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Classroom response systems (CRS), also called student/audience response systems or clickers, have been used by business instructors, particularly in larger classes, to allow instructors to ask students questions in class and have their responses immediately tabulated and reported electronically. While clickers have typically been used to measure attendance, gauge comprehension and test students, we propose that classroom response systems can also be used to effectively create an active learning environment. Specifically we detail the use of classroom response systems to utilize active learning in large classes (i.e., more than 70 students) through describing five sample CRS exercises in Marketing courses: Sequential Elimination, Why Do You Think That?, Experiential Exercises, What Would You Do?, and Forced Choice. These exercises though, could be adapted for use in other business classes.

We illustrate a class organization process utilizing the concept of the Product Life Cycle to meet the needs of today's millennial student. In the Introduction stage of a business course, professors need to build structure to encourage commitment. In the Growth stage, professors need to promote the structure through multiple, brief activities that can keep the attention of business students. In the Mature stage, professors need to use the structure to stabilize engagement levels and learning rates but be willing to make adjustments to prevent apathy in the course. Finally, in the Decline stage, professors need to dismantle the structure while allowing opportunities for utilizing materials for future business courses and addressing today's millennial students' need for achievement and sense of entitlement with the course grades. The value is that this paper illustrates an approach to aid professors in organizing business courses that can be utilized in a variety of courses to better serve millennial students.

This study examines characteristics important to online MBA students and alumni. The study looks at what characteristics are important in an online MBA Program and if the level of importance of these characteristics varies by demographic variables. The study focuses on availability, program quality, program length, cost, and courses in the curriculum. The results suggest that the importance of characteristics in a MBA program falls into three tiers. The most important characteristic is availability. The next tier of importance is quality, program length, and cost. There is no significant difference in importance among these three characteristics, but they are all significantly lower in importance than availability. The final characteristic is courses as this is rated significantly lower than the other characteristics in terms of importance. The research also examined if there were differences in importance characteristics by gender, age, years' work experience and income and found while the basic order rankings were very similar across the different demographic variables, there were a few differences among demographic groups. Women rated as quality, length, and courses at a higher level of importance than men did. Finally, those with more years work experience rated availability at a significantly higher level of importance than those with fewer years work experience.

This paper proposes that Interactive Technology can help professors enhance communication, attitudes, and interest in the classroom. This paper describes Interactive Technology, how professors can use it, and preliminary findings of its effectiveness. These findings suggest that the use of Interactive Technology can enhance students' attitudes. Additionally, students surveyed, who had used Interactive Technology in a Consumer Behavior course agreed that its use made the course more interesting and attention getting, and they were satisfied with the course. Preliminary findings, however, also suggest that Interactive Technology may not enhance attendance, course preparation, and retention.

The authors describe the multiple benefits a university selling center offers to students, faculty members, administrators, and the general business community. The seven essential steps in first establishing a university selling center are addressed: find a champion, obtain the support of administration, find a white knight, establish a board of advisors, develop a mission, develop a facilities and technology plan, and develop the sales curriculum. In discussing these steps, the authors present both their experiences and discuss the literature in these areas. The authors also discuss what one should do after the selling center is established and future needs that a selling center might address.

The advancement of artificial intelligence (AI) technology and its applications has drastically transformed consumer behavior (CB). As consumers interact with these applications on multiple platforms and touchpoints, it becomes crucial to understand how these interactions affect consumer behavior and its components, including personality, attitude, engagement, decision‐making, and trust. The research on the relationship between artificial intelligence and consumer behavior (hereafter referred to as AI CB) revolves around these topics and has grown exponentially in recent years. A rigorous review is required to provide directions for future studies by comprehending the extensive literature, understanding research gaps, and identifying the future directions for scholarly work. This article aims to address this research gap by analyzing 107 AI CB articles using the bibliometric and framework‐based methodology to provide insights into publication trends, dominant theories, methods, antecedents, decisions, and outcomes in the AI CB literature. Most importantly, the review identifies clusters of research fronts and provides a thematic framework for current research. These clusters or themes relate to AI interaction with consumer behavior dimensions, including consumer acceptance and trust, consumer interaction and engagement, attitude and personality, decision‐making, and adoption. This thematic framework and TCM‐ADO analysis offer future research directions to advance theory development and have implications for industry and society. [ABSTRACT FROM AUTHOR]

This study examined the determinants of perceived learning and satisfaction in online courses and the moderating effect of course type. For perceived learning outcomes, those students who perceive a higher level of interaction and those students who are satisfied will report higher levels of learning outcomes. There were significant differences though by course type, with perceived learning outcomes being affected significantly more in qualitative consumer behavior courses by instructor factors and student self-motivation. Student learning style affected student satisfaction significantly more for quantitative business courses, while instructor factors and interaction influenced satisfaction significantly more for qualitative marketing courses.

The current article presents an analysis of the Journal of Advertising's first 50 years of publication. All articles and research notes, and most other pieces published from 1972 through 2021, were included in our analysis. Articles were categorized into nine topics with subtopics. The content was compared across the five decades of the journal's publication. Authorship, citations based on Google Scholar, and methodologies across the first 50 years were also explored. The results are discussed in terms of their implications for how both the journal and the field have evolved, how advertising is studied, and whether the journal is fulfilling its mission. [ABSTRACT FROM AUTHOR]

We analyzed and compared the Journal of Consumer Behaviour content in its first 20 years of publication. Articles were categorized into seven topics (Internal Factors, External Factors, Decision Process, Social Issues, Internet, Managerial Issues, and Research Methods) with subtopics. Authorship, citations based on Google Scholar, geographic representation of authors, and methodologies employed across the first 20 years were also explored. The results are discussed in terms of their implications for the journal and consumer behaviour. This analysis provides suggestions for future research to be published by the Journal of Consumer Behaviour. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to discuss how technological tools, such as Web 2.0 and online learning management systems, can be utilized to improve Millennials' educational performance. Design/methodology/approach: An exploratory survey of Millennial business students was conducted to measure their self-reported use and perceived effectiveness of a variety of hardware, traditional, and Web 2.0 tools. Findings: An exploratory study of business students finds that course websites and online assessments are the technological tools they report using most often. The technology tools that business students perceive as most effective include personal computers, laptop computers, course websites, discussion groups, message boards, and online assessments. Research limitations/implications: This exploratory study looked only at business students' self-report use and perceived effectiveness of technology tools. Future research is needed to examine other college students beyond business, to measure actual use and effectiveness, and to incorporate input from faculty on the use and effectiveness of technology tools. Practical implications: In this paper, the authors discuss how technological tools, such as Web 2.0 and online learning management systems, can be utilized to improve Millennials' educational performance. These tools can meet Millennials' need for affiliation, low ambiguity, immediate feedback and a personalized learning experience. Social implications: The Millennial generation is very different from the Generation X or Baby Boomer professor who is trying to effectively teach them. With a better understanding of students' perceptions, business faculties can better utilize technology to improve their Millennial students' performance while providing them with an active, engaging educational experience. Originality/value: The focus of this paper addresses how to better utilize the technological aptitude of Millennial business students to enhance the students' educational performance and improve business faculty effectiveness. (Contains 3 tables.)

In this paper, we measure the impact of interactive technology on student satisfaction and find support for the hypothesis that students who find a class is more interesting because of the use of interactive technology will be more satisfied with the course. The results also support the hypothesis that if students like the course, they will be satisfied with it. However, we do not find significant links between student satisfaction and either (1) their belief that they retain more due to the use of interactive technology or (2) their enjoyment of the use of interactive technology in the course. Thus, while the use of interactive technology can increase course satisfaction by making the course more interesting, the fact that students like the technology itself does not affect course satisfaction. (Contains 4 tables and 1 figure.)

This paper offers support that those students who felt they had stronger reasons for committing unethical academic behaviors are more likely to report committing academic dishonesty than those who felt they had weaker reasons for unethical academic behaviors. This relationship held for all four categories of academic dishonesty: cheating (on tests), seeking outside help, plagiarism (on papers), and E-cheating (electronic cheating on tests). This suggests that students are rationalizing their academic dishonest behaviors and those students who feel they have stronger reasons for committing academic dishonesty are more likely to be academically dishonest. (Contains 2 tables.)

This paper proposes that Interactive Technology can help professors enhance communication in the classroom so there is increased attention, interest, preparation, and retention of class materials by the students. Interactive Technology (also called audience response systems) involves students using individual response pads (clickers) to respond to questions asked in class by the professor. The students' responses are captured by a receiver and with the software available, professors can get instant feedback from their students to determine how well they understand the material presented. To get started using this technology, professors can either buy a system outright or utilize one in conjunction with their textbook. After attending a few training classes and working with their Information Technology people to install it in their classroom, a professor can start working with the system to enhance their interaction with students in class. This paper describes Interactive Technology in more detail and how to get started using it.

In this article, the authors investigated academic dishonesty and how business students stand on the issue as compared with other college students. They found in their study that nonbusiness students are more likely to cheat than are business students. In general, students who are members of Greek social organizations, undergraduates, male, and have low self-esteem typically engage in higher levels of academic dishonesty. Only employment and innovativeness had an overall significant influence on academic dishonesty. (Contains 4 tables.)

Storytelling can arouse consumers' emotions and affect purchasing behavior through desires and attitudes. While the marketing literature discusses storytelling, there is a lack of consensus because of the diverse conceptual and operational definitions used. To untangle the complexities and consolidate the fragmented knowledge about storytelling in marketing, this research examines how the marketing literature has addressed the influence of storytelling on consumers' purchasing behavior. The findings aid in understanding how the topic has been discussed from a marketing perspective in consumer behavior studies. Through a systematic literature review using a bibliometric analysis, we demonstrate that the marketing literature features four strands about the uses of storytelling to influence consumers' purchasing behavior. First, storytelling stimulates the consumer's identification with the brand. Second, storytelling allows consumers to experience emotional value. Third, storytelling supports engagement behaviors. Finally, storytelling has a downside in that it also propagates harmful speech. This study concludes with a roadmap for future research about how storytelling impacts consumers' purchasing behavior. [ABSTRACT FROM AUTHOR]

Research regarding student cohorts entering the Georgia WebMBA[R] program (an online MBA program in the University System of Georgia) shows consistent demographic characteristics as well as students' reasons for joining the program, experience with online learning, and perceptions of teamwork. The program has a high retention rate, and in this article the authors focus on retaining online learners. They discuss the profile of program students and the teaching approaches that have been successful in addressing potential attrition issues with these learners. To retain virtual learners, the program provides a cohort- and team-based learning experience with extensive faculty feedback and interaction to address isolation concerns, provide application-based content and activities, and help students meet expectations for personal and professional growth. The authors also stress the need to offer a well-managed program and faculty members who are both interested and competent in teaching in the online learning environment. (Contains 4 tables.)