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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]

This article is about the life journeys and influential contributions of six marketing visionaries: Wroe Alderson, Robert Bartels, Philip Kotler, Michael Baker, Jagdish Sheth, and Shelby Hunt. Drawing from a range of sources including research journals, biographies, autobiographies, popular press articles, personal websites, and curriculum vitae, the study examines: 1) Personal Life, 2) Education and Career, and 3) Key Contributions to Academia and Society. This exploration informs how the visionaries have shaped the field of marketing, each leaving a distinct legacy that continues to influence contemporary marketing practices. By presenting a multifaceted understanding of their life journeys and contributions, this article serves as an invaluable resource to comprehend the human beings behind the research that may have shaped their influential contributions to the marketing discipline. [ABSTRACT FROM AUTHOR]

This article provides an in-depth analysis of the evolving landscape of business and marketing education, accentuated by technological advancements, globalization, and the emergence of digital competitors. I underscore the challenges confronting traditional educational institutions arising from tech giants like Google and innovative e-learning platforms such as Udemy. The exacerbation of these issues in the post-pandemic environment is marked by escalating mental health concerns, a deficiency in practical skills acquisition, shifting student preferences, and debates surrounding the value proposition of college tuitions and business qualifications. Despite efforts to integrate immersive technologies and experiential learning strategies, a noticeable absence of pragmatic skills and learner-centric pedagogies persists within higher education paradigms. I introduce MECCDAL—a holistic, execution-oriented seven-pillar framework tailored to navigate contemporary challenges within an AI-infused, mental wellness-aware post-pandemic context. MECCDAL is an acronym derived from Latin terminologies: M ens (mind), E xecutio (execution), C or (heart), C orpus (body), D igitus (digital), A nima (soul), and L ingua (language). Through a detailed case study conducted at the American Institute of Business Experience Design, I illustrate MECCDAL's efficacy in augmenting business and marketing educational delivery mechanisms while fostering both collective and individual well-being alongside enhanced innovation and implementation competencies among students. [ABSTRACT FROM AUTHOR]

Current research on the in-class discursive realities in English as a Medium of Instruction (EMI) classrooms has been mostly restricted to whole class scenarios, whereas student-student interactive discourse in task-based activities is largely ignored. This study explores peer interactions among university students in an EMI marketing course in China, specifically focusing on repair practices. The data mainly comprised transcribed recordings of 26 peer interactions during two types of tasks, i.e. topic discussions and simulations. Findings reveal that the task type plays an important role in how various trouble sources are addressed. In both task types, there is a dominance of factual repairables, which are addressed through various collaboratively constructed repair trajectories. However, the relatively informal yet concept-related topic discussions elicit more frequent repair in general and linguistic-form related repair in particular than the relatively formal but hands-on natured simulations, though the latter type of task leads to more procedural and processing-related repairs. Implications are discussed regarding the importance of raising teachers' awareness that different activities hold different language and content learning opportunities in peer interactions in EMI classes. [ABSTRACT FROM AUTHOR]

To prepare students for multicultural environments and understand consumers from different backgrounds, marketing educators must incorporate diversity into their curricula and recognise the importance of decolonisation by considering First Nations' perspectives to promote reconciliation and better outcomes. This paper reports on a novel approach of students working directly with First Nations businesspeople to gain an applied understanding of Indigenous cultural learning. The study examines the influence of this approach on students' learning and cultural understanding, as well as how the teaching approach and authentic assessment design within the unit improve the confidence of students to apply these learnings and engage in culturally informed practices, both presently and in their future careers. Through embracing an applied learning experience and critical self-reflexivity, students gained a greater appreciation and respect for First Nations peoples resulting in a transformational shift in their attitudes, leading to greater empowerment, respect, competence and confidence in their cultural awareness to work with First Nations. The paper fills a gap in the literature by highlighting a teaching and learning approach that engages and builds students' Indigenous cultural competencies within the marketing discipline through a strength-based approach, thus promoting cultural sensitivity and effective communication with diverse populations. [ABSTRACT FROM AUTHOR]

This document, titled "Embedding the United Nations Sustainable Development Goals (SDGs) in Marketing Education," discusses the increasing calls for the marketing discipline to engage with the UN SDGs. The article argues that marketing should create value for all stakeholders, including the community and the environment. It highlights the importance of marketing educators incorporating the SDGs into their curricula and provides examples of how this can be done. The document also presents several articles that explore different approaches to embedding the SDGs in marketing education. Overall, the authors emphasize the need for marketing practitioners and educators to proactively engage with the SDGs to address global challenges. [Extracted from the article]

This study analyzes the effectiveness of two low-cost and easy-to-implement activities (a brief talk and a case discussion) in engendering interest and awareness toward climate action in a typical Principles of Marketing course. Our findings indicate that, consistent with existing research, women are more likely to be concerned about climate change and more willing to contribute to its mitigation. We found that the talk alone had limited effects, only increasing the likelihood of students reporting the importance of climate change education in their business degree and marketing classes. However, the combined approach of talk and case discussion had a more far-reaching impact, as students reported, for example, a higher willingness to donate, volunteer, and change behavior. These results suggest that even a limited and easily applied intervention can have positive effects on the achievement of Sustainable Development Goal (SDG) 13. [ABSTRACT FROM AUTHOR]

The 21st century's growing societal and environmental challenges are ubiquitous. The combination of knowledge, values, mindsets, and abilities needed to address these challenges requires educating society about the simultaneous pursuit of economic, environmental, and social goals as advocated by the United Nations' (UN) Sustainable Development Goals (SDGs). This research aims to review the academic literature on how Higher Education Institutions incorporate the SDGs into the marketing curriculum. In this regard, the expected outcome is to assist marketing academics in developing a curriculum aligned with the SDGs. An integrative literature review including 40 articles led to three core themes: Integration, Transformation, and Leadership. Building on these themes, the article contributes to marketing education through the 3Es framework (Engage, Expand, Enact) for embedding the SDGs in the marketing curriculum: "Engage" integrates sustainability knowledge into the existing marketing curriculum by fostering debates and reflection around the SDGs. "Expand" transforms values and attitudes among marketing students and staff using transformative and experiential pedagogical tools. This leads to "Enact" with leadership and partnerships within and outside the university, which leads to collaborative actions aligned with the SDGs. [ABSTRACT FROM AUTHOR]

This paper discusses the creation and implementation of an experiential learning assignment focused on the United Nation's Sustainable Development Goal (SDG) 12, which aims to ensure sustainable consumption and production patterns. Using a grounded theory approach that combines analyzing 90 senior-level marketing students' reflective essays alongside 63 pre- and post-assignment survey responses, we develop the "RESCUER" framework which combines active and passive learning elements. We demonstrate how active learning layered on top of passive methods can be an effective means to generate more responsible consumer behaviors within a complex food supply system. Students begin with passive learning components in the form of readings and lectures (labeled R esources), before E ngaging with mindfulness in an active learning activity that involves the selection, purchase, and preparation of perishable food for a salad. The framework also includes the important effects of S ocial influence and its role in how C ognizance and U nderlying problem salience are generated. Finally included are factors that E xpedite the process of generating cognizance and problem salience such as the ready availability of relevant facilities (e.g., the existence of a garbage sorting system), which can enable more R esponsible consumer behaviors. [ABSTRACT FROM AUTHOR]

The United Nations' Sustainable Development Goals (SDGs) provide a framework for building sustainable marketing strategies to improve social and natural environments. Marketing is a key factor for achieving SDG12, "Ensuring sustainable production and consumption patterns," and a new kind of marketing education is needed to engage and transform students accordingly. In a sustainable marketing class, we asked students to weave a rug from recycled clothes, then estimate its selling price, considering its production and environmental costs. This arts-and-crafts-based pedagogy gave students a deep understanding of the requirements of SDG12. It was engaging for students and highlighted the role marketing can play in raising willingness to pay higher prices for more sustainable products. In sum, this class achieved transformative sustainability learning in line with the Head, Hands, and Heart framework proposed by Sipos et al. [ABSTRACT FROM AUTHOR]

The role and importance of sustainability are increasing multi-fold, and responsible organizations across the globe are aligning with the United Nations (UN) Sustainable Development Goals (SDGs). Integrating the UN SDGs into marketing education, especially curriculum, has received scant attention in the marketing education literature, even though 880 business schools have become Principles for Responsible Management Education (PRME) signatories. This exploratory study attempts to address the gap. It describes an instructor's attempt to integrate two SDGs, 8 and 12, into a marketing elective course, BoP & Rural Markets, using an experiential rural market project. The students were asked to use the lens of SDG 8 and 12 to understand the rural marketplace and its stakeholders during their field visit. This article describes the rural market project, spread across four experiential learning stages, and assesses its impact on sensitizing the students about SDGs. The whole experience, with its challenges and potential areas for improvement, is shared, and some lessons for marketing educators are identified. Finally, this article highlights some limitations of the approach and pinpoints directions for future work. In sum, this experiential project, a unique pedagogical intervention, helped increase the participants' awareness and encouraged them to come up with possible recommendations for the issues around the two SDGs. [ABSTRACT FROM AUTHOR]

This qualitative study aims to explore how a university-level School of Marketing integrates the Sustainable Development Goals (SDGs) into curriculum, using Bloom's Taxonomy, and to develop a reflective process that could be applied within tertiary education, more broadly. The research investigates the depth of SDG integration, with marketing subject coordinators mapping the Goals within their teachings across Bloom's dimensions, then identifying and reflecting on how they are embedded. The reflective process has revealed that some subjects are directly mapped to SDGs, for example where students are required to work on an assessment task which relates to a specific Global Goal [1]. The results also show that other subjects are indirectly mapped, such as where subject coordinators discuss topics linked to Goals or Targets but do not explicitly state this content is SDG-related. To effectively implement SDGs within teaching and learning practice, marketing subjects require an evaluation method to identify gaps and opportunities. Therefore, this reflective process enabled subject coordinators to recognize gaps in their own SDG knowledge and teaching, a process through which future marketing subject curriculum modifications can be developed, with possible applications in other disciplines. [ABSTRACT FROM AUTHOR]

We examine a bottom‐up approach to consumer and marketing education for subsistence consumers, that is, those with low income and relatively lower literacy levels. They face a variety of cognitive and other constraints, with difficulty in abstract thinking being a central issue that is critical for effective decision‐making. We study the impact of marketplace literacy education, with its unique bottom‐up approach, on abstract thinking in the consumer domain. We test the effectiveness of a bottom‐up educational approach, which covers concrete examples before abstract concepts, compared to the reverse sequence of a top‐down approach. We find that the bottom‐up approach in marketplace literacy education leads to more abstract thinking in the consumer domain compared to a top‐down approach. We discuss the implications of this research for consumer affairs. [ABSTRACT FROM AUTHOR]

Purpose – Given the pressing global challenges underpinning the United Nations’ Sustainable Development Goals, marketing managers can no longer focus only on purely economic outcomes but must simultaneously respond to social and environmental concerns. This requires the teaching of new competencies in marketing education, as also reflected in today’s accreditation requirements for business schools. Therefore, this paper aims to explore how current research into marketing education incorporates sustainable development. Design/methodology/approach – Through a bibliometric literature review – examining 71 publications using the bibliographic coupling method – the current research front in marketing education is analysed. Findings – This paper identifies seven trending topics in marketing education research that both highlight a currently prevalent sustainability gap in marketing education research and – when combined into a framework – help marketing education researchers and educators to address this gap. Originality/value – This paper extends the already established concept of education for sustainable development to include the concept of marketing education for sustainable development (MESD) for the first time. The MESD framework combines its raison d’être with guidance on how sustainable development should be taught and what the learning objectives should be for future marketing managers. Propósito – Dados los apremiantes retos mundiales que sustentan los Objetivos de Desarrollo Sostenible (ODS) de las Naciones Unidas, los directores de marketing ya no pueden centrarse únicamente en los resultados puramente económicos, sino que deben responder simultáneamente a las preocupaciones sociales y medioambientales. Esto requiere la enseñanza de nuevas competencias en la educación de marketing, como también se refleja en los requisitos de acreditación actuales para las escuelas de negocios. Por lo tanto, este documento explorará cómo la investigación actual sobre la educación en marketing incorpora el desarrollo sostenible. Metodología – A través de una revisión bibliométrica de la literatura -examinando 71 publicaciones mediante el método de acoplamiento bibliográfico- se analiza el frente actual de la investigación en educación en marketing. Resultados – En este artículo se identifican siete temas de tendencia en la investigación sobre educación en marketing que ponen de manifiesto una laguna en materia de sostenibilidad que prevalece actualmente en la investigación sobre educación en marketing y que, combinados en un marco, ayudan a los investigadores y educadores en educación en marketing a abordar esta laguna. Originalidad – Este artículo amplía el concepto ya establecido de Educación para el Desarrollo Sostenible (EDS) para incluir por primera vez el concepto de Educación en Marketing para el Desarrollo Sostenible (EMDS). El marco EMDS combina su razón de ser con orientaciones sobre cómo debe enseñarse el desarrollo sostenible y cuáles deben ser los objetivos de aprendizaje para los futuros directores de marketing. 目的 – 鉴于联合国可持续发展目标（SDG）所依据的紧迫的全球挑战, 营销经理不能再只关注纯粹的经济成果, 而必须同时应对社会和环境问题。这就要求在营销教育中教授新的能力, 这也反映在当今商学院的认证要求中。因此, 本文将探讨目前对市场营销教育的研究是如何纳入可持续发展的。 方法 – 通过文献计量学文献综述–使用文献耦合法对71份出版物进行研究–分析了当前市场营销教育的研究前沿。 研究结果 – 本文确定了营销教育研究中的七个趋势性课题, 这些课题既突出了当前营销教育研究中普遍存在的可持续发展差距, 又–当结合成一个框架–帮助营销教育研究者和教育者解决这一差距。 原创性 – 本文扩展了已经建立的可持续发展教育（ESD）的概念, 首次将可持续发展的营销教育（MESD）的概念纳入其中。MESD框架将其存在的理由与指导如何教授可持续发展以及未来营销经理的学习目标相结合。

In this commentary, I use selected autoethnographic passages from my life in teaching to reflect on what, if anything, the designation of 'critical' might mean in my own practice of marketing education. I draw selectively on some ideas from educational and critical theory, particularly the notion of interpellation as applied to marketing academics, to reach the conclusion that my personal idea of critical marketing pedagogy is probably closer to the notion of classroom education as a subversive practice than it is to any neo-Marxist versions of liberatory pedagogy. Ernest Hemingway suggested that the primary virtue of a writer's education ought to be the refinement of the students' ability to detect crap. By nurturing the fundamental transferable life-skill of crap detection, I like to think that marketing can fulfil a worthwhile pedagogic role alongside the other subjects in a liberal intellectual university curriculum. [ABSTRACT FROM AUTHOR]

We introduce a feminist pedagogical approach to marketing education through designing gender transformative advertising pedagogy, to promote diversity, ethics and gender justice in the classroom towards developing more inclusive industry practice and cultures. We detail how this was implemented through feminist praxis and a problem-based learning assessment task. Our analysis highlights that the feminist classroom raises consciousness of sexist advertising which can awaken students to unconscious gender biases. Further, we demonstrate how gender transformative advertising pedagogy encourages students to confront representational conventions of gender, with students aiming to portray diverse subjectivities yet struggling to transform femininity and relying on more 'palatable' forms of masculinity. Finally, we make the case for the marketing classroom as a site for gender justice, where through incremental action students come to link gendered structures with marketing practices and become equipped to act as agents of feminist change in and beyond the classroom. [ABSTRACT FROM AUTHOR]

This paper explores the potential of Slam poetry to serve as a transformative and emancipatory pedagogic tool for marketing education. An under-researched style of poetry within the field of marketing pedagogy, Slam's ability to foster compassionate criticality through the creative presentation of subjective voices feeds into the broader business school agendas of responsible management education and decolonisation. Through situating the audience, Slam poetry offers a resonant method to harness critical reflexivity away from the traditional conventions of academic expression. Extending extant research on the role of poetry, the paper argues that the efficacy of Slam poetry through meaningful, accessible dialogue rooted in the vernacular becomes an important dialogical encounter for individuals to understand other subject positions. Through the application of Slam as an emancipatory tool, individuals are afforded intellectual freedoms as critically reflexive citizens engaged in the serious business of emotion. [ABSTRACT FROM AUTHOR]

This study presents the findings of a pedagogical case study examining a framework for developing innovative theory in postgraduate marketing education. The article describes a theory-building framework introduced to a postgraduate marketing course in order to enable students to examine, collaboratively and critically, a number of apparent paradoxes within contemporary commercial promotion and consumer behaviour. The article examines the pedagogical context for the framework, invoking the recently published account of Mark Fisher's 'exit' pedagogy. The article focuses on the example of a case study of student-led theory development, tracing a series of stages to examine and explain promotional practices. Features such as critical reasoning, deliberation, synthesis and consensus building are exhibited through the stages of theory building. The approach ultimately contributes to developing an innovative approach to teaching theory through a framework that empowers theory development. [ABSTRACT FROM AUTHOR]

This article provides an empirical study of assemblages of well-being and belonging in the everyday lives of young adults. Using a discursive-narrative reading, I analyse how a sense of well-being and belonging emerge in the life assemblages of the research participants. The article is based on an ethnographically grounded longitudinal life-history study (2019 – ongoing) with six Finnish young adults. The analysis is based on the notion that all the interviewees seemed to have given up some education or work-related dreams they had in upper secondary school and that some of the assemblages they had previously viewed as suitable or desirable no longer seemed right. What emanated from the data were narrations about the search for a new situation in life in which the participants sensed well-being and belonging. The results of the data reading suggest that the overarching element of the assemblages is that they should enable the participants’ sense of well-being and belonging. This meant neither an individually governed success story nor a materialistically rich life for the participants but instead meant enabling a softer, more ‘my kind of’ everyday life that included important social relations and a suitable tempo and support at work. [ABSTRACT FROM AUTHOR]

To provide the current student generation with an innovative online learning method, podcasts with science fiction short stories are introduced to marketing education. Findings from neurology and psychology point to positive effects of storytelling for gaining knowledge and developing interpersonal skills. Science fiction stories challenge common conceptions and enable students to engage with upcoming marketing issues in creative ways. An overview of eight marketing related science fiction stories is provided that are available for download as open access podcasts, with 23 more management and economics podcast stories available in the online appendix. To show how science fiction podcasts can be implemented in class, one of the stories is discussed in more detail. Further suggestions for implementation and possible challenges are outlined. [ABSTRACT FROM AUTHOR]

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The threat of rapid and unpredictable climate change means we must urgently transition human lifestyles into a restoration economy, with a focus on restorative development instead of new development or conservation of old modes. To support that project, marketing educators must rethink their discipline and their responsibilities, challenging legacy marketing teaching and 'business as usual'. To assess current practice, a global survey of 200 marketing faculty identified three clusters by climate consciousness: Engaged, Conflicted, and Traditionalist. Analysis of open-ended comments identified three themes: Felt need for change, Barriers to change, and Action to take. Building on these findings, we identify anti- and pro-restoration mechanisms in our disciplinary practice at societal, university, and individual level. We present those mechanisms in a new framework highlighting the discourses that reinforce and challenge engagement and agnosis. Agnosis is a socio-cultural and psychological phenomenon underlying the current collective failure to engage with climate change. We challenge colleagues to confront agnosis and offer individual, disciplinary, and institutional actions that support transition to net-zero carbon marketing logic. [ABSTRACT FROM AUTHOR]

This paper outlines a practical pedagogical framework for integrating AI-driven analytics into marketing education, tailored to equip students for the fast-evolving industry. Central to this approach is an iterative model that adapts teaching strategies to keep pace with technological advancements and industry demands. The framework emphasizes practical application, steering curriculum development towards the inclusion of AI tools like machine learning and predictive analytics, and crafting experiential learning opportunities. A focused examination of current teaching methods reveals gaps and introduces actionable solutions for fostering analytical skills essential for the AI-enhanced marketing landscape. The model not only advocates for a balance between theory and practice but also addresses challenges such as resource accessibility and the necessity of ethical considerations in AI education. By promoting interdisciplinary collaboration and continual curriculum refreshment, the paper positions the model as an essential blueprint for nurturing future marketing professionals capable of leveraging AI analytics for strategic decision-making. The conclusion calls for academia-industry partnerships to further enrich marketing education and underscores the importance of this framework in preparing students for successful careers in AI-driven marketing. [ABSTRACT FROM AUTHOR]

Purpose: After reviewing the literature focused on real-world course–client marketing projects as well as the literature regarding teaching entrepreneurial marketing (EM), the current paper assesses a census population (N = 106) of course–client projects selected by the current author via Riipen – an online course–project matching hub – for marketing courses taught from Spring 2018 through Spring 2023. The purpose of this paper is to uncover and explore the degree of EM teaching relevance of said course projects over the five-year span indicated. Design/methodology/approach: All Riipen-sourced course–client projects selected by the current author for marketing courses taught from Spring 2018 through Spring 2023 (N = 106) were reviewed so that broad project-level and firm-level characteristics and trends – especially EM relevance – could be excavated and assessed over the five-year/10-semester span. In addition, an in-depth qualitative primacy-recency/bookend approach was taken with regards to the first semester (Spring 2018) and the most recent semester (Spring 2023). Findings: The main finding is that Riipen-sourced course–client projects exhibited an increasingly high degree of EM relevance between Spring 2018 through Spring 2023. Project representatives at the founder/co-founder level or the equivalent made up only 20% of the pool in Spring 2018 yet constituted slightly over 94% of the pool by Spring 2023. Similarly, whereas only 33% of firms sourced and selected in Spring 2018 were in startup mode, fully 100% of firms selected in Spring 2023 were in startup mode. Research limitations/implications: The population of 106 Riipen-sourced-and-selected course–client projects do not represent a statistically valid basis for "apples-to-apples" comparisons because: the population of projects was spread across multiple courses and across multiple semesters over a five-year span where many shifts and trends were ongoing – including impacts to course-delivery modality due to COVID-19, and it is likely that unconscious idiosyncratic biases of the current author were operant during selection. Moving forward, researchers are encouraged to pursue questions such as the following: are there statistically significant EM-related learning outcomes that differ for students paired to projects that vary across the preliminary project taxonomy detailed? Practical implications: Many practical teaching recommendations regarding effective ways to source, select and integrate high-EM course–client projects into otherwise standard-issue marketing courses are made. The paper also serves as something of a primer on how best to source and adapt Riipen marketing projects. Cautionary teaching notes and recommendations based on the current author's observations are also shared. Social implications: Over the course of the five-period (Spring 2018 through Spring 2023), it was observed that a rapidly increasing percentage of firms on the Riipen platform self-identified as female-owned, minority-owned and/or LGBTQ-owned. Similarly, a moderately increasing percentage of marketing projects with "social entrepreneurship" and/or "social impact" and/or "environmental impact" elements were posted to the platform. Originality/value: To the best of the author's knowledge, this is the first peer-reviewed journal article to explore the EM value of real-world course–client marketing projects sourced via Riipen. [ABSTRACT FROM AUTHOR]

This study compares choice factors between online education suppliers and consumers. While research on online education's effectiveness in public institutions is extensive, there is a scarcity of studies comparing choice factors in the online education market. To bridge this gap, a survey was conducted among paid online learners to understand their intentions, preferred areas of study, and engagement levels. Data were analysed using SPSS 25.0, including frequency analysis, validity assessments, and multiple regression analysis to examine relationships between choice factors and satisfaction. Supplier choice factors included education costs and location, while consumer choice factors encompassed instructor expertise, content quality, and education effectiveness. This study's results offer valuable insights into the online education market, highlighting distinct priorities for suppliers and consumers. This research contributes to a better understanding of the online education landscape, providing critical insights for suppliers and policymakers to tailor offerings, improve quality, and optimize online education's effectiveness. Acknowledging consumer preferences and continuously enhancing services are crucial in meeting learners' evolving needs in this dynamic sector. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of the study is to investigate the impact of perceived value and academic entitlement on the online engagement of university students. The mediating effect of technostress inhibitor and teacher behavior between perceived value, entitlement and student engagement was also examined. Design/methodology/approach: The study used a quantitative research methodology, with data collected through a survey of 304 undergraduate students from a public university in Bahrain. Findings: The findings showed that perceived value and academic entitlement were significant predictors of online student engagement. At the same time, only technostress inhibitor was found to mediate those associations. An unexpected result was entitlement's positive and significant impact on student engagement. Practical implications: University decision-makers are strongly advised to enhance perceived value and support mechanisms for engagement, address technology-related concerns and improve teacher capacity and students' online learning experience. Originality/value: The study makes a distinct contribution by investigating how perceived value, academic entitlement, technostress inhibitors and teacher behavior influence student engagement in the online higher education context. [ABSTRACT FROM AUTHOR]

Purpose: Integrated marketing communications (IMC) is possibly "the richest and most accessible service-learning experience" in the marketing curriculum (Petkus, 2000, p. 68). Yet, despite this recognition, scholars and practitioners continue to lament the pronounced theory-practice gap between how IMC is taught and the practice of it in industry (Schultz and Patti, 2009; Kerr and Kelly, 2017). This research embeds IMC practice within a classroom setting and subsequently explores student marketers' perceptions of their skill development through experiential client-based learning. Design/methodology/approach: An in-depth qualitative study demonstrates the value of integrating experiential learning within an IMC course, captured through students' reflective practice. Findings: Evidence suggests that experiential, client-based projects are suitable for fostering key practice-based skills in the classroom through students "experiencing" IMC at work. However, this is not always easy. In fact, building key skills such as leadership, motivation, communications, organisation and teamwork presents various challenges for students, whilst students appear unaware of other pertinent skills (e.g. persuasion, critical thinking) gained through exposure to "real-world" IMC tasks. Practical implications: Instructors adopting experiential learning in the marketing classroom have an opportunity to actively design tasks to embed key workplace skills to bridge the theory-practice gap. Client-based projects offer fertile ground for students to experience marketing in action whilst ultimately bolstering their confidence in their workplace skills. Originality/value: This research contributes to the marketing education literature and acknowledges the importance of embedding key workplace skills into the contemporary marketing curriculum. An overview of challenges and solutions for instructors seeking to adopt experiential learning via client-based projects in the IMC classroom is presented within this research. [ABSTRACT FROM AUTHOR]

There is a natural, but underexplored, fit between internships management and project management. Building on the rational that project management can enhance the efficiency and effectiveness of higher education internships, this study argues that the benefits of internships are only fulfilled if initiation, planning, execution, and monitoring processes are developed in true dialogue and articulation between HEIs and host institutions. The increase of non-linear learning pathways and the shift from curricula and qualifications into skills demand new languages, more clarity, and a shared vision between HEIs and employers. With a focus on marketing internships, this article examines the need and relevance of building a common skills-based language, internally, within HEIs, and externally, with employers. Through an exploratory case study this work examines a specific HEI with increasing complexity, scale and diversity of marketing courses, training levels, students´ profiles and host institutions, placing language at the centre of internship management, reducing ambiguities and confusion. [ABSTRACT FROM AUTHOR]