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This case study outlines the use of client-sponsored research projects in a quantitative postgraduate marketing research subject conducted in a 12-week semester in a research-intensive Australian university. The case study attempts to address the dearth of recent literature on client-sponsored research projects in the discipline of marketing. Evaluation results provided from students in a 3-year period indicate support for the use of client-sponsored projects because they provide a number of benefits. In particular, students feel that such projects give invaluable opportunities to develop consulting and research skills that are highly sought after by industry. However, despite the advantages of the client-sponsored research projects, the quantitative nature of the marketing research subject is still an impediment to attaining high student quality teaching scores. Furthermore, there can be problems if students lack basic statistical knowledge, do not practice SPSS outside of class, and segment project tasks within the team. Finally, although client-sponsored marketing research projects can improve the profile of marketing research courses, they demand high levels of energy by the lecturer, a small class size (up to 35 students), and are dependent on a strong degree of client commitment.

This article provides a justification and an implementation plan for the establishment of a historical orientation across the undergraduate marketing curriculum. The justification for the historical perspective addresses three areas: tapping into the extensive body of knowledge in marketing history, practical implications, and critical thinking. The implementation plan involves recommendations drawing on two pedagogical approaches: (a) the degree to which topical marketing history can be infused into the marketing curriculum and (b) the development of a general historical perspective across marketing topics and courses (i.e., the role of marketing in history) by specifying historical contexts that are relevant to particular courses. General information on historical research methods in marketing is offered, and an example of a historical case analysis that illustrates a potential way to generate concrete practical outcomes from the historical context of marketing is included. Results of a survey of students show favorable responses to the discussion of the historical context of marketing in a senior-level marketing course.

Knowledge of marketing strategy is essential for marketing majors. To supplement and/or replace the traditional lecture-discussion approach, several pedagogical vehicles have been recommended to teach marketing strategy, including the analytic hierarchy process; career-planning cases; computer-assisted, simulated marketing cases; experiential projects; life-history analysis; product-management projects; scenario planning; shareholder-value analysis; simulation; Web-based cases; and Web-based business-intelligence tools. Each of these approaches incorporates marketing-strategy knowledge content that consists of concepts, theories, and conceptuaal frameworks. Noting that the approaches to teaching marketing strategy lack an overall, integrative theory, this article proposes (1) resource-advantage (R-A) theory as an appropriate, positive, integrative theoretical foundation for teaching marketing strategy, (2) several conceptual frameworks drawn from R-A theory that are useful in teaching marketing strategy, and (3) suggestions on how to approach teaching R-A theory in the classroom.

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 crossfunctional teaching and learning initiatives, as well as provide provocative material for stimulating marketing faculty discussions on the topic.

This article presents an effective course supplement for Principles of Marketing classes. An experiential project involving online auctions is offered to instructors seeking to create a more participatory student environment and an interactive teaching style. A number of learning points are illustrated that allow instructors to use an auction project to illustrate specific Principles of Marketing concepts as a living case study. Emphasis in the present context is given to the illustration of the marketing mix, consumer behavior, ethics, e-marketing, and marketing research topics. An example for more advanced purposes is also provided.

Students were surveyed to determine their beliefs and expectations prior to taking their Principles of Marketing class. The students were surveyed on the first day of class before any introduction to the course. The students were asked eight open-ended questions to determine their knowledge and awareness about marketing as a field of study. The results indicated that students believe marketing comprises selling, advertising, and promotion. Almost half of the respondents believe that marketing is a “bad business practice,” and nearly one-fourth thought that marketing was a poor career choice. Recommendations are provided for how to address student misconceptions and beliefs about marketing.

In this conceptual article, the authors describe an alternative course structure that joins learning key marketing concepts to creative problem solving. The authors describe an approach using a convergent-divergent-convergent (CDC) process: key concepts are first derived from case material to be organized in a marketing matrix, which is then used as the platform for creation of a marketing plan through various forms of creativity resulting in four maps developed through mind mapping, the technique of focus for divergent thinking in this article. Finally, the matrix format returns to summarize the key concepts, models, and major decisions identified during the first two phases. The student benefits from theCDCprocess in learning marketing both through the (re)discovery of what is well-established marketing knowledge and also through creative learning to solve practical problems continually in flux.

This research examines the reasons behind marketing majors’ decision to select marketing as a major, where students have the option to select more than one major toward their undergraduate degree. Results of surveys conducted at two universities, one in Australia and one in New Zealand, provide some new findings as well as extending findings from earlier studies. This research complements existing studies on the topic by providing empirical evidence from Australasia. The results also suggest that marketing is the most popular first-choice major for Australasian marketing majors.

A survey was conducted that attempted to determine the extent to which both general and specific relationship marketing concepts are covered in introductory marketing classes at the undergraduate and graduate levels. Factors that explain differencesin the coverage of relationship marketing topics are also explored. The results indicate that relationship marketing is more likely to be discussed in depth by recently graduated faculty or by faculty with research interests in channels, sales, business-to-business, or international marketing. Recommendationsare made to improve the integration of relationship marketing into these two courses.

The purpose of this study is to analyze undergraduate marketing students™ attitudes toward international marketing as a career and their perceptions about how well prepared they are to enter this arena. A national sample of students indicates that marketing majors are convinced that international marketing will increase in importance in the future, but they also believe that they are not particularly well prepared to choose this as a career. The data also indicate that marketing majors do not speak foreign languages in greater proportion than nonmarketing majors do and may not be learning the languages that businesses would prefer them to know. Implications for universities and the business community are discussed.

Research was conducted among undergraduates in the target market for a marketing research course to find ways of improving the course image, content, and teaching methodology. This study is unique because it applies the principles of marketing research to a course on marketing research, using the class to identify what students want from their marketing research course. Because the research was personally relevant to the students, they were highly motivated in a course that is historically unpopular. Students saw how they could work to improve their own experience and that of their peers, and they began to appreciate the value of carefully conceived and executed research in effective and successful service design.

The authors surveyed marketing academicians and practitioner members of the American Marketing Association who designated international marketing as a field of interest. This study compares and contrasts the importance each group places on 62 skill and research areas traditionally associated with international marketing education. The findings offer insight into areas of agreement between the two groups and identify gaps between their perceptions of the importance of a range of topics that includes general marketing knowledge, research, foreign languages, cultural differences, and world regions.

The qualitative assessment of scholarly journals plays an important role in promotion and tenure decisions, recognition, scholarly dialogue, and the contribution to the knowledge base of marketing. To aid marketing faculty and administrators in this assessment, the latest perceptions among marketing faculty regarding the relative hierarchical positioning of scholarly marketing journals are reviewed. Besides the overall ranking, the study segments journals along two dimensions: AACSB- / non-AASCB-accredited institutions (American Assembly of College Schools of Business) and marketing doctorate- / non-doctorate-granting institutions. The results of this study can be used by various marketing faculty constituencies to aid in evaluating publication importance via their selected reference groups.

Integrating theoretical disciplines has become one of the greatest challenges facing marketing educators. This article discusses an entrepreneurial educational program designed to provide students with a hands-on experience of operating a student-faculty marketing research agency. Results from a cumulative study that measured students' perceptions of their learning experiences are also presented.

The article reports on tests of several hypotheses about scholarly research in marketing, such as the tradeoffs among professional activities, the emphasis on research quality, the importance of journal evaluations in assessing performance, and the criteria used to evaluate journals. These issues differ based on factors like professorial rank and the presence of a doctoral program in marketing.

The authors found that students showed greater sensitivity than practitioners to social responsibility issues. However, three business ethics issues were identified for which marketing educators need to raise the ethical standards of students to be more consistent with those of marketing professionals. Educators should focus on the male students, who were less critical than the females of questionable business practices.

Marketing education has many facets, including recruiting students as marketing majors, educating students in marketing concepts and applications, and placing marketing graduates in the business world. This study reports the results of a survey which investigated student and employer evaluations of potential hiring criteria for entry-level marketing positions. Suggestions of how marketing educators can use the results to help their marketing graduates also are discussed.

The recent increase in interest in structural factors contributing to marketing thought development has grown primarily out of the work of the AMA Task Force on Marketing Thought Development. One aspect of marketing thought development briefly discussed but not elaborated on by the task force is the role of "retooling" programs in preparing nonmarketing Ph.D.s for careers in academic marketing. This important topic has received very little empirical investigation. The current study presents the results of an empirical investigation which studied the perception of retooling programs and retooled academics by marketing department heads and chairpersons in the United States. The results bring a clear focus to the role that such programs can play in both marketing education and marketing thought development. They also indicate some of the promise and potential limitations of these programs.

Marketing's declining share of all business degrees is a significant problem requiring the immediate attention of marketing educators. More effective recruiting of top quality marketing majors demands a greater understanding of the interests of students in the principles course. This study examines student importance ratings for various subject areas in the principles course and identifies diverse student segments.

This paper has three parts. Part one describes the initial attempt to teach undergraduate marketing students marketing research using an unstructured live-case method. Part two describes the program after the course was modified to make it more structured. The last section compares the unstructured and structured live-case methods.

As the management of information takes on greater importance, one key question becomes that of determining how the increased emphasis of this subject will be approached within the marketing curriculum. In this article one institution's innovative and effective pedagogy to solve this challenge is described. Through a marketing research course, students are exposed to the collection, use and management of information, as well as to the more traditional aspects of research.

This paper discusses an example of applying the classroom marketing research experience to an area of mutual student-administration concern—a college image study.

Doctoral study in marketing frequently includes a course on the devel opment of marketing thought in order to provide a historical perspective and framework for the analysis of marketing concepts. It is upon the im posing collection of source literature that the marketing discipline is founded. But when the student must keep abreat of current literature as well, the problem is posed of selecting the "most important" books and articles to be included in this area of marketing education. This paper suggests citation analysis as one means of identifying the foundation literature which continues to have direct influence on the development of marketing thought. A survey of both quoters and non quoters of source literature provided insights into reasons for quotation and opinions of "most important" foundation contributions. Finally, the paper examines the implications of these findings for doctoral study in marketing.

Growing interest in marketing history is providing a major new focus for marketing studies. This article examines the benefits of adopting a historical perspective in teaching marketing. This perspective involves both the historical "facts" and the techniques employed by historians, which can be particularly useful in areas unsuited to the application of scientific method. Suggestions are made for incorporating history into the marketing curriculum.

This article reports the results of a descriptive study of executives employed by commercial marketing research firms concerning certain aspects of academia. The results provide some useful insights related to the effective "marketing" of academic journals and college graduates

Introductory marketing students can certainly learn the fundamental marketing concepts and principles in the classroom. However, if students are to appreciate fully the complexities and the importance of marketing decision-making they should experience marketing in the business world. This article describes a project which has been used for the past four years to accomplish this end.

The federal antitrust acts have a strong influence on a number of marketing decisions. Although the acts are usually discussed in a basic marketing course, most introductory marketing textbooks do not discuss these acts in enough depth for the student to understand how marketing activities are affected. This article provides the marketing educator with a framework for introducing antitrust in the basic marketing course. Common terminology used in antitrust and key court decisions that established judicial standards in selected areas of antitrust are also presented for the marketing educator's reference.

This article reports the summary observations and opinions associated with the performance of the senior managerial task and reassesses the marketing educator's responsibilities in light of the experience. The observations and opinions are based on a recently completed two-year experience as Senior Vice President of Marketing for the Searle Optical Group (Pearle Vision Centers). Critical observations are made about the role of marketing in the firm, the most vital aspects of the job, the art-science debate, marketing and finance, working with people, dealing with inflation, and time pressures. These observations are then discussed in the context of the marketing educator s teaching, research and service responsibilities.

The introductory marketing course plays a key role in the marketing curriculum and in the curricula of other business maj}ors. This article reports the findings of a study designed to elicit marketing educators' views regarding (1) the relative emphasis currently being placed on various conceptual content and experiential areas in the undergraduate introductory course; (2) the ideal level of emphasis that should be placed on each area; and (3) the desirability of a two-course sequence in the introductory marketing course. Findings suggest that the concept of a two-course sequence has support among some marketing educators and that it should be carefully examined.

There are several different frameworks that mar keting professors can employ when teaching basic marketing, and within each framework a variety of topics can be investigated. This research effort examines marketing academician's preferences for basic marketing frameworks and topics at two dif ferent points in time -- 1973 and 1976. Marketing professors' preferences in 1973 are compared and contrasted with those reported in 1976.

The appropriateness of using historical case studies as an integral part of the marketing management class is discussed, with the rationale for this inclusion and suggestions for employing case studies as a teaching device. Several examples of cases and their applicability to marketing education are mentioned and useful sources of historical cases are listed.