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Many things changed quickly in the United States due to the COVID-19 pandemic, including an increased number of individuals driven into extreme poverty. These poverty level changes have affected the resources that are valuable to students enrolled in higher education. Furthermore, marketing in higher education has begun to change, affecting how these marketing professionals reach current and potential students. Moreover, this profession tends to be slower in adapting to environmental and technological changes. Therefore, using documented evidence, data and previous research, this study looks at poverty changes overall, which students are now below the poverty line, how higher education funding has changed, and an explanation of current state higher education marketing practices in order to have a better understanding of the linkages between these factors driven by the COVID-19 pandemic. [ABSTRACT FROM AUTHOR]

The rapid growth of digital marketing technologies has transformed marketing practice and created demand for digitally savvy marketing graduates. Over the past decade both scholars and practitioners have called for a marketing curriculum overhaul to better align it with current marketing practice. This study examines 545 AACSB accredited business schools within the United States to determine the extent to which digital marketing courses and specializations are offered in undergraduate marketing programs. Results are compared to previous findings. Our results suggest that business schools are committing more resources to the digital marketing field of study by offering more courses and specializations in the form of majors, concentrations, and certifications. [ABSTRACT FROM AUTHOR]

Elite higher education institutions work hard to secure diverse classes, and students seek out these institutions in part because they believe that diversity will enhance their own educational experiences. Institutional theories would predict that practices set by the elite institutions in the field would isomorphically trickle down, however, case studies of individual institutions indicate that higher education structures and cultures vary significantly across the spectrum of selectivity. Do all higher education institutions market their ethno-racial diversity to prospective students in the same ways as elite institutions? Are higher education institutions trying to send similar messages about their ethno-racial diversity or does this vary by selectivity level? This paper provides an examination of higher education at the organizational field level in order to answer questions that have previously been at the institutional level. Through analyzing the admissions webpages at 278 universities across the United States, we find that more selective institutions are more likely to represent their diversity, and more likely to engage in practices that emphasize their traditionally under-represented minority student populations than less selective institutions, though it is the less selective institutions that have higher populations of these students. We argue that variations in institutional habitus across selectivity help to explain these differences. [ABSTRACT FROM AUTHOR]

This exploratory study examined the importance of various types of research for promotion and tenure decisions given the need of business schools to respond to internal and external pressures for change, such as globalisation and managerial relevance. U.S. business schools were classified as AACSB- and non-AACSB-accredited and as high-teaching--emphasis and low-teaching-emphasis schools. Respondents included management and marketing faculty and business deans. Contrary to expectations, few significant differences were found between the two classifications of business schools. While schools differed regarding the importance of theory-based and empirical research, no significant differences were found in terms of the importance of internationally oriented and managerially relevant research for promotion and tenure decisions. Significant differences, however, were found between deans and faculty responses, with deans being more responsive than management and marketing faculty to these pressures. Also, perceptions regarding monetary and non-monetary support varied significantly for all classifications. [ABSTRACT FROM AUTHOR]

Drawing from a panel survey of over 400,000 college graduates from over 600 different colleges and universities in the United States, this article addresses three questions related to skill change during college tenure. First, as judged by the students themselves, how much change in 15 skill categories do marketing majors experience during college? Second, how do these skill changes compare with those reported by other business majors and college students from all other majors? Finally, controlling for a host of relevant student and institutional characteristics, what is the impact of marketing education on the changes reported for each of these 15 skills? Findings indicate that marketing students' perceptions of their own skill developments are generally very positive, but in some cases other business majors or the broader array of college students rated themselves more favorably. Taken in combination with employers' contrasting perceptions of graduates' workforce readiness, these results have implications for the improvement of marketing curricula and course design including greater emphasis on experiential learning and other opportunities for students to apply the knowledge they gain. [ABSTRACT FROM AUTHOR]

This article sheds light on some of the early roots of international marketing thought; it describes some of the earliest university courses offered in international marketing in North America. It presents evidence that international marketing was the subject of academic endeavor early in the twentieth century. It compares and contrasts topics covered in the earliest courses with those used in modern programs of study. [ABSTRACT FROM AUTHOR]

Marketing is a field in transition. In recent years, its spectrum has broadened to involve marketing of social causes. So far, we have been flooded with literature and discussions of the theoretical underpinnings of broadening the concept of marketing. There seems to be a greater need now to examine available evidence of "broadening type" applications, especially in the most controversial area of "social marketing." This is a report on a social marketing application. It explores the application of marketing technology in family planning. [ABSTRACT FROM AUTHOR]

Forces underlying the present upsurge in consumer activity are analyzed, and some of the dangers of the remedies proposed by some consumer advocates that heretofore have remained unexamined are considered. Implications of the consumer movement for corporate policy are discussed and definite recommendations are made on what corporations should do in the current situation. [ABSTRACT FROM AUTHOR]

What are the causes of the current wave of consumer unrest? What are the goals of consumer protest groups? How are they organized? Who supports them? In this article, the consumer movement of the 1960s is examined and comparisons made with the consumer movements of the early 1900s and the 1930s.The analysis suggests new answers to the questions raised and a basis for predicting the future course of consumerism. [ABSTRACT FROM AUTHOR]

Retailing institutions have become enormous, complex operations. One result has been an increasing tendency to turn toward quantitative techniques and models as a means of helping the merchant solve many of the problems that arise. This article shows how the Bayesian model can be applied to merchandising. [ABSTRACT FROM AUTHOR]

What is the future of marketing education in the 1970s? The answers given here are important both for teachers and practitioners of marketing. This article is based on an address given at the annual meeting of the American Association of Collegiate Schools of Business in late 1965. [ABSTRACT FROM AUTHOR]

The author considers the development of marketing research, noting the increased refinements of the past decade and proposing a broader future role. As the field grows up, the skills of the researcher, the quality of the research, and the very definition of the term "marketing research" will determine how useful the next phase of research will be. The current debate on the scope of marketing research centers on whether it should evolve from the collection of facts to include interpretations and recommendations. The author argues for a clear definition of the scope of a research project and quotes experts who advocate including interpretations and recommendations. Experts include Ralph Westfall and Harper Boyd of Northwestern University, R. F. Henderson of Clark Equipment Company, and Melvin Anshen of the Carnegie Institute of Technology. The author also quotes Alfred Clark Daugherty of Rockwell Manufacturing, C. H. Sandage of the University of Illinois, and David K. Hardin of Market Facts.

The author maintains that the role of the middleman is obscured by oversimplified treatment in marketing literature and Census data. In this article he examines channel-building from the standpoint of the middleman's relative freedom to make choices, while serving as a purchasing agent for his customers. [ABSTRACT FROM AUTHOR]

The author presents his views on the importance of teaching marketing research. He believes that more focus should be placed on the development of marketing research curricula in colleges and universities. According to the author, at the time of publication the number of institutions offering courses in marketing research is increasing, as is student enrollment in these courses.

The article reports the author's opinions regarding the debut of marketing as an area of study in colleges and universities in the U.S. The author focuses on responding to claims that professor E. D. Jones was the first professor to teach marketing at an American University. It is suggested that professor G. M. Fisk was also a pioneer of business education when he began to teach marketing courses at the University of Illinois. The author goes on to discuss other marketing professors, including A. C. Miller and Wesley C. Mitchell. Marketing literature used by business teachers is also discussed.

A conference paper about marketing education at the college and university level is presented. According to the author, students should know the function of marketing in the U.S. economic structure. Other noted aspects that should be covered are, the channels of distribution, consumer behavior and issues surrounding competition.

The article discusses the use of motion and slide pictures in the teaching of marketing. The author outlines a study conducted by the American Marketing Association in which a questionnaire was mailed to members who are teachers of marketing. According to the author, the purpose of this study was to discover the extent of motion and slide picture usage as teaching aids, the specific courses that are using these methods, changes in the use of these methods over time and the value of these methods from practitioners.

The article reports on research studies which are needed to improve marketing courses. The need for a study on the history and development of retailing in the United States is expressed. Department stores in the years before World War II is an area that has not been extensively studied. The history of mail order chain stores is not well known as well. The cost of marketing and distribution is another area which has not been closely examined. There is also very little known about manufacturers' and producer of raw materials costs.

The article presents information on marketing research studies by U.S. colleges and universities. At the University of California Professor E. T. Grether completed a study entitled "Retail Price Control Under Fair Trade Laws in California." At the University of Chattanooga Professor Clyde William Phelps completed two studies in a series for the Household Finance Corporation. Three studies have been completed by the University of Denver in the Bureau of Business and Social Research. One study, under the direction of Dr. E. T. Halaas, focuses on sales tax.

The article presents information pertaining to marketing research studies conducted by U.S. colleges and universities. At the University of Arkansas Professor Pearce C. Kelley published the study "The Robinson-Patman Act and Unfair Competition." At Boston University Professors William G. Sutcliffe and Richard P. Doherty completed a study entitled "Radio Listening Habits of Higher Income Groups." At the University of Chicago research is underway and tentatively titled "Studies in the Wholesale Marketing of Fresh Fruits and Vegetables."

The article discusses the teaching of advanced U.S. graduate marketing courses in specialized programs. The main objectives for graduate marketing coursework is to teach students to think and reason logically about business problems in general with a particular emphasis on marketing, to give them tools to facilitate their solutions to these problems, to inspire them with social service motives, and to combine the viewpoints of businessmen and scholars. Training students in retailing is recognized as a significant challenge for marketing professors.

The article discusses aspects of advanced marketing courses in U.S. colleges and universities. Advanced marketing courses in this context refer to those which employ the principles of marketing as a prerequisite. The University of Akron's curricula is highlighted as an example. This marketing program includes courses in principles of advertising, advertising, retailing, sales administration, market analysis, and problems in marketing. The aim of the curriculum is to give students a complete understanding of the function of marketing and to acquaint them with the way sales and advertising programs are organized.

The article focuses on the experiences of an early marketing teacher. The author reports on the history of marketing and business administration education in the United States and presents details about courses such as Commercial and Economic Geography, Accounting and Statistics, and Industrial Concentration and Monopoly. Details related to the Business Administration curriculum at Ohio State University are presented. The author also discusses early literature on marketing, methods of studying marketing, and problems in marketing.

This study re-examines students' attitudes and preferences to the four primary textbook types (hardback, paperback, loose leaf, and E-book). One hundred eighty-three students currently taking Principles of Marketing from a large public university in the southeastern United States completed the survey. Unlike the 2014 study, where students overwhelming preferred paperback textbooks, even when this textbook is at a higher price than other alternatives, the 2018 study found that the textbook choice depended on if an access code to publisher's online course materials was required. When access codes were required, students preferred paperback textbooks, followed closely by E-books. When no access code was required, rental options were preferred. When students were asked their opinions on the various textbook options, it was clear that price and ease of use were the primary deciding factors as to why they liked and/or disliked the various textbook options. [ABSTRACT FROM AUTHOR]

Several studies in the business press and in the marketing literature point to a “transformation” of marketing caused by the availability of large amounts of data for marketing analysis and planning. However, the effects of the integration of technology on entry-level jobs for marketing graduates have not been fully explored. This study examines the knowledge, skills, and personal attributes in listings for entry-level marketing jobs in the United States and the accompanying salaries. Our analysis of job postings reveals shifts in the knowledge, skills, and personal attributes desired by employers of marketing graduates. This study includes recommendations for curricular and cocurricular adjustments for marketing graduates seeking jobs at various salary levels. [ABSTRACT FROM AUTHOR]

As marketing becomes more scientific in its orientation and methodology, are the collegiate schools of business responding with more rigorous programs or merely drifting along? Here is the available evidence, and indications of the need for new studies of marketing education. [ABSTRACT FROM AUTHOR]

The article features a profile on U.S. marketing professor Neil H. Borden. Borden served as president of both The National Association of Marketing Teachers and The American Marketing Association from 1954-1958. Borden received the Kappa Tau Alpha Research Award in 1945. He taught at the Harvard Graduate School of Business Administration until 1962. He wrote the book "The Economic Effects of Advertising." Borden is credited for influencing the curricula of advertising through his volumes of case studies.

The article presents abstracts on topics related to marketing education, including the value of management training programs, the curriculum of the Ecole Technique de Publicité with regard to marketing education, and the leadership needs of U.S. civilization between 1960 and 1990.

The article discusses what is needed in teaching marketing. The author believes additional collaboration is necessary between educators to maintain uniformity in the teaching of marketing. The American Marketing Association does provide some common ground for teachers and practitioners, but additional collusion is necessary. The author feels that while marketing surveys predominate in market research, other research methods may be more beneficial. Some of these include examining labor and production costs, prices, and transportation. Three pieces need to be stressed in marketing education, a thorough knowledge of the subject matter developed by observation and research, effective organization of the material, and more use of concrete methods while incorporating abstract methods.

The article reports on a lack of communication between business educators and corporations. A speech by Dr. Alfred Watson at the American Marketing Association's January 1946 meeting is discussed. The Curtis Publishing Company's efforts in increase communication with the education field are presented. Curtis has mailed a list of research materials to numerous business teachers. The materials on Curtis' list are described; they include consumer surveys, statistical studies, government data analysis and population studies. The article reports on the success of the Curtis initiative.

The Malcolm Baldrige National Quality Award (MBNQA) program is a demonstrated vehicle for companies to evaluate their planning and business, including marketing, strategy. However, little has been written about the use of this tool to enhance marketing students' development of planning and strategy competencies. This exploratory analysis describes the use of Malcolm Baldrige companies as focus points for entry-level marketing students' completion of their first marketing plan project. The categories of the MBNQA can enhance students' preparation for their futures. [ABSTRACT FROM AUTHOR]

Approximately 57% of students in the United States work while attending college. For most of these students (81%), this is more than 20 hours a week. There has been shown to be a negative relationship between hours worked and academic achievement in studies in the United States as well as the United Kingdom and Australia. There is, however, no research to the authors’ knowledge as to how the number of working hours affects student learning in groups, and whether students in groups with varying work patterns report better learning outcomes in groups where student working hours are similar. This study reports that overall, greater working hours decrease students’ perceptions of the value and their experience of group work, and this occurs more with second- and third-year students. It also reveals that students studying in groups where there is a large proportion of students working more than 2 days a week displayed significantly more negative appraisals of their experience at the end of a project than their peers in groups where few students were working. [ABSTRACT FROM AUTHOR]

Correspondence education has received very little attention from business historians. Therefore, the purpose of this paper is to draw attention to The Sheldon School and the work of its entrepreneurial founder, Arthur Frederick Sheldon. Sheldon's correspondence course was studied by thousands of students in the early twentieth century. His interests, as reflected in his correspondence course materials and related articles, range from a focus on facilitating exchange relationships through to concerns with distributive justice, sales ethics and the promotion of an American economic and political vision across the globe. As a key figure in the sales education industry, Sheldon had a major impact on the social environment of the twentieth century via his involvement with the Rotary Club. Courtesy of his influence at Rotary, his ideas continue to shape the way prominent scholars have reflected on the consumer and marketing concept. [ABSTRACT FROM AUTHOR]

This study examines course continuity and its relationship to academic performance. Specifically, it investigated whether the institution at which prerequisites were taken influences the grades in two target business courses. Data from 611 undergraduate students who completed a marketing principles course and 584 students who completed a management principles course were analyzed. In most instances, results indicated that students who took prerequisites at the home institution received higher grades in the principles courses than students who did not. Implications for policies and suggestions for future research conclude the study. [ABSTRACT FROM AUTHOR]

Purpose -- The purpose of this paper is to provide a more complete theoretical model of retail e-learning assessment module use. The location (i.e. onsite versus offsite) of assessment and prior experience is treated as moderators between motivation/intention, uses, and value; and differences between subjective and objective value are investigated. Design/methodology/approach -- An exploratory, semester-long, single-course experiment was conducted using students (n = 37) from Mexico and the USA enrolled in a retail-focused marketing course at a university located near the border between the two countries. Findings -- Extrinsic and intrinsic motivations predict participants' use of e-learning assessment modules. The objective and subjective value of assessment is strongly impacted by the individual's prior performance. Location of assessment moderator is significant. Research limitations/implications -- In addition to focusing on intrinsic and extrinsic motivations, retailers should also consider the possibility that prior experience and location of assessment can affect use and value. Prior experience levels of the participants were found to affect use. Retailers are cautioned not to assume mistakenly that increased use of e-learning assessment modules results in lower performance. Rather, people that performed better in the past are less likely to use the modules. It is also found that when individuals can take the assessments offsite (e.g. at home, on the road), there is a positive impact on both objective and subjective performance. Retailers should examine the potential of permitting employees to take assessments from home (over the internet) or other remote locations. Originality/value -- The paper highlights the fact that many retailers have adopted e-learning assessment technologies that include options for either onsite assessment (e.g. kiosks/PCs in human resource/training rooms) or offsite assessment that operations management and corporate staff can perform outside the office. However, little is known about what motivates people to use e-learning assessment, and how it affects performance across these two locations for assessment. Moreover, knowledge of how location of use influences the relationships is currently missing. [ABSTRACT FROM AUTHOR]

Marketing instructors can use quizzes to maintain academic standards for student preparation and performance, particularly in large introductory courses. However, when quizzes provide students with negative feedback, the students may respond by further reducing their efforts or by turning against the instructor. In light of these potential student responses, it matters a great deal whether students perceive the quizzes as fair. The organizational justice literature (e.g., Greenberg 1986; Tata 2002) has shown that employee reactions to negative feedback improve when the employees perceive the manager's approach as fair. This study examines instructor-controllable quiz practices that may boost student perceptions of quiz fairness. Data were collected from 530 undergraduates in 10 AACSB-affiliated colleges of business in the United States. Regression analysis shows that student perceptions of quiz fairness were most influenced by surprise questions, unbiased grading practices, satisfactory explanations, and the perception that preparation can boost quiz grades. [ABSTRACT FROM AUTHOR]

This paper discusses the implementation of an innovative, team-based simulation in the marketing Capstone Case Course (CCC) at a large public university in the U.S.A. While simulations have been around for long, the experience reported here is unique because of its implementation and custom resources. Here, the simulation is a dynamic case project, engaging the students in a real-life-like situation and it attempts to improve their decision-making techniques and skills. The overwhelmingly positive feedback from the students is evidence of the success of this approach and its project. The adoption of this approach in other teaching institutions is strongly recommended. [ABSTRACT FROM AUTHOR]

A key goal of including field site visits in marketing courses is to give business students increased interaction with industry professionals and community leaders. Site visits give students a concrete idea of how different marketing disciplines work in the business world. Business students gain greater insight into a career in marketing from this type of course. Undergraduate students learn about careers in marketing early in their college education and graduate students realize new career opportunities. In this course, students prepared for and completed two experiential site visits to businesses in the local area to reach these goals. Significant benefits of this course included building stronger relationships between the Sellinger School of Business and Management and local companies and introducing students to prospective employers. This article describes the reasoning behind the course as well as practical strategies for faculty interested in implementing site visits as an experiential teaching approach. A pilot graduate course has been completed at Loyola College in Maryland with encouraging results, and an undergraduate course with site visits is planned. Early results indicate that it is possible to incorporate site visits into any marketing course. [ABSTRACT FROM AUTHOR]

Research suggests educational styles and content must be adapted if we are to effectively educate Gen Y: the largest population of business education students in American history. We propose a new twist on an existing teaching tool— the Brief In-Class Role Play (BIRPs) —as an effective teaching tool to reach Gen Y in the classroom. Based on real sales situations, these BIRPs are short (to keep Gen Y's attention) and realistic (reminiscent of reality TV), and they include only minimal details (so that students can personalize the characters). Tested in a personal selling class, preliminary assessment suggests BIRPs provide a useful pedagogical tool that can be developed for other marketing courses. [ABSTRACT FROM AUTHOR]

What is the quality of students attracted to the marketing major relative to other business majors? Although some anecdotal evidence suggests that undergraduate marketing students are less quantitatively oriented, there has been no comprehensive assessment of the overall quality of marketing students relative to other business students. Using a variety of secondary data analyses from nationwide samples. The authors assess the quality of students choosing marketing as a major. The results paint a grim picture for the marketing discipline. Marketing majors are among the poorest performing students relative to other business majors both coming in to and leaving college. Results from a broad-based sample suggest that marketing educators need to start a dialogue on exactly what set of knowledge and skills core to the discipline are being offered students and their employers. The authors offer some solutions and point to areas for additional research. [ABSTRACT FROM AUTHOR]

Although considerable attention has been paid to the subject of scholarship in other disciplines, relatively little attention has been devoted to this vital topic in marketing. Moreover, while there has been attention paid to the influence of marketing research on pedagogy, the impact of input from learning environments into research has virtually been ignored. There are increasing pressures on higher education that brings to question the sustainability of scholarship. This paper briefly reviews the historical evolution and the modern conceptualization of scholarship, and presents an inclusive process model of marketing scholarship that attempts to address these pressures. Suggestions are made for implementing the model. [ABSTRACT FROM AUTHOR]

This study analyzes the relative influences of perceived ethical problems, perceived importance of ethics, idealism, relativism, and gender on ethical intention of students. The potential impacts of grade point average and education level of students were also investigated. The results from a survey of students in marketing classes from two major universities in the United States reveal that perceived ethical problems and perceived importance of ethics have positive impacts on ethical intentions of students. The survey results reveal a reverse relationship between relativism and ethical intention. There is, however, no relationship between idealism and ethical intentions. As hypothesized, the results indicate that male students tend to be less ethical in their intention than female students. The findings indicate that grade point average and educational level are not determinants of ethical intentions of students. Some important implications for marketing education and for the management ethics training programs were discussed. [ABSTRACT FROM AUTHOR]

Chinese as well as American business colleges are attempting to improve morality of their students due to recent scandals in both countries. This study investigates several beliefs and values, opportunism, and certain demographic variables that might contribute to the academic dishonesty of American and Chinese marketing students. The findings suggest that American marketing students who are young, tolerant, detached, relativistic, less religious, opportunistic, and negative tend to believe that academic dishonesty is more acceptable than do their counterparts exhibiting the opposite characteristics. Chinese marketing students who are male, detached, relativistic, less religious, opportunistic, and behaviorist oriented tend to perceive that academic dishonesty is more acceptable than do their counterparts. The results also reveal that the Chinese marketing students are more tolerant and detached than are the American marketing students, and they are less sensitive to the acceptance of academic dishonesty than are the American students. [ABSTRACT FROM AUTHOR]