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The field-dependent cognitive styles of 44 professionals in customer service occupations provided a benchmark to interpret data for 239 secondary marketing education students. Results suggest that males have greater access to analytic traits such as restructuring skill, problem-solving interest, and skill with abstractions. (Contains 38 references.) (JOW)

The Pluralism and Diversity Attitude Assessment was used to assess business and marketing teachers' attitudes toward issues related to multicultural education (315 of 1,400 responded). Although they had positive attitudes about the issues, they were resistant toward implementation of cultural pluralism and diversity. (Contains 21 references.) (JOW)

This study addressed the level that instructional technology is integrated in the teaching/ learning process in three secondary career and technical education (CTE) programs, namely, agriscience, business, and marketing education. CTE teachers are most active in exploring the potential of using technology in the teaching/learning process, and in adopting technology for regular use in instruction, but are not very active experimenting with technology or with advanced technology integration. The CTE teachers did not experience substantial barriers in their efforts to integrate technology in the teaching/learning process and perceive they are good teachers. In general, CTE teachers experienced some technology anxiety that prevents them from using technology in their instruction. Six factors (technology training, self-perceived teaching effectiveness, availability of technology, perceived barriers, technology anxiety, and teachers having a home Internet connection) combined in various ways in four multiple regression models to explain teachers? technology integration in the teaching-learning process.

Discusses decentralization and parental choice as the two central elements of the current wave of reform. Argues that the introduction of competition to schooling affects schools' need to increase their attractiveness and does not necessarily correspond with pedagogical considerations. Discusses some possible consequences of quasi-market circumstances for educational leaders and policymakers. (Contains 56 references.) (MLF)

Students at Bremerton High School developed marketing ideas for a local small business. They identified target markets; designed business cards, brochures, and advertisements; and created a new advertising campaign they presented to the business. (JOW)

In a marketing course, students used the principles of product, price, place, and promotion to market their course work to the professor/customer. Assessment of 357 students over 4 semesters showed this experiential method resulted in higher achievement and greater understanding of customer expectations and satisfaction. (SK)

In the United Kingdom the number of parents appealing rejection of their preference for their child's school has risen considerably. Suggests dissatisfaction with the new market-based system. Possible causes are discussed. (Contains 2 tables, 7 figures, and 23 references.) (MLF)

Drawing upon the labour-augmented K+S Agent-Based Model (ABM), this paper develops a two-country North-South ABM wherein the leader and the laggard country interact through the international trade of machines. The model aims to address sources of asymmetries and possible converge patterns between two economies belonging to a currency union, that are initially differentiated only in terms of the education level they are able to ensure. Education is modeled as a macro-level public policy differently targeting three levels, that is primary, secondary and tertiary. After being educated, when workers enter the labour force, they face a segmented labour market, divided into three types of qualifications and resulting functions deployed inside firms, i.e. basic, medium and advanced occupations. The three markets are heterogeneous in terms of both requested education level and minimum offered wage. We experiment with different education and trade settings. Ultimately, we are interested in understanding the coupling effects of asymmetries in education, which reverberate in segmented labour markets and differentiated growth patterns. Notably, our focus on capital-goods trade, rather than on consumption goods, allows us to investigate a direct link between productive capabilities in complex products and country growth prospects. [ABSTRACT FROM AUTHOR]

This paper demonstrates the importance and role of authentic assessments, that replicate industry practice, within Higher Education marketing programmes. We answer the call from employers, that students need to gain much-needed employability skills, and we illustrate how such assessments can be created to enable the development of employability skills. We provide an overview of four case studies, to illustrate different forms of authentic assessments, the theory which was used to underpin the designs, the skills developed during the assessments, and the outcomes of the assessments. As we emerge from the COVID-19 pandemic, which forced a move to online assessments, it is timely that we reflect on the value of authentic assessments and adjust our practice. [ABSTRACT FROM AUTHOR]

To educate capable and literate citizens in the current digital age, high adequacy in all facets of education is required. One could argue that innovation necessitates educational needs and specific knowledge including general literacy for a more profiled human activity towards new emerging technological, digital and social standards. The way that teaching and learning are traditionally understood in relation to the idea of literacy is affected by this shift. The traditional conception of teaching and learning with regard to the idea of literacy is impacted by this remodeling as well. It becomes clear in this case that financial literacy, digital literacy, or economic literacy cannot be regarded as the only, best, or most appropriate kind. With respect to the concept of literacy in marketing, the current study explores the educational requirements that stem from the broader definition of literacy. Utilizing a state-of-the-art approach and a mixed methodology, the authors explore the needs for specific literacies in marketing and search for a new model for their application in marketing itself. The focus is on how the students feel about needing a particular kind of literacy. Certain aspects of the literacies set and their requirements within the context of higher education institutions are related, according to the findings of a questionnaire survey. This study's discussion attests to the intricacy and dynamic nature of education at the tertiary level and reveals the concept of literacy in its widest sense. [ABSTRACT FROM AUTHOR]

Copyright of Doxa Comunicación is the property of Fundacion Universitaria San Pablo - CEU and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Recherche et Applications en Marketing (Sage Publications Inc.) is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The rapid adoption and evolution of generative artificial intelligence (AI) tools like ChatGPT and Gemini have impacted marketing education and practice. This paper introduces a prompt engineering assignment that utilizes generative AI to build critical thinking skills through the development of keyword research strategies, customer profiles, and presentation outlines. Using insights from students, educators, and marketers, the assignment is refined to include (a) reflections about the learning and application of the generative AI tools and (b) evaluations about the accuracy and potential for bias in the generated output. The assignment tasks align with marketing practice, and guidance is provided on how to adapt and update the assignment. [ABSTRACT FROM AUTHOR]

Gamification has emerged as a powerful tool in education, especially in disciplines like marketing, where practical application of knowledge is essential. This article presents the results of a study comparing gamified learning and traditional lecture-based methods in teaching consumer behavior. The game, titled 'Snack Shopper’s Dilemma,' focused on simulating a retail environment where students made strategic marketing decisions for an FMCG snack products. Two groups of students participated in the study—one using the game-based approach and the other following traditional learning methods. The study found that gamified learning increased engagement, improved comprehension, and offered a more enjoyable experience, ultimately leading to better learning outcomes and practical skills application. [ABSTRACT FROM AUTHOR]

This manuscript examines the adaptation and integration of intergenerational learning to create an inclusive marketing education environment. The development of innovative course designs to promote intergenerational learning and age-friendly curricula is an opportunity for educational institutions, given a demographic shift in many parts of the world. An innovative course design is featured that addresses a gap in marketing education literature regarding intergenerational classrooms, aligning with AACSB's societal impact objectives and the UN Sustainable Development Goal #4 – to promote inclusive education and lifelong learning opportunities for all. Guided by the contact hypothesis, we discuss a modular approach to intergenerational classrooms that promises to break down barriers for older adult learners, increase the effectiveness of intergenerational learning, and benefit students of all ages. This manuscript features a three-week intergenerational module integrated into a semester-long (16-week) consumer behavior course consistent with experiential learning theory principles. We use this module to illustrate the potential of integrating intergenerational learning in marketing education and highlight the necessary conditions to adopt similar modules in other marketing classes. This approach fosters environments conducive to inclusivity and societal wellbeing. [ABSTRACT FROM AUTHOR]

At a time when national discourse in the USA centers the need for professionalization, regulation, and surveillance, this article emphasizes the ways in which neoliberal logics harm those working in early childhood education in the USA. While stakeholders at every level debate proposed solutions to the early childhood education crisis, largely related to furthering regulation, this article brings forward the voices of those doing the work and rejects the idea that neoliberal logics will lead us collectively away from a situation that they created. Guided by the tenets of critical qualitative inquiry, I use narrative inquiry to explore the stories of early childhood educators working in an underfunded, undervalued field. In this article, I highlight two resonant themes that spanned the participants' narratives, which are related to the impacts of scarcity and surveillance in early childhood education spaces. Based on my findings, I make the claim that early childhood education professionals are strained by increased regulation and surveillance amidst an already toxic prevalence of scarcity of various forms, and that shifts to further regulate the field should consider the voices of the people working in these spaces. [ABSTRACT FROM AUTHOR]

This article aims on analkysing the current educational environment in the field of economics and marketing in order to determine the influence of online education over the students educational experience in hybrid or online forms of education in comparison with physical education. The context of rapid conversion of the educational institutions educational systems based on physycal attendance to an online based approach due to the pandemic of 2020 was regarded as a prime factor of the analysis that was based on case studies research, reviewing data from universities such as Netaji Subhas University and Tamaulipas Mexic University in order to obtain a global perspective of the impact of the digitalization phenomena in education. The quantitative case studies chosen offer an accurate image of the reality the university sistems had to accommodate to in order to follow the process of education as well as the downsides and limitations of educational systems based on online interaction, showcasing the affinity of students towards more traditional methods of education. The technologies used in order to establish such educational systems were discussed, from hardware limitation to software key elements that made possible for students to attend online courses during the pandemic, leading for university to increase the number of online educational programs. [ABSTRACT FROM AUTHOR]

Flipped classes have been gaining in popularity in recent years, and yet only a handful of marketing education papers have examined flipped class methods. In a time when creative methods for engaging students online and in-person are critical, this study analyzes open-ended, qualitative student comments from a flipped class course to explore the benefits and drawbacks of this method. This paper will also examine the qualitative student feedback through the lens of adult learning theory (ALT) to see the ways in which student comments overlap with best practices in the adult learning field. Three sections of a business communication course were converted into a flipped class, and qualitative responses from 84 students were analyzed. This research will help fill a much-needed gap in the marketing education literature by providing key insights into flipped class approaches while also connecting them with ALTs, which have heretofore remained under-explored in marketing education. [ABSTRACT FROM AUTHOR]

Copyright of Hacettepe University Journal of Economics & Administrative Sciences / Hacettepe Üniversitesi Iktisadi ve Idari Bilimler Fakültesi Dergisi is the property of Hacettepe University, Faculty of Economic & Administrative Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Premier management institutes in India often lack the inclusion of issues that negatively impact marketing system outcomes and the appropriate pedagogical strategies in their marketing curricula, with some exceptions. In these institutes, students, a culturally homogenous group, are far removed from the life worlds of subsistence consumers and cannot relate to them, creating pedagogical challenges for instructors. To address this, we introduced 'autoethnography' complemented by research-based exercise of 'students graphies' as pedagogical strategy in our Rural and Inclusive Marketing (RIM) course. Autoethnography legitimizes personal experiences as a knowledge source. The course seeks to sensitize students toward subsistence consumers from rural India, who comprise 65% of the Indian population. We integrated the socio-culturally situated life experiences of both instructors and students as sites for knowledge creation. We propose this strategy as a macromarketing pedagogy to understand 'macro' wicked problems, such as poverty and inequality, through the 'micro' lens of the lives of subsistence consumers. Qualitative findings indicated increased awareness and sensitivity among students toward subsistence consumers and their issues. However, students also highlighted the subjectivity of individual life experiences as a limitation of this strategy. We finally offer ways in which autoethnography can be used as a pedagogical strategy to increase awareness about wicked problems and improve the outcomes of the marketing system. [ABSTRACT FROM AUTHOR]

Incorporating technology into the classroom to facilitate learning outcomes is essential to preparing the next generation of macromarketers given the pedagogical importance of multiliteracies and digital storytelling. StoryMaps was the platform for a semester-long project of a global business course in which students created and presented a digital story of how a chosen company should be resilient in the face of changing and interconnected macro factors, as well as the societal and sustainability implications of its decisions. The quantitative and qualitative findings of the student outcomes are reported, including their learning about the complexity of multiple stakeholders and ethics and sustainability in business. The implications for how technology can be used to incorporate macromarketing into the business classroom are discussed. [ABSTRACT FROM AUTHOR]

This article aims on analkysing the current educational environment in the field of economics and marketing in order to determine the influence of online education over the students educational experience in hybrid or online forms of education in comparison with physical education. The context of rapid conversion of the educational institutions educational systems based on physycal attendance to an online based approach due to the pandemic of 2020 was regarded as a prime factor of the analysis that was based on case studies research, reviewing data from universities such as Netaji Subhas University and Tamaulipas Mexic University in order to obtain a global perspective of the impact of the digitalization phenomena in education. The quantitative case studies chosen offer an accurate image of the reality the university sistems had to accommodate to in order to follow the process of education as well as the downsides and limitations of educational systems based on online interaction, showcasing the affinity of students towards more traditional methods of education. The technologies used in order to establish such educational systems were discussed, from hardware limitation to software key elements that made possible for students to attend online courses during the pandemic, leading for university to increase the number of online educational programs.

Students’ approaches to learning, including deep, surface, or strategic methods, significantly impact their academic success and skill development. This study investigates the transition in learning approach preferences among marketing majors, comparing junior-level students beginning their upper-division business coursework with senior-level students completing their marketing capstone course. Results show that use of the strategic approach prevails in both groups, with a notable increase in engagement with deep learning over time and a decrease in reliance on surface approaches. Additionally, gender differences reveal that females prefer the strategic approach more strongly, particularly in the capstone course. Of the three learning approaches, the use of the strategic approach relates most positively with academic achievement satisfaction and the acquisition of sought-after, generic skills. This exploratory research fills a gap in the marketing education literature by examining the transition in learning-approach preferences over time. It underscores the importance of promoting strategic learning behaviors in curriculum and course delivery. Implementing strategies to cultivate strategic learning will aid students in achieving their academic performance and skill development objectives. [ABSTRACT FROM AUTHOR]

To better understand the marketing education discipline, this research uses an eleven-year (2013–2023) systematic bibliographic content analysis of teaching and pedagogy paper topics that are part of the Society for Marketing Advances (SMA) Annual Conference Proceedings. Since many marketing educators present works in progress at conferences before submission to a journal, this analytical approach allows researchers to better understand what marketing academics believe are the most relevant topics over the past decade. Using a semi-automated content analysis of each proceeding focusing on marketing pedagogy topics, eight distinct marketing teaching topics were found. These eight topics and potential new, emerging topics are discussed. Implications for the marketing education field and areas for future pedagogy research are discussed. [ABSTRACT FROM AUTHOR]

The marketing industry is rapidly evolving, prompting educational programs to adapt and provide graduates with relevant skills and knowledge. This systematic literature review and bibliometric analysis (SLRBA) explores the incorporation of problem-based learning (PBL) in marketing education. PBL is a teaching approach that encourages students to solve real-world problems by integrating theory and practice, thereby improving their critical thinking and decision-making skills. Our review synthesizes data from 71 sources, detailing the definition of PBL, strategies for its implementation in marketing education, and the associated benefits and challenges. The findings show that PBL enhances student engagement, provides hands-on experience, and equips students for real-world marketing challenges. Effective strategies for PBL adoption include leveraging social media, serious games, E-learning, and feedback systems to facilitate active learning and student participation. However, PBL poses challenges, such as high resource requirements, student resistance, and concerns over information accuracy. This review underscores the importance of PBL in closing the gap between theoretical concepts and practical skills, helping marketing students better meet industry expectations. The paper concludes with suggestions for future research and best practices for integrating PBL in marketing education. [ABSTRACT FROM AUTHOR]

Copyright of Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article aims to present a critical analysis of Brazilian educational policies, addressing the transformations that have occurred in the educational system and the different resistances to the neoliberal model that has consolidated over recent decades. The analysis considers changes in educational policies from the 1980s to the present, a period during which education in Brazil has been progressively commodified, with school management increasingly guided by principles of efficiency and productivity. This process took place under the strong influence of neoliberal policies structured by countries such as the United States and the United Kingdom, which introduced a technocratic view of school administration and reduced the role of education to a market logic, often disregarding local specificities and needs. In contrast to this model, various forms of resistance have emerged, advocating for a more liberating and dialogical education inspired by Paulo Freire's ideas, which emphasize the active participation of communities in the educational process. A significant example of these resistances is the Landless Workers' Movement (MST), which develops educational practices specifically for rural communities, proposing an education that considers local realities and promotes social emancipation, in contrast to the technocratic and standardized approach imposed by neoliberalism. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Educational Research (22196064) is the property of Association of Arab Universities and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The intensity of between-school pupil mobility in Flemish regular primary education is measured for the first time, using enumerative data about a birth cohort. Given the lack of internationally established measures, several indicators representing the system's, the pupil's, and the school's point of view are introduced. It turns out that the level of mobility is significant, as compared to other atypical events in pupils' trajectories. The consequent importance of mobility as a nuisance factor in education research is discussed. The under-researched issue of school definitions is shown to have an impact on mobility measurement in Flanders and is discussed from the wider perspective of effectiveness research. Directions for future research about between-school pupil mobility are set out. [ABSTRACT FROM AUTHOR]

Definition: "Brand" is a term relating to organizational activities designed to synthesize and manage various complementary elements, such as visual identity, online presence, and reputation, in order to create a tangible sense of value to which people can make emotional attachments. "Higher education" refers to universities and other similar organizations that offer qualifications at degree level and above, and it represents the upper-most level of formal education in most countries. "Students" in this context are individuals attending university to study degree-level qualifications at bachelor's, master's, and doctorate levels. [ABSTRACT FROM AUTHOR]