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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]

In this paper, the author draws on a qualitative case study of a place-based food justice project (FJP) at an urban public charter high school to examine the role of community-school partnerships (CSPs) in the FJP and marginalized students' experiences of these partnerships. Observations and interviews with students, teachers, and community representatives suggest that the marketized context in which these partnerships unfolded undermined the potential benefits of CSPs by incentivizing schools to prioritize private benefits for both schools and community organizations over students' preferences and priorities. The extent to which CSPs might serve students' interests may hinge on how other stakeholders conceptualize "community." [ABSTRACT FROM AUTHOR]

Since 1980, 25% of US students repeated a grade during their academic career. Despite this, few economists account for retention when measuring education and experience, causing bias when retention is correlated with other regressors of interest. Rising minimum dropout ages since 1960 have increased retention, causing positive bias in 2SLS estimates of the returns to education. Retention also causes endogenous measurement error in potential experience. In addition to distorting experience-wage profiles across countries, this endogenous measurement error causes the residual Black-White wage gap and the returns to a high school diploma to be overstated. Proxying for age instead of potential experience reduces this bias, suggesting age, not potential experience, should be a standard control variable. [ABSTRACT FROM AUTHOR]

Under political competition, bureaucrats who wish to maintain their jobs and salaries must continue to stimulate demand for their agency's services in order to secure funding. This paper suggests that one way a bureau can do so is by creating avenues for private entities to collect rents through entrepreneurial action. The Federal Student Aid office in the U.S. Department of Education and their Free Application for Federal Student Aid (FAFSA) can serve as an example. By getting students to fill out a FAFSA application, colleges obtain the detailed financial information of students and families. Colleges can then use this information to price discriminate. The bureau's derived benefits from this behavior are two-fold: (1) Private interests groups can lobby political sponsors to continue funding the agency. Using data obtained from lobbying reports filed with the federal government, we find that there is a positive relationship between lobbying expenditures and the implementation of regulations that enhance the value of the rents associated with the FAFSA. (2) The source of the rents can be used as a performance indicator to meet the demands of political sponsors. Drawing from the 5-year strategic plans from the Department of Education and the Federal Student Aid office, we find that these bureaus can benefit from engaging in such behavior. [ABSTRACT FROM AUTHOR]

Marketing is a central discipline across all contexts that involve customers as stakeholders. The purpose of the academic discipline of marketing is to develop theoretically informed but practical advice for organizations to help them better navigate the constantly evolving markets. We argue that although marketing as a discipline does have some challenges, it is essentially in a good position to add value to society and organizations due to its focus on understanding customers and transforming this information into action. However, to improve as a discipline, we need to create a better balance between; rigor and relevance, research and education, and across sub-disciplines (strategy, modeling, and consumer behavior). [ABSTRACT FROM AUTHOR]

Using individual data from PIAAC and data on youth unemployment for 18 countries, we test how macroeconomic conditions experienced at age eighteen affect the following decisions in post-secondary and tertiary education: (i) enrollment (ii) dropping-out, (iii) type of degree completed, (iv) area of specialization, and (v) time-to-degree. We also analyze how the effects vary by gender and parental background. Our findings differ across geographies (Anglo-Saxon, Southern European, Western European, and Scandinavian countries), which shows that the impacts of macroeconomic conditions on higher education decisions depend on context, such as labor markets and education systems. By analyzing various components of higher education together, we are able to obtain a clearer picture of how during economic downturns potential mechanisms interact to determine higher education decisions. [ABSTRACT FROM AUTHOR]

From 1992 to 2014, Brazil experienced a decline in income inequality along with a significant increase in schooling level, though the latter was more pronounced among women. Brazil also experienced a decline in returns to education, whereas an opposite trend was observed in several developed countries and China. In this paper, we evaluate the effects of educational, marital, and labor market factors on the income inequality of married couples. We also analyze how changes in educational assortative mating affect their income. Our findings suggest that changes in educational marital sorting parameters had a small but statistically significant effect on household income inequality. We show that growth in female labor force participation and a decrease in the gender wage gap explain part of the decline of the Gini coefficient. Educational factors also explain a part of that decline. Nevertheless, the main driver of the reduction in income inequality among couples appears to be the overall decrease in the returns to education. [ABSTRACT FROM AUTHOR]

This article provides an overview of the marketization of higher education and its impact on students, particularly international students. It discusses how students are often seen as consumers and the consequences of this perspective. The article also explores the global mobility of students and how political decisions can affect international student enrollment. It reviews two books that delve into these topics and offer insights into student identity, political agency, and the dynamics of international student mobility. The article emphasizes the need for a deeper understanding of the diverse experiences of students in higher education. Additionally, it discusses a specific book by Kim that examines the role of universities in shaping the international mobility of students, focusing on UC Berkeley and Yonsei University. The book highlights the marketization of higher education in California and the commoditization of students, particularly international students. It also explores the factors influencing the international mobility of South Korean students, such as the college admissions system in South Korea and the migration infrastructure that facilitates their mobility. The book emphasizes the complex network of actors involved in the global higher education market and the limitations on student agency. [Extracted from the article]

Economists offer two main explanations for the causal labor market returns to education. The first is human capital accumulation: Education improves ability. The second is signaling: Education allows high-ability students to distinguish themselves. A major point of interest is the relative contributions of these effects. I demonstrate the theoretical and empirical conditions necessary to identify the relative contribution of the two models. Then, I review the existing literature to evaluate whether the feasible set of empirical estimates is capable of meeting those conditions and so informing theory. Empirical evidence is capable of rejecting pure human capital and signaling models and usually does so. I argue that, for the general question of relative contribution, necessary identification conditions are not met, and partial identification bounds are wide. Two models with different nonzero contributions of human capital and signaling cannot be empirically distinguished, limiting the usefulness of human capital versus signaling as a framing for understanding the return to education and for policy. [ABSTRACT FROM AUTHOR]

The author reflects on business school marketing departments and the need for academic marketing to recognize and formulate a response to teaching and research. He suggests that marketing scholars need to stop seeking approval by core disciplines such as psychology and economics and talks about marketing research views on consumer and market behavior. He considers what types of research marketing departments should do and the importance of impact and citations in marketing publications.

Whilst universities acknowledge the importance of sustainability education, numerous problems exist in relation to the nature, delivery and outcomes of sustainability instruction. Many of these problems arise due to a lack of understanding about students’ perception towards, and knowledge about business sustainability. This article examines gender-specific perceptions of business sustainability issues, sustainability education and the importance students attach to sustainability in their choice of future employer. A paper-based self-complete survey was used to collect data from a convenience sample of 224 undergraduate marketing students at an Australian University. Factor analysis, T-tests, and multiple regression were used to test the hypothesised relationships. Results show significant differences between the female and male cohorts, supporting all but one of the hypothesised relationships. In addition, gender differences were observed across the constructs predicting employment choice. Implications for teaching practice and future research are provided. [ABSTRACT FROM AUTHOR]

We modify the beta distribution by adding a parameter ρ ≥ 0 to capture the urgency level with which nations address drinking water crises. In essence, the urgency parameter relates to region's environmental or development levels. The modified version is named an urgency biased beta distribution ( UBBD). Its statistical properties are considered and illustrated by analysis of the drinking water data in the World Health Organization () report. The methodology of this article is applicable to similar data sets arising in ecological, engineering, medical, business, marketing, and communication, etc. studies. [ABSTRACT FROM AUTHOR]

This paper reports on an initiative to incorporate consumer demographics—techniques and concepts that are not traditionally part of the curriculum of marketing students—into a second year consumer behaviour subject, for an undergraduate marketing degree, and also into related post-graduate study. It addresses three topics: (1) the position of demographics and demographic techniques in the field of consumer behaviour, and more generally in marketing; (2) approaches to the study of consumer behaviour; and (3) the authors’ recommended approach to teaching consumer demographics and behaviour. The authors’ views are informed by their experience teaching 15 undergraduate and postgraduate cohorts. [ABSTRACT FROM AUTHOR]

Since the introductory article for what has become known as the "service-dominant (S-D) logic of marketing," "Evolving to a New Dominant Logic for Marketing," was published in the Journal of Marketing (Vargo, S. L., & Lusch, R. F. (2004a)), there has been considerable discussion and elaboration of its specifics. This article highlights and clarifies the salient issues associated with S-D logic and updates the original foundational premises (FPs) and adds an FP. Directions for future work are also discussed. [ABSTRACT FROM AUTHOR]

This paper builds on previous work by Sirgy, M. J. (1999), Journal of Business Ethics 19, 193--206, dealing with issues of code of conduct of marketing educators. Sirgy developed a discussion document outlining a semblance of what might be construed as a code of ethics for marketing educators. The discussion document was debated and accompanied by three commentaries (Ferrell, O. C.: 1999, Journal of Business Ethics 19, 225--228; Kurtz, D. L.: 1999, Journal of Business Ethics 19, 207--209; Malhotra, N. and G. L. Miller: 1999, Journal of Business Ethics 19, 211--224). One conclusion derived from the discussion document and the commentaries is the need to develop a code of ethics involving behaviors that most marketing educators find morally unacceptable. The current paper reports on a descriptive study involving a survey of marketing educators in which survey respondents were asked to rate the extent to which certain behaviors are deemed acceptable or unacceptable. The results of the survey identified certain behaviors deemed unacceptable by the vast majority of survey respondents. This evidence of hypernorms (a concept derived from social contract theory) within the community of marketing educators was used to propose an initial code of ethics. [ABSTRACT FROM AUTHOR]

This study examines the influence of family on Thai students’ choices of international education. A qualitative phase indicated that influence from family can be slotted into one of five categories: finance, information, expectation, persuasion, and competition. The choices of international education can be classified into the decision to study abroad, choice of country, city, academic program, and of university. Subsequent quantitative analysis demonstrated that students from family with direct experience of study abroad are, themselves, subject to higher family expectation to study abroad than students from family without direct experience. The impact of social competition on students is more profound for those from Bangkok, than for those from other areas in Thailand. Furthermore, Thai students from households comprising nuclear family are more highly influenced by family than individuals from extended and alternative family households. The study has implications for marketing practices in higher education institutions, in particular those which market themselves to Thailand. [ABSTRACT FROM AUTHOR]

Some business schools have integrated business ethics issues into their core functional courses rather than simply offering a separate ethics course. To accommodate such a strategy, functional faculty members usually teach ethical issues, a task for which they are rarely trained. However, learning materials are available: some core course textbooks provide additional coverage of ethics, and case studies (and accompanying teaching notes for instructors) are also available which cover ethical issues. This paper reports on an analysis of these materials. We find that a sample of the leading textbooks provides only very superficial coverage of ethical issues. Cases provide a wide range of issues suitable for class discussion, but their teaching notes in many cases provide little guidance for instructors unfamiliar with teaching ethics. Thus there remains a need for teaching resources for business faculty new to teaching ethics. [ABSTRACT FROM AUTHOR]

Under pressure for accountability and in pursuit of valid measures of their performance, institutions of higher education are examining outcomes assessment as a means of program and institutional evaluation. Through a survey of chairs of marketing departments, this study explores the current status of outcomes assessment in marketing education in universities in the United States. It examines attitudes toward several potential measures of educational outcomes as well as current and anticipated collection patterns for these measures. [ABSTRACT FROM AUTHOR]

Discusses the role of personal computer applications in courses throughout the marketing curriculum. Information on several observations from comprehensive surveys on the state of micro and mainframe computer applications in marketing education; Characteristics of a decision support system; Levels of decision support activities; Benefits of using a series of assignments of decision support.

Provides a summary of the microcomputer usage in the undergraduate marketing curriculum in United States colleges and universities accredited by the American Assembly of Collegiate Schools of Business. Advantages of integrating microcomputer work into the marketing curriculum; Discussion on the findings of a survey of microcomputer usage; Type of problems encountered by the respondent institutions when integrating microcomputers into marketing education.

This is a descriptive study which examined the attitudes and perceptions of 273 business students at eight universities across the U.S. towards ethics education. The results indicate that students perceive that the level of discussion of ethics and ethical issues ranges from less than adequate in some marketing courses to adequate in others. Sales/sales management courses received the highest ratings for coverage of ethical issues, while transportation/logistics courses scored the lowest. The study also finds that students believe, quite strongly, that the discussion of ethics and ethical issues is worthwhile and important. Many feel a course in business/marketing ethics should be required and more indicate that they would take such a course, if offered, even if it was not required. [ABSTRACT FROM AUTHOR]

This study explores possible links between educational background and ethics among marketing professionals. Data from two surveys of members of the American Marketing Association suggest that marketing professionals with master's degrees and higher are similar to their less educated counterparts in both their ethical standards and their intended ethical behaviors. Marketers with business degrees, however, have lower ethical standards than do graduates of non-business programs, though they report behavior as ethical as that of their non-business educated peers. Business schools may be producing cynics likely to accept marginal behaviors of colleagues though not likely to engage in such behaviors themselves. [ABSTRACT FROM AUTHOR]

Attempts to determine the perceived value, content orientation and changes in advertising executives in agencies would like to see in consumer behavior courses. Details on undergraduate marketing courses ranked in the order of their usefulness to advertisers; Presentation of the overall and functional area rankings of marketing courses.

The article examines instructor evaluations as used in introducing marketing classes. It attempts to see whether a student's increase in the knowledge of marketing is related to student's evaluation of the instructor. The investigation was motivated by two factors. First, little or no research has been reported about teaching effectiveness in the field of marketing, and secondly, two recent studies, examining the relationship between teaching effectiveness and learning show conflicting results. One study shows a negative relationship between these two variables, while the other investigation shows both no relationship when based on a departmental examination and a positive relationship with a national examination. In both instances, an objective test at the end of the semester was used as a surrogate for learning. The results of this investigation show little relationship between knowledge gained from the course and students' evaluation of the instructor. Students' expected grades in the course do appear to be related to general instructor evaluation questions.

The article focuses on the study which examines the trend in sales and marketing education conducted to 138 undergraduate students enrolled in Principles of Marketing classes in large western universities. It mentions that the survey was given at the beginning of the semester to assure that student has a minimal exposure to marketing principles. The survey shows that females and younger students exhibited more positive attitudes toward sales.

This is a contribution to the reorientation of marketing. It aligns the service-dominant logic with other developments in marketing and management. It claims that the marketing concept and customer-centricity are too limited as a foundation for marketing and have not--and cannot--but partially be implemented in practice. It urges marketing scholars and educators to accept the complexity of marketing and develop and teach a network-based stakeholder approach--balanced centricity--epitomized by the concept of many-to-many marketing. [ABSTRACT FROM AUTHOR]

This article focuses on writer Leonard L. Berry's personal commitment to service. The author was charged with the lead role to develop, in 1988, a new degree for the 21st century for the University of Wisconsin (UW) in Stout, Wisconsin. Eventually, research for the degree took him to approach Berry. He was gracious and introduced the author to other scholars. The author had to convince the chancellor that this degree was a viable investment for the future of the university. The author invited Berry to speak with the purpose of setting the stage for bringing the language of service management to the entire faculty and local community. Berry put a mental hammer lock on the chancellor and easily convinced him that his approval of the new and first bachelor of science degree in service management in the U.S. was a sound investment for the next century. The regents of the UW System approved the degree for implementation in 1998. Berry's books are still used in the introductory courses. His research continues to be quoted in all of the courses.