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The document from the Journal of Marketing Education discusses the challenges faced by academic journals in obtaining timely reviews from reviewers, particularly during the summer months. The text delves into the historical evolution of academic vacations, work-life balance among faculty members, and the correlation between job satisfaction and life satisfaction. It also highlights the diverse topics covered in the journal's latest issue, including student engagement, digital marketing, and sales education. The document emphasizes the dedication of reviewers and authors to scholarly research, showcasing the importance of maintaining a balance between academic work and personal life. [Extracted from the article]

Throughout time, there have been influencers who possess the power to affect decisions of others, and this power has become particularly evident in the current multibilliondollar marketplace of influencer marketing. Practitioners and scholars are focusing on the power of social media to affect change, and the popular press has begun to refer to entrepreneurs as influencers and influencers as entrepreneurs. As such, the current research examines the power of influence in terms of influential entrepreneurs and entrepreneurial influencers. Influential entrepreneurs have the power to encourage others to believe in themselves and to ignite passion for personal success, while also garnering support for their own ventures. Entrepreneurial influencers generally begin as marketing influencers who develop a following on a digital platform and then begin to build their own entrepreneurial endeavors by promoting to their followers. We contribute to the entrepreneurial marketing literature by bringing together similar, yet disparate, research to understand people identified as both influencers and entrepreneurs and suggest that influential entrepreneurs and entrepreneurial influencers are not two sides of the same coin. While both possess characteristics of attractiveness and the ability to connect people and communities, findings suggest that influential entrepreneurs are perceived as more credible than entrepreneurial influencers. While entrepreneurial influencers are enabled by external products or brands for which they are promoting, influential entrepreneurs are enabled by the strength of their own personal brands that created a product offering. [ABSTRACT FROM AUTHOR]

We propose Social Learning Theory as a theoretical foundation for understanding the ethical standards of future business leaders. Using data drawn from students from 115 four-year undergraduate institutions in 36 different countries, the relationships among role models, capitalism, and laws were examined. The data suggest that future business leaders educated in environments espousing all moral philosophies except virtue ethics are influenced by their role models. However, differences in unethical behavior are found as related to the social influences of capitalism and laws. (Contains 2 tables.)

E. Limitations - acknowledge the limitations of the work (again, something we do in our discipline-based research) Both the big picture and practical aspects of SoTL point to a meticulous research process when engaging in the scholarship of teaching and learning. I was once again reminded that SoTL is a hard sell, with advocates having a difficult time convincing colleagues that SoTL is a worthwhile use of time and resources ([6]). The Scholarship of Teaching and Learning (SoTL) is always at the forefront of my thinking. Critically, SoTL is both a big picture view and a practice area (and I will note here that I am avoiding the debate on whether there is one definition of SoTL). [Extracted from the article]

The rise in interactive digital media has catapulted faculty-student contact abilities from the traditional Web 1.0 model to a post-Web 2.0 world where students and faculty can have much more interaction in classroom exchanges. Since business cases have long been a pedagogy of choice among professors concerned with training the next generation of decision makers, the intent of this exploratory teaching execution was to gain insight into the case teaching experience in Second Life (SL). SL is a virtual world developed by Linden Lab that enables its users to interact with each other through avatars (virtual representations of the self). While online classrooms in SL are not new (a number of universities throughout the world have set up virtual campuses), business education scholarship is lacking as related to the use of virtual worlds for educational purposes. The aim of the execution was not to suggest that SL case teaching should displace the traditional case classroom interactions. Rather, the exercise found that a case-based class can be held and attended independent of time, distance, and location should the need arise. Case teaching in SL offers an availability alternative or supplement to the traditional case teaching and learning approach.

Today's college students, often referred to as the "digital generation," use an impressive assortment of technological tools in a wide variety of ways. However, the findings reported here suggest that students prefer more traditional instructional technology for effective engagement and learning. Faculty members, however, prefer the use of course-learning technology offered by their universities or publishers. In addition to this potential mismatch between preferences of students and teachers, the research finds that there are vast differences in preferences and usage across disciplines, in particular, business and economics instructors and students having stronger technology preferences than instructors and students of the fine arts and life sciences. (Contains 3 tables and 3 figures.)

Most managers do not receive formal training in metathinking--that is, they are not trained formally in thinking about thinking or in thinking about deciding. In this article, the authors review the lack of educational focus on metathinking and suggest several tools for improving the decision-making process and for skill building in metathinking. The tools include two experiential exercises that facilitate learning in metathinking. (Contains 3 figures.)

In response to calls from both business practitioners and educators, this research explores the extent to which undergraduate marketing education is delivered with a cross-functional perspective. Given that marketing is often recognized as a boundary-spanning role within companies, marketing department chairs were asked to report on cross-functional teaching and learning activities within their departments and schools. While it appears that cross-functional teaching and learning does take place in the marketing classroom, it does not appear to be widespread among marketing departments within undergraduate business programs in the United States, and what is done tends to be accomplished within traditional pedagogical formats. These exploratory results point to several considerations for the implementation of cross-functional teaching and learning initiatives, as well as provide provocative material for stimulating marketing faculty discussions on the topic. (Contains 1 table.)

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. The 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. (Contains 4 tables.)