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The article focuses on a research regarding the U.S. response to climate change. It stresses that responding to climate change requires the need to investment in technological innovation and establishing a commitment to changing institutions, economic systems, and social systems as well as having a commitment to parallel political change.

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

Managing local and global risks from the geological storage of CO2 under the Clean Development Mechanism (CDM) presents three main challenges. First, the CDM procedures must be adapted to the specifics of the technology. Second, storage must last far longer than the crediting period, leaving questions about the management of long-term risks. Third, management of local environmental, health and safety risks falls largely outside the CDM governance framework. CDM procedures could be adapted to successfully manage the short-term global risk of carbon dioxide re-entering the atmosphere during the CDM crediting period, but local environmental, health and safety risks and longterm global risk cannot be ensured under existing structures. To better manage these risks, the implications for the CDM are: (1) to provide guidance on site characterization requirements, and have an independent auditor verify that the proposed geological storage site has a high likelihood of safely containing the injected carbon dioxide; (2) to require that carbon capture and storage (CCS) project design documents specify post-crediting-period commitments; and (3) to support CCS specific capacity building. But because CDM governance is designed to strike a balance between respecting host country sovereignty and ensuring high-quality emission reduction credits, some limitations to risk management of geological storage under the CDM remain. These limitations should be weighed against the potential benefits of including CCS in the CDM. [ABSTRACT FROM AUTHOR]

The early internationalization of business school curricula was in response to corporate needs and expectations, and the Association to Advance Collegiate Schools of Business (AACSB International) fostered changes by instituting accreditation outcomes that focused upon international content in the curriculum. By the late 1990s, a course in international marketing was standard at most accredited college and universities, and faculty in these courses reported on various approaches to teaching the course. Tile main objective of the current study was to examine the course content, pedagogy, and learning outcomes of current international marketing courses. As such, a content analysis of international marketing syllabi from 89 colleges and universities was conducted. Findings from this in-depth analysis offer insights regarding knowledge content coverage, pedagogical strategy, and learning outcomes assessment and provide an update on the current status of teaching international marketing in schools of business. [ABSTRACT FROM AUTHOR]

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

Reports the cooperation and continuity in strategic business relationships. Conceptual dimensions of cooperation; Effect of cooperation on behaviors in the long-term business relationships; Relation of global cooperation on continuity by accumulation of strategic benefits and trust.

Comments on the pedagogy of executive education in business markets. Provision of university courses on good foundational knowledge; Methods of institutions with higher learning on action learning in integrating change component of executive education; Integration of change effecting content in the courses for experiential learning exercises.

Examines the importance of choice criteria in organizational buying. Difference among the importance of choice criteria in terms of the buying problem type; Comparison among the price, quality and delivery criteria; Implications of the study for the research and theory development in organizational buying.