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This paper reviews the published works of the Australasian Marketing Journal in its first 20 years. Findings suggest an emphasis on works and data from within the Australasian region (i.e., Australia, New Zealand and other countries in Asia); nonetheless, countries outside the region are also represented. An extensive range of topics are examined which has broadened over time. Most frequently occurring topics are marketing theory, relationships and education. More recently, works covering consumer behaviour, branding and public policy have increased in number. The review also identifies the most prolific and impactful individual authors and institutions based on the number of works published. As expected, these contributors come predominantly from within the region. In addressing the most cited works, a wider cross-section of global institutions are represented. The review concludes that AMJ has made a valuable contribution to the marketing and broader academic discourse. AMJ has become the leading marketing journal in the Australasian region and its global recognition continues to grow. The implications for AMJ in the future are to maintain a balance between global inclusion and interest, at the same time as providing a regional focus.

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Purpose -The purpose of this paper is to investigate the role Australian University marketing students' cultural backgrounds play in their learning and their perceptions of assessment and explores whether current assessments appropriately address the differing needs of a culturally diverse student population. Design/methodology/approach -The paper adopts a qualitative approach utilising five focus groups, each comprised of 12 students. Findings -Results indicate learning environments, learning and assessment approaches and assessment tasks each bring their own benefits, constraints and challenges to studying in a culturally diverse environment. Principles are presented for adoption by marketing educators in order to foster a vibrant, inclusive learning environment which meets the educational needs and wants of a culturally diverse student cohort.Research limitations/implications -The number of students representing different global regions or countries limited this study. With the exception of students from Australia and the Asian region, there were minimal students representing other cultural backgrounds despite every attempt being made to be culturally inclusive across global regions. Practical implications -The paper presents the principles of C.U.L.T.U.R.E. and recommends their integration into learning approaches and assessment practices across Schools and Faculties at the tertiary level. Originality/value -This paper fulfils an identified need to study a culturally diverse student cohort's perceptions and attitudes towards learning approaches and assessment practices and their perceived relevance to the provision of core graduate business and generic skills necessary for employability in the global marketplace.