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Understanding how to support creative ideation is an important, yet, elusive, issue for marketing educators. To shed light, this study proposes ideation as a malleable state influenced by "outside-the-brain" resources. By examining venture concept ideation, this study captures the ideation-environment relationship using experience sampling to tap into the daily lives of student entrepreneurs. The findings identify how entrepreneurial ideas emerge from specific external interactions and engagements, which are contextualized using two Japanese conceptualizations of space, ba [Japanese characters omitted] and ma [Japanese characters omitted]. The results inform both marketing education and entrepreneurial marketing.

Our research examined the degree to which behaviors and learning associated with creativity and innovation were supported in five academic library spaces and three other spaces at a mid-sized university. Based on survey data from 226 students, we apply a number of statistical techniques to measure student perceptions of the types of learning and behavior associated with the selected spaces. We found that the on-campus makerspace located outside the library encouraged the most innovative behaviors and exploration of new ideas. Within the library, collaboration rooms were the best spaces for encouraging creativity. There is an opportunity for the academic library to be reconceptualized as a place to foster creativity and innovation in students. We believe that academic libraries should continue to offer a variety of spaces for students, including quiet spaces for reflection, noisy spaces for collaboration and networking, and makerspaces for experimentation.

This article describes and assesses a course design that uses peer mentors to facilitate a collaborative, hands-on learning experience in an introductory marketing course. Results demonstrate that peer mentoring increased content mastery and had a positive effect on students' perceptions of the learning experience. Peer marketing mentors, along with the faculty team, achieved success in providing a demanding and engaging learning environment that meets the needs of learners and equips them with content knowledge required of career-ready professionals. A step-by-step guide is provided to enable others to develop a similar experience for students in their institutions.

There is growing interest in understanding the factors that influence the academic achievement of students with emotional disturbance (ED). Structural equation modeling was used to test the interrelationships among language skills, externalizing behavior, and academic fluency and their impact on the academic skills of students with ED. Results showed that language skills exerted a significant proximal effect and distal effect on academic skills. The effect of language skills was mediated through academic fluency (path coefficient = 0.389) but also had a proximal effect on academic skills (path coefficient = 0.359). However, externalizing behavior failed to have a statistically significant effect on language skills, academic fluency, or academic skills. Overall, fit indices suggested a marginally acceptable fit of the data. Results and implications are discussed.

To link to full-text access for this article, visit this link: http://dx.doi.org/10.1016/j.jbusres.2004.12.001 Byline: Stern Neill, Gregory M. Rose Keywords: Marketing strategy; Organizational cognition; Performance; Strategic complexity Abstract: While researchers have examined many antecedents of marketing strategy, there is scant research assessing the effect of organizational cognition. In this study, organizational cognition is examined in terms of the firm's strategic complexity, which is its capacity to integrate multiple environmental dimensions during marketing strategy making. The results from a sample of wholesale distributors reveal four strategic groups that differ based upon their degree of strategic complexity. Results support the proposition that strategic complexity is an organizational capability that enables more effective strategy making and produces superior firm performance. Author Affiliation: Milgard School of Business, University of Washington, Tacoma, 1900 Commerce Street, Tacoma, WA 98402-3100, United States Article History: Received 24 March 2004; Accepted 13 December 2004