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Marketing educators have long been interested in the value of the education they provide, and the importance of educational value has accelerated in an age of increasing educational options, rising college tuition and residential costs, and rapidly changing market needs. The present study surveys marketing managers and utilizes Thurstone pairwise comparisons, a methodology that has previously been overlooked in this context, to estimate the dollar value of several components of marketing education. These components include types of undergraduate and graduate degrees, industry certifications, internships, graduate academic certificates, additional undergraduate coursework, and written communication and Excel skills training. We provide recommendations concerning how marketing academic program directors can modify their programs to increase the return on investment for their students.

The authors provide an initial integrative framework for understanding the large, diverse, and growing domain of wellness literature related to business education. The terminology, research, and typical outcome measures of three key perspectives--individual, organizational, and societal--are presented. In addition, current applications of wellness concepts in business education programs and courses are reviewed. The foundation and guidance needed for understanding the importance of and structure for teaching and researching wellness in business education are provided, as are specific conclusions and recommendations for the development of the field.

Many educators and researchers have suggested that some students learn more effectively with visual stimuli (e.g., pictures, graphs), whereas others learn more effectively with verbal information (e.g., text) (Felder & Brent, 2005). In two studies, the present research seeks to improve popular self-reported (indirect) learning style measures and explore whether visual or verbal learning styles predict student performance on visual or verbal assessments. The improved self-reported learning style scale was not predictive, although systematic differences in student performance were found. A direct measure of individual differences-mathematical aptitude-was found predictive. Implications for the use of indirect measures of learning style, the development of direct measures of learning style, and educators' application of visual and verbal performance assessments are discussed.

A source of bias in performance evaluations is a rater's inability to differentiate an individual's (subordinate's) performance from his or her work group's performance. This paper describes an approach for specifying and assessing individual versus work group effects in performance evaluations. Multiple indicators of self-and supervisor ratings of performance were examined in two field samples. Study results suggest that the self-and supervisor ratings of individuals' performances were not biased by work group membership and that individual effects were present. [ABSTRACT FROM AUTHOR]

No abstract available for this article. [ABSTRACT FROM PUBLISHER]