Purpose -This paper aims to report the findings of a large-scale multinational study of students in a marketing organization that investigates the need to expand entrepreneurship education in the marketing curriculum. Key questions include what is the entrepreneurial mindset of students interested in marketing, what do they think they need to know, should they some day decide to pursue entrepreneurial opportunities, and how satisfied are they with their current exposure to entrepreneurial marketing experiences? Design/methodology/approach -Via e-mail, a major international collegiate marketing association headquartered in the USA sent the online questionnaire to a random sample of 4,300 students. Content areas included entrepreneurial mindset, desired entrepreneurial marketing learning and experiential activities, and demographics. A total of 605 students participated in the study. Findings -The findings show that there is a large segment of marketing students who desire to be an entrepreneur and feel strongly about entrepreneurial education. Exposure to entrepreneurial marketing tools, experiential learning activities, and networking opportunities were deemed to be especially important.Research limitations/implications -The study focused on students in marketing organizations. Additional research is needed at the course level. Practical implications -The findings suggest that entrepreneurial marketing education is needed in the business curriculum. Training in entrepreneurial marketing will better prepare students interested in being an entrepreneur or small business owner. Originality/value -Entrepreneurial marketing has received little attention in the business education literature. The study is the first of its kind to study entrepreneurial marketing curriculum needs from the perspective of students in a nearly 11,000 strong international marketing organization.

This study investigates the extent to which educators address direct and interactive marketing concepts in undergraduate introductory marketing courses. As practitioners seek more accountability from their marketing efforts, so too must academia respond with more relevant content. Results from textbook content analysis suggest that direct and interactive marketing content coverage has grown significantly over the past decade, but survey results from marketing faculty indicate coverage in the classroom lags. This study establishes a baseline of the related topic coverage in introductory marketing courses and suggests a variety of teaching resources to integrate direct and interactive marketing content to improve curricular currency without trying to add more to an already “saturated sponge.”

Professional student organizations offer members a wide range of learning opportunities for applied marketing experiences. Little research exists in the marketing education literature on the role student organizations play in preparing their members for life beyond school. Understanding what students seek as members of such organizations and how satisfied they are with their experiences is not only important for continued chapter development but also useful for faculty not directly involved with such organizations but impacted by their activities. A model, developed and tested through a large-scale study of American Marketing Association collegiate members, suggests four experiential dimensions affect member satisfaction and professional development—strategic and tactical activities, interpersonal and networking skills, entrepreneurial and venture experience, and applied learning through contacts with professionals. Recommendations for improving American Marketing Association chapters are presented.

The purpose of vocational rehabilitation (VR) is to provide disabled individuals with the training and support services needed to assimilate into the workforce. This study incorporates concepts developed in the relationship marketing and internal marketing literature to determine the factors that influence overall satisfaction of vocational training services. Results underscore the importance of social and structural bonds that develop among the multiple stakeholders involved in the VR process. Satisfaction is also influenced by the design and equipment used in the facilities and the efficiency of initiating VR services. A highly reliable instrument to measure VR participant satisfaction is presented.

Globalization has prompted businesses to adopt burgeoning technologies that support the efforts of distributed teams. This project unites students from geographically dispersed master's-level programs on two continents. Using videoconferencing, virtual workspace, telephone, and e-mail, MBA students at a U.S. university teamed with students from Germany to prepare reports on behalf of the International Trade Centre. In addition to mastery of course content, students on both sides of the Atlantic experienced and conquered cultural, language, and logistical complexities associated with cross-border collaboration. The use of videoconferencing promoted stronger relationships among distributed team members and increased student satisfaction with the cross-border assignment.