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While distribution was the center of marketing education until the 1950s, today the supply side of marketing has become more isolated from the demand side of marketing. Consumer behavior and engagement is the focus of academic marketing research. In organizations, supply chain is a major focus. Supply chain is very concerned about costs, while most marketing research is more concerned with demand stimulation. The great divide between marketing and supply chain is challenging the marketing discipline to be relevant to business stakeholders.

Marketers are in the business of communicating and delivering value to customers, and organizations invest substantial amounts of money into the copy, design, and presentation of collateral to promote their products and services. Much study and testing has been conducted to determine the most effective formats to communicate with customers. Yet, when developing syllabi to create the same level of communication with students, most marketing educators create dull, difficult-to-read textual documents.

Past research on how universities integrated sustainability show a large involvement from change agents, which are usually academics themselves; these champions are usually at the forefront of new ideas for EfS. As such, although the literature has explored the role of higher education in sustainability and how to shift to EfS, few studies have paid attention to the role of the individual. It is also only through the experiences of sustainability marketing academics that we can begin to understand what struggles and barriers may exist towards the integration of sustainability within marketing academia and how individuals might address these barriers.

Reflective learning has been examined in recent years by researchers across various disciplines including marketing education (Peltier, Hay, and Drago 2005), leadership development (Densten and Gray 2001), human resource development (Corley and Eades 2004), and health sciences (Kember et al. 2000). Reflection in the learning process is an important human activity in which people engage their experiences and discover insights in order to lead to a new understanding and application (Boud et al., 1985).

The purpose of this paper is to report on the findings of an exploratory study undertaken by undergraduate marketing students confronted with the task of investigating the relevance of western business and management textbooks for the Arab world. The research questions arose out of the need to understand the reality behind the contention that “western business and management textbooks may not be suited to the Arab world context.”

The main objective of this study is to introduce clickers (personal response system, PRS) as a dyanamic assessement tool, and investigate the effect of clicker techmology, as an effective intervention, on students’ behaviors and motivation. Further, this study aims to offer a rationale for using clicker technology and suggest best parctices for intergrating the technology into marketing course curriculums.

Increasingly, marketing departments are recognizing the importance of teaching students the appropriate skills to adapt to the quickly evolving business environments (Granitz and Koernig 2011; Rinaldo et al. 2013; Tuten and Marks 2012; Wymbs 2011). This is especially relevant in marketing education where organizations expect marketing graduates to be equipped with skills in current information technologies used to manage communication with stakeholders and make complex data-driven marketing decisions (Granitz and Koernig 2011). Recent research indicates that at least some employers are currently dissatisfied with the technology skillsets of marketing graduates (Harrigan and Hulbert 2011; Kaplan et al. 2009). The purpose of this research is to determine whether there are significant differences in student attitudes toward faculty credibility, perceptions of learning, and attitudes toward digital marketing. We explore these questions within an experimental setting that manipulates whether the content of a digital marketing module was created by an industry expert versus academic and whether the delivery modality is face-to-face versus recorded. The results of this study reveal that whether or not an instructor presents themselves as from industry or academia and the modality of lecture delivery are important, though not interactive, factors in determining students’ perceptions toward a social media marketing lecture. Specifically, we find that in-person lecturing positively influences students’ perceptions of the lecturer across likeability, competence, character, and delivery variables. Face-to-face instruction was also positively associated with positive characteristics derived from a specific lecture such as how enjoyable it was and whether it should be taught to future classes.

The importance of utilizing active learning methods to enhance students’ skill sets is reflected in AACSB International’s Standard 13 (2013). The increased emphasis on active learning approaches has led to many fruitful efforts by marketing educators to develop methods that utilize such enhanced learning approaches (e.g., Camarero et al. 2009; Elam and Spotts 2004; Hart and Mrad 2013; Razzouk et al. 2003). While these and other approaches are critical in the development of active learning techniques for marketing education the need to assess various factors that may impact the effectiveness of various active learning techniques and contexts remains.

Undoubtedly social media (SM) is currently one of the hottest topics in marketing circles (academic and practitioner). Its scholarly importance is reflected in the growing number of special issues of journals (e.g., Journal of Personal Selling and Sales Management, Journal of Marketing Communications, Journal of Business Ethics) and themed conferences around SM and various aspects of marketing. Also, employers of marketing graduates are increasingly seeking candidates adept in SM platforms because of the potential of the aforementioned tools in marketing (e.g., Rapp et al. 2013; Walker et al. 2012; Michaelidou et al. 2011; Kozinets et al. 2010). Notably, the majority of today’s university students are “digital natives” (Prensky 2001), representing one of the most active user segments of the internet and Web2.0 technologies. It is, therefore, unsurprising that the Marketing and PR functions of most Higher Education (HE) institutions have devised SM strategies to target and attract new students (Constantinides and Stagno 2011).

Marketing educators often have difficulty deciding on an examination procedure. This study reports the results of a national survey of marketing educators and students that was undertaken to ascertain what effective marketing educators do when designing examinations.

The interaction of teaching methods with other educational constructs is relatively unexplored in marketing education. This paper describes the construct of class structure and how it interacts with teaching methods and certain student characteristics. The paper also describes how the examination of this interaction may help indicate the appropriate method of instruction.

This essay traces the first decade of the 40-year career of a journeyman marketing professor. The paper starts with a discussion of how the decision to enter academic life was made. The first job is described with an emphasis on the fact that the focus of the new instructor was on learning how to teach. This account is followed by a description of the professor’s second job wherein involvement with institutional service, especially curriculum matters, was emphasized. Finally, a four-year stint is described at which time the apprentice developed into a true professional by broadening his activities into the fields of research and scholarly publication. Implications for persons aspiring to careers in the field of marketing education in the 1990s are then drawn.

In this paper, an analysis of the effects of job experience upon the satisfaction of individuals with their marketing education is presented. Perceptions related to satisfaction with a particular degree, preparation for a first job and preparation for supervisory positions were included in the analysis.

Real estate practitioners, located through the United States, comprise a significant sector of the nation’s business population. The topic of professional developmental programs surfaces at numerous meetings of real estate marketing and management groups. This paper summarizes an investigation to determine the needs and preferences of real estate professionals in the state of Arkansas. Such information should enable education program sponsors to offer presentations that will be appealing to the profession, and will prove to be successful when offered.

A predominantly black university with an AACSB accredited business school has a book rental system which was initiated in 1957. The adopted books must be used for at least three years in each course. This paper reports the results of a survey which measures the student's knowledge, attitudes, intensions and behavior with respect to the book rental system and how it affects their education process.

The author takes a lighthearted look at one aspect of marketing theory that has been confused by the transfer of language habits from conversational usage to theoretical exposition. A suggested clarification is offered which the author feels might help ameliorate the negative societal image of marketing efforts, or, at least, reduce the incidence of the charge that "marketers make people want things they don’t need."

The relevance of the traditional marketing curriculum as it relates to real world practice has often been challenged. This paper discusses the nature of the problem and then offers a perspective and some corresponding alternative approaches to curricula which appear useful for bridging the theory versus practice gap.

International education has been secondary in American business schools for most of the 100 or so years of their existence. It has been only recently, circa 1975, that “some” emphasis in the international aspects of marketing have been seen in marketing curricula. However, the thrust of these efforts has been on the decaying European market. It is the contention of this paper that the “Pacific Basin” is the most important future market segment in the world. Consequently, business schools and marketing curricula should integrate this segment of international education into marketing coursework.

The paper examines two paradoxes in the art of teaching. The first, vocational vs. humanisitic education is illuminated by "selling sprints" created to teach basic selling skills. The second, the process or rationalizing vs. sensitizing human behavior draws from psycholinguistics to support a proposed motto for marketing education.

The purpose of this paper is to introduce the use of a Diagnostic Module within a simulated learning environment. The Diagnostic Module is an analytical testing module where various measurement instruments are utilized to evaluate critical variables within the learning environment. The purpose of the module is to assist in the integration of marketing education.

In this age of increased interest in accountability, marketing educators would benefit from a judicious assessment of their instruction techniques. This paper focuses on the evaluation stage in the teaching-learning processes. More specifically, it evaluates the instructional role of final examinations in the teaching-learning processes, explores some of the difficulties inherent in final exams, and proposes some means to restore their instructional value to marketing educators.

Few, if any, innovations have the potential to effect marketing education like microcomputers in colleges and universities. The authors discuss how the microcomputer may impact various elements of education: the educational structure, teachers, students, and learning. The challenge the “micro revolution" has for marketing educators in the future is also discussed.

As an experiential learning strategy, client-based projects are becoming increasingly popular in international marketing education. However, the philosophy and process that underpin experiential learning have not been fully explored in the marketing education literature. This paper clarifies the theoretical basis of experiential learning, as exemplified by Kolb’s (1984) four-stage learning process, consisting of concrete experience, reflective observation, abstract conceptualisation, and active experimentation. The applicability of the experiential learning process is “tested” in a client-based project used in teaching an undergraduate international marketing course, illustrating a design and strategy for an effective interface between academe and the “real world” of business, melding theory and practyice.

This paper examines a case study of a business school that attempted to meet the growth, challenges, and approaches for staffing some of the available collegiate marketing positions with nonbusiness faculty. It provides an overview discussion of a unique but controversial program that retrains nonbusiness faculty who desire lateral moves to collegiate marketing education. The attitudes, problems, and expectations of retrainers and marketing faculty are highlighted. This innovative and interesting experiment has profound implications for current and future marketing professors. The contents herein will provide a strong catalyst for further discussion and debate on the merits of this approach to staffing marketing positions.

The paper examines US and Australia/New Zealand marketing academics' perceptions of the most pressing issues for theory, practice, and academia. The analysis suggests there are regional differences relating to marketing practice and thus the globalisation of marketing education might not be possible, if these regional business differences are significant.

This paper describes an empirical study which analyzes journaling as an experiential learning technique for marketing education. The journal assignment given to students in a consumer behavior course uses Kolb’s learning process which allows a student to experience all stages of learning. Based on student evaluations of this technique, results indicate an extremely favorable student attitude toward journaling.

Seniors in marketing and engineering were surveyed to assess perceptions of their discipline’s importance and stereotypes of themselves and the other discipline. Results suggest there are perceptual differences regarding importance and discipline stereotypes. Analysis tentatively suggests taking a course in the other discipline may lead to greater awareness and appreciation of the other discipline. Tentative recommendations are offered to direct future research and marketing education endeavors.

An increased demand for reliable and valid assessments of student outcomes in higher educational settings coincides with the business communities’ increasing dissatisfaction with the quality of marketing education. The framework on which student outcomes assessments have customarily been based is the Institutional Effectiveness Paradigm. This paper systematically discusses the marketing channel-oriented shortcomings associated with this paradigm. Then, a framework guiding student outcome assessment is developed that is more compatible with the ontological core of marketing (the exchange process) and with the distinctive needs of the marketing educator’s constituencies. This framework is grounded in principles taken from relational exchange theory (Macneil 1980) and offers several advantages over current approaches.

Women are moving into the ranks of the marketing professoriate in increasing numbers. They are visible in graduate programs, at conferences, and on marketing faculties of academic institutions granting undergraduate and graduate degrees (AMA 1988; Educational Resources Information Center 1988). Their names appear in the field's top journals. Women, it seems, are well on their way to attaining parity with men in marketing education.

The impending Single European Market presents significant challenges to businesses both within and beyond the European. Community borders. It is therefore appropriate at a conference of marketing educators to focus in on one dimension of the major business concern in Europe - the impact of 1992 on marketing education. This paper suggests that the marketing issues involved should be incorporated to some extent into contemporary marketing programmes concerned with European markets. A series of team projects by final year marketing undergraduates at the University of Ulster in Northern Ireland illustrates how these enabled them to relate Single Market issues to their marketing subject areas in an integrative way. The action orientation of this model helped to develop skills applicable in the business world to complement the greater understanding of this phenomenon.

This paper examines undergraduate level marketing programs with the premise that the noncumulative design of the curriculum hinders the development of marketing as a profession. It is suggested that marketing lacks a common base of knowledge. In defining a profession and applying that definition to marketing, a number of actions are delineated which would lead to the professionalization of marketing. Of paramount importance to this end is a common base of knowledge and the professional attitude of autonomy, both of which could be developed as students mastered a cumulative marketing education.

Undergraduate marketing students must be prepared to use computers in a variety of ways within their curriculum. Marketing students should therefore be exposed to computer technology during their elementary and secondary education. This study examines the extent to which Colleges of Education are preparing teachers to integrate computers into the K-12 curriculum. This will provide an indication about the computer skill level of future marketing majors.

Given that creativity has been given such short shrift in marketing education, marketing educators should seize upon opportunities to teach principles of creativity whenever and wherever they can fmd them. A prime example is the controversy over business-to-business versus consumer marketing, which affords significant opportunity for bringing discussions about creativity into the classroom, and for illustrating and encouraging creative breakthroughs in marketing strategy and tactics.

The “Seven Principles for Good Practice in Undergraduate Education” have existed for several years, but they still provide important guidance to faculty who want to improve their students’ learning. In marketing, these principles are especially critical in course/program redesign, given the changes in marketing as a subject area and the impact of technology on college teaching. The use of advancements in educational technology can help marketing faculty to become closer to their students, increase the time students spend on their academic courses, provide faster, more comprehensive performance feedback, and achieve other positive learning outcomes implied by the Seven Principles.

Increased interest in two important aspects of marketing education suggests the need for the use of portfolios. First, many business schools support a trend toward “integrated” programs and away from traditional functional approaches. Second, many educators advocate assessment reform as a means to more accurate understanding of students’ competencies. This paper provides (a) a summary of the integration and assessment issues, (b) a typology of portfolios and a description of their benefits, and (c) a process for portfolio development. The process suggests a “worksheet” for matching competencies with course activities that would become elements of a portfolio.

The current shift in marketing paradigm calls for a corresponding adaptation of the content of, and teaching approaches to, marketing education. This comes at the time when the integration of business curriculum is seen by many as the way to improve the effectiveness of business education. This paper examines the mutual influence of these two collateral trends and suggests that the problem-focused base for developing business education is likely to produce higher teaching effectiveness than the other alternative bases of subject quantum and multiple sequences of subjects. Further, it points to the need for any curricular modification to produce optimal fit with the defined internal and external circumstances of the education provider. Finally, it examines the potential influence of the paradigm shift on the various aspects of the effectiveness of business teaching.

Subjective message strategies for ads in women’s consumer magazines were examined using a content analysis method. The data was then subjected to a factor analysis to explore latent components underlying the subjective portion of the ads. Five unique subjective components emerged from the analysis. The exploratory study indicates that print ads have unique components. The study of subjective print ad strategy can be enhanced by understanding the nature of the components of an ad. This can facilitate the learning/instruction process.

Social media seems to be affecting every component of day-to-day life. Many of us spend time connecting with friends and family members using social networks, sharing photos, videos, and stories via content networks, playing online games and inhabiting virtual worlds. Organizations are incorporating social media elements into their campaigns and designing products geared toward enhancing our social media experiences. Whether it is our churches, gyms, or dinner clubs, we can “follow” or “friend” virtually every aspect of our lives. Given the ubiquity of social media and the high rate of social media utilization among college students, it’s not surprising then that educators are turning to social media as a platform and tool for meeting educational objectives.

Social media offer educators immense value both in and out of the classroom. Whether providing new channels of communication, advanced tools for the packaging and delivery of content, collaborative work opportunities, or engagement devices for inspiring young minds, there are social media solutions available. In this panel session, the contributors present three applications for utilizing social media tools in marketing education: 1) general social media tools useful for addressing common classroom issues, 2) social media tools and channels for teaching and experiencing retail management, and 3) cross-channel social tools for building student engagement outside of the classroom environment.

Why have I been recognized as a good marketing teacher? I don’t know, but I suspect it has something to do with the fact that I don’t feel like I’m a good marketing teacher. That feeling personally troubles me, and has compelled me to approach teaching in a distinct way both philosophically and tactically. Philosophically, I approach teaching with an appreciation and respect for my unease combined with fearlessness in facing that unease. Tactically, this results in a paradoxically intimate approach to the classroom and a healthy dose of skepticism toward the tried-and-true.