciones sobre cómo debe enseñarse el desarrollo sostenible y cuáles deben ser los objetivos de aprendizaje para los futuros directores de marketing. 目的 – 鉴于联合国可持续发展目标（SDG）所依据的紧迫的全球挑战, 营销经理不能再只关注纯粹的经济成果, 而必须同时应对社会和环境问题。这就要求在营销教育中教授新的能力, 这也反映在当今商学院的认证要求中。因此, 本文将探讨目前对市场营销教育的研究是如何纳入可持续发展的。 方法 – 通过文献计量学文献综述–使用文献耦合法对71份出版物进行研究–分析了当前市场营销教育的研究前沿。 研究结果 – 本文确定了营销教育研究中的七个趋势性课题, 这些课题既突出了当前营销教育研究中普遍存在的可持续发展差距, 又–当结合成一个框架–帮助营销教育研究者和教育者解决这一差距。 原创性 – 本文扩展了已经建立的可持续发展教育（ESD）的概念, 首次将可持续发展的营销教育（MESD）的概念纳入其中。MESD框架将其存在的理由与指导如何教授可持续发展以及未来营销经理的学习目标相结合。

Current research on the in-class discursive realities in English as a Medium of Instruction (EMI) classrooms has been mostly restricted to whole class scenarios, whereas student-student interactive discourse in task-based activities is largely ignored. This study explores peer interactions among university students in an EMI marketing course in China, specifically focusing on repair practices. The data mainly comprised transcribed recordings of 26 peer interactions during two types of tasks, i.e. topic discussions and simulations. Findings reveal that the task type plays an important role in how various trouble sources are addressed. In both task types, there is a dominance of factual repairables, which are addressed through various collaboratively constructed repair trajectories. However, the relatively informal yet concept-related topic discussions elicit more frequent repair in general and linguistic-form related repair in particular than the relatively formal but hands-on natured simulations, though the latter type of task leads to more procedural and processing-related repairs. Implications are discussed regarding the importance of raising teachers' awareness that different activities hold different language and content learning opportunities in peer interactions in EMI classes. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

This document, titled "Embedding the United Nations Sustainable Development Goals (SDGs) in Marketing Education," discusses the increasing calls for the marketing discipline to engage with the UN SDGs. The article argues that marketing should create value for all stakeholders, including the community and the environment. It highlights the importance of marketing educators incorporating the SDGs into their curricula and provides examples of how this can be done. The document also presents several articles that explore different approaches to embedding the SDGs in marketing education. Overall, the authors emphasize the need for marketing practitioners and educators to proactively engage with the SDGs to address global challenges. [Extracted from the article]

This study analyzes the effectiveness of two low-cost and easy-to-implement activities (a brief talk and a case discussion) in engendering interest and awareness toward climate action in a typical Principles of Marketing course. Our findings indicate that, consistent with existing research, women are more likely to be concerned about climate change and more willing to contribute to its mitigation. We found that the talk alone had limited effects, only increasing the likelihood of students reporting the importance of climate change education in their business degree and marketing classes. However, the combined approach of talk and case discussion had a more far-reaching impact, as students reported, for example, a higher willingness to donate, volunteer, and change behavior. These results suggest that even a limited and easily applied intervention can have positive effects on the achievement of Sustainable Development Goal (SDG) 13. [ABSTRACT FROM AUTHOR]

The 21st century's growing societal and environmental challenges are ubiquitous. The combination of knowledge, values, mindsets, and abilities needed to address these challenges requires educating society about the simultaneous pursuit of economic, environmental, and social goals as advocated by the United Nations' (UN) Sustainable Development Goals (SDGs). This research aims to review the academic literature on how Higher Education Institutions incorporate the SDGs into the marketing curriculum. In this regard, the expected outcome is to assist marketing academics in developing a curriculum aligned with the SDGs. An integrative literature review including 40 articles led to three core themes: Integration, Transformation, and Leadership. Building on these themes, the article contributes to marketing education through the 3Es framework (Engage, Expand, Enact) for embedding the SDGs in the marketing curriculum: "Engage" integrates sustainability knowledge into the existing marketing curriculum by fostering debates and reflection around the SDGs. "Expand" transforms values and attitudes among marketing students and staff using transformative and experiential pedagogical tools. This leads to "Enact" with leadership and partnerships within and outside the university, which leads to collaborative actions aligned with the SDGs. [ABSTRACT FROM AUTHOR]

This paper discusses the creation and implementation of an experiential learning assignment focused on the United Nation's Sustainable Development Goal (SDG) 12, which aims to ensure sustainable consumption and production patterns. Using a grounded theory approach that combines analyzing 90 senior-level marketing students' reflective essays alongside 63 pre- and post-assignment survey responses, we develop the "RESCUER" framework which combines active and passive learning elements. We demonstrate how active learning layered on top of passive methods can be an effective means to generate more responsible consumer behaviors within a complex food supply system. Students begin with passive learning components in the form of readings and lectures (labeled R esources), before E ngaging with mindfulness in an active learning activity that involves the selection, purchase, and preparation of perishable food for a salad. The framework also includes the important effects of S ocial influence and its role in how C ognizance and U nderlying problem salience are generated. Finally included are factors that E xpedite the process of generating cognizance and problem salience such as the ready availability of relevant facilities (e.g., the existence of a garbage sorting system), which can enable more R esponsible consumer behaviors. [ABSTRACT FROM AUTHOR]

The role and importance of sustainability are increasing multi-fold, and responsible organizations across the globe are aligning with the United Nations (UN) Sustainable Development Goals (SDGs). Integrating the UN SDGs into marketing education, especially curriculum, has received scant attention in the marketing education literature, even though 880 business schools have become Principles for Responsible Management Education (PRME) signatories. This exploratory study attempts to address the gap. It describes an instructor's attempt to integrate two SDGs, 8 and 12, into a marketing elective course, BoP & Rural Markets, using an experiential rural market project. The students were asked to use the lens of SDG 8 and 12 to understand the rural marketplace and its stakeholders during their field visit. This article describes the rural market project, spread across four experiential learning stages, and assesses its impact on sensitizing the students about SDGs. The whole experience, with its challenges and potential areas for improvement, is shared, and some lessons for marketing educators are identified. Finally, this article highlights some limitations of the approach and pinpoints directions for future work. In sum, this experiential project, a unique pedagogical intervention, helped increase the participants' awareness and encouraged them to come up with possible recommendations for the issues around the two SDGs. [ABSTRACT FROM AUTHOR]

The United Nations' Sustainable Development Goals (SDGs) provide a framework for building sustainable marketing strategies to improve social and natural environments. Marketing is a key factor for achieving SDG12, "Ensuring sustainable production and consumption patterns," and a new kind of marketing education is needed to engage and transform students accordingly. In a sustainable marketing class, we asked students to weave a rug from recycled clothes, then estimate its selling price, considering its production and environmental costs. This arts-and-crafts-based pedagogy gave students a deep understanding of the requirements of SDG12. It was engaging for students and highlighted the role marketing can play in raising willingness to pay higher prices for more sustainable products. In sum, this class achieved transformative sustainability learning in line with the Head, Hands, and Heart framework proposed by Sipos et al. [ABSTRACT FROM AUTHOR]

This qualitative study aims to explore how a university-level School of Marketing integrates the Sustainable Development Goals (SDGs) into curriculum, using Bloom's Taxonomy, and to develop a reflective process that could be applied within tertiary education, more broadly. The research investigates the depth of SDG integration, with marketing subject coordinators mapping the Goals within their teachings across Bloom's dimensions, then identifying and reflecting on how they are embedded. The reflective process has revealed that some subjects are directly mapped to SDGs, for example where students are required to work on an assessment task which relates to a specific Global Goal [1]. The results also show that other subjects are indirectly mapped, such as where subject coordinators discuss topics linked to Goals or Targets but do not explicitly state this content is SDG-related. To effectively implement SDGs within teaching and learning practice, marketing subjects require an evaluation method to identify gaps and opportunities. Therefore, this reflective process enabled subject coordinators to recognize gaps in their own SDG knowledge and teaching, a process through which future marketing subject curriculum modifications can be developed, with possible applications in other disciplines. [ABSTRACT FROM AUTHOR]

We examine a bottom‐up approach to consumer and marketing education for subsistence consumers, that is, those with low income and relatively lower literacy levels. They face a variety of cognitive and other constraints, with difficulty in abstract thinking being a central issue that is critical for effective decision‐making. We study the impact of marketplace literacy education, with its unique bottom‐up approach, on abstract thinking in the consumer domain. We test the effectiveness of a bottom‐up educational approach, which covers concrete examples before abstract concepts, compared to the reverse sequence of a top‐down approach. We find that the bottom‐up approach in marketplace literacy education leads to more abstract thinking in the consumer domain compared to a top‐down approach. We discuss the implications of this research for consumer affairs. [ABSTRACT FROM AUTHOR]

This article provides an empirical study of assemblages of well-being and belonging in the everyday lives of young adults. Using a discursive-narrative reading, I analyse how a sense of well-being and belonging emerge in the life assemblages of the research participants. The article is based on an ethnographically grounded longitudinal life-history study (2019 – ongoing) with six Finnish young adults. The analysis is based on the notion that all the interviewees seemed to have given up some education or work-related dreams they had in upper secondary school and that some of the assemblages they had previously viewed as suitable or desirable no longer seemed right. What emanated from the data were narrations about the search for a new situation in life in which the participants sensed well-being and belonging. The results of the data reading suggest that the overarching element of the assemblages is that they should enable the participants’ sense of well-being and belonging. This meant neither an individually governed success story nor a materialistically rich life for the participants but instead meant enabling a softer, more ‘my kind of’ everyday life that included important social relations and a suitable tempo and support at work. [ABSTRACT FROM AUTHOR]

To provide the current student generation with an innovative online learning method, podcasts with science fiction short stories are introduced to marketing education. Findings from neurology and psychology point to positive effects of storytelling for gaining knowledge and developing interpersonal skills. Science fiction stories challenge common conceptions and enable students to engage with upcoming marketing issues in creative ways. An overview of eight marketing related science fiction stories is provided that are available for download as open access podcasts, with 23 more management and economics podcast stories available in the online appendix. To show how science fiction podcasts can be implemented in class, one of the stories is discussed in more detail. Further suggestions for implementation and possible challenges are outlined. [ABSTRACT FROM AUTHOR]

This research discusses the utilization of digital technology in the context of marketing educational services at Kusuma Bangsa High School Palembang. This research is a type of qualitative research with descriptive characteristics that explores various qualitative aspects in understanding marketing strategies involving digital technology. In this study, data were obtained through interviews, observations, and documentation from various parties, including the principal, vice principal for student affairs, multimedia experts, and other resource persons who have related information. Data analysis was conducted through data reduction, data presentation, and data verification. To ensure data validity, the research used data triangulation, which includes triangulation of sources, methods and techniques. The results showed that the utilization of digital technology is an important key to the existence of educational institutions in the digital era. Kusuma Bangsa High School Palembang implements an education services marketing strategy through various digital platforms, with content curation and public relations team training. The utilization of digital technology in marketing education services at Kusuma Bangsa High School Palembang has succeeded in maintaining its existence and attracting public interest. This research provides in-depth information about the importance of digital technology in marketing education services and how educational institutions can utilize it effectively. The implications of this research are expected to be useful for other educational institutions that want to improve marketing efforts through digital technology. [ABSTRACT FROM AUTHOR]

Copyright of Marketing of Scientific & Research Organizations / Marketing Instytucji Naukowych i Badawczych is the property of Sciendo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Purpose: The purpose of this study is to generate knowledge about assessment methods in blended business education, which have become increasingly important to establish sustainable assessment practices that support knowledge acquisition for undergraduate students in business administration at a Colombian university. Design/methodology/approach: For the analysis, a two groups comparison was performed using a nonequivalent control group design with a sample of 420 students. As this study wants to find insights to improve the knowledge on assessment topics in marketing research (MR) education, it was focused on the students from the business administration program. This study also uses individual scores from the state test as prior cognitive scores and the high school classification provided by the National Ministry of Education in Colombia (2012). Findings: It was found that the variables that best predict performance on the MR course examinations were the mathematics skills and reading comprehension scores on the state test. The study also showed a better performance of female students on both assessment methods. There were no significant differences between the assessment methods or among the high school levels. Research limitations/implications: One of the limitations of this study is the limited number of items on the tests. Additionally, the authors recommend conducting an analysis of the differences between the testing items to provide a detailed explanation of students' performance when comparing computer-based testing and paper-and-pencil testing. Practical implications: Further design of teaching material and assessments online and offline, based on local and regional marketing problems, is suggested. As the current text and readings are more oriented to the English-speaking contexts, most of the problems presented are oriented to multinational companies and brands. Social implications: Insights into the skills required for future jobs provide valuable guidance (World Economic Forum, 2020). Essential skills for emerging roles, like data scientists, can find robust support within the MR course. To further enrich in-class and online exercises with Excel and SPSS, Colombian educators can leverage data sets obtained from sources like the national statistics office and international market intelligence databases available through the university's library, including Passport and Statista. Engaging with authentic data sets provides students with a more profound understanding of practical applications in MR. Originality/value: This approach facilitates the identification of key variables, such as assessment and cognitive abilities in math and reading, which predict students' knowledge acquisition in MR. It not only offers insights into the relevant factors influencing learning in MR but also provides valuable feedback. Additionally, it suggests potential avenues for future research in this field. [ABSTRACT FROM AUTHOR]