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Student engagement is regarded as a critical educational outcome. However, it has proven to be elusive to educators within technical domains, such as marketing research and analytics, which has inspired the exploration of experiential course design elements. Client-sponsored projects (CSPs) have become a popular tactic to meet this objective in such courses. The authors utilize a mixed-methods design to examine CSPs and their effectiveness in marketing research and analytics courses. In Study 1, qualitative research yields student insights regarding the desired characteristics of a CSP. Study 2 illustrates that CSPs boost student engagement through perceptions of course relevance. However, students' subjective interest in the client represented a boundary condition for this effect. That is, CSPs did not offer value to students who lacked inherent interest in the client. In Study 3, a discrete choice model analysis outlined what attributes make clients interesting for students. Finally, Study 4 utilizes a field experiment to identify project-framing tactics that increase student interest through enhanced client familiarity. A series of recommendations are provided to maximize the efficacy of CSPs to marketing research and analytics courses.

We developed the Leakage Risk Monetization Model (LRiMM) which integrates simulation of CO2 leakage from geologic CO2 storage reservoirs with estimation of monetized leakage risk (MLR). Using geospatial data, LRiMM quantifies financial responsibility if leaked CO2 or brine interferes with subsurface resources, and estimates the MLR reduction achievable by remediating leaks. We demonstrate LRiMM with simulations of 30 years of injection into the Mt. Simon sandstone at two locations that differ primarily in their proximity to existing wells that could be leakage pathways. The peak MLR for the site nearest the leakage pathways ($7.5/tCO2) was 190x larger than for the farther injection site, illustrating how careful siting would minimize MLR in heavily used sedimentary basins. Our MLR projections are at least an order of magnitude below overall CO2 storage costs at well-sited locations, but some stakeholders may incur substantial costs. Reliable methods to detect and remediate leaks could further minimize MLR. For both sites, the risk of CO2 migrating to potable aquifers or reaching the atmosphere was negligible due to secondary trapping, whereby multiple impervious sedimentary layers trap CO2 that has leaked through the primary seal of the storage formation.

College graduates need better preparation for and experience in data analytics for higher-quality problem solving. Using the curriculum innovation framework of Borin, Metcalf, and Tietje (2007) and case study research methods, we offer rich insights about one higher education institution's work to address the marketing analytics skills gap. Specifically, we describe how a focal marketing department developed an innovative curriculum based on foundational pillars of learning styles (Bloom's Taxonomy), experiential learning theory, and marketing analytics. The effectiveness of the curriculum is reviewed in light of criteria such as established learning goals and student satisfaction.

Benefit finding (BF) may be a coping strategy that positively influences outcomes after a stressful event, but previous studies provide an inconsistent pattern of results across several different patient populations. This study aimed to reconcile these inconsistencies by testing whether positive affect related to a cardiac event (PA) mediates the relationship between BF and healthy dietary behaviors, and whether this mediating relationship is stronger for participants high in disease severity. Participants were patients with cardiovascular disease in a cardiac rehabilitation program. Results supported partial mediation, but the interaction was not as predicted: participants low in disease severity showed a stronger relationship between BF and PA than their counterparts high in disease severity. Additionally, the PA/healthy dietary behaviors relationship was negative. Health providers may encourage patients in CR to engage in BF, but also to make thoughtful food decisions when in a positive mood, especially for patients low in disease severity. [ABSTRACT FROM AUTHOR]

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.)