Drawing from a panel survey of over 400,000 college graduates from over 600 different colleges and universities in the United States, this article addresses three questions related to skill change during college tenure. First, as judged by the students themselves, how much change in 15 skill categories do marketing majors experience during college? Second, how do these skill changes compare with those reported by other business majors and college students from all other majors? Finally, controlling for a host of relevant student and institutional characteristics, what is the impact of marketing education on the changes reported for each of these 15 skills? Findings indicate that marketing students’ perceptions of their own skill developments are generally very positive, but in some cases other business majors or the broader array of college students rated themselves more favorably. Taken in combination with employers’ contrasting perceptions of graduates’ workforce readiness, these results have implications for the improvement of marketing curricula and course design including greater emphasis on experiential learning and other opportunities for students to apply the knowledge they gain.

Corporate social responsibility (CSR) research has been largely interested in answering the question of why more women at work is good for business, leaving unattended the question of how to achieve this, and how feminist theories can be integrated with this purpose. This paper puts forward some conceptual propositions for advancing these questions by examining the linkages between the doing and undoing gender concepts from the feminist organization studies, and the role of CSR. The paper follows a conceptual approach to develop and support propositions. We propose that gender strategies will vary in organizations according to what CSR orientation they assume (compliance or proactive CSR), and how they navigate the un/doing gender continuum. By doing so, a two-axis model is portrayed and four specific gender strategies identified. The model can support research aiming at exploring how CSR can be a tool for achieving gender equality at work, and managers looking at implementing or evaluating their gender responsible strategies.

Según el enfoque elementalista del aprendizaje asociativo, los estímulos compuestos equivalen a la suma de sus componentes, mientras que para el enfoque configuracional los estímulos son todos indivisibles. Estos enfoques se distinguen con la prueba de sumatoria, en la que se examina si la fuerza asociativa de un compuesto novedoso AB supera (elementalismo) o es igual (configuracionalismo) a la de sus elementos previamente entrenados por separado. Esta investigación demuestra que las personas suman cuando no tienen información previa de AB (Experimento 1), pero no suman cuando tienen esta información (Experimento 2). Los Experimentos 3 y 4 no apoyan la hipótesis que la ausencia de sumatoria se deba a procesos controlados. Se analizan teorías de codificación flexible. Palabras clave: condicionamiento clásico, aprendizaje causal, codificación de estímulos. According to the elemental approach of associative learning, compound stimuli are equivalent to the sum of their components, while for the configurational approach, compounds are indivisible wholes. These approaches are distinguished by the summation test, which examines whether the associative strength of a novel AB compound is higher (elementalism) or equal (configurationalism) than that of its separately trained elements. In the present research, evidence of summation was found when people have no prior experience with AB (Experiment 1), but there was no summation when information about AB was available (Experiment 2). Experiments 3 and 4 do not support the hypothesis that the absence of summation could be due to controlled processing. Theories of flexible coding are analyzed.

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PurposeThis paper explores which market and product category characteristics could influence the use of foreign language brand names (i.e. whether a brand uses a foreign language versus local language brand name) in some of the largest Latin American countries.Design/methodology/approachHypotheses are tested using 880 brands from 39 product categories and nine Latin American markets using a hierarchical logistic regression.FindingsResults revealed that foreign language brand names are more likely to be used in product categories related to local infrastructure, high-tech and global community. In contrast, local language brand names are more likely to be used in product categories associated to subscriptions. Findings also suggest that Hofstede's national cultural dimensions are significant factors. Finally, the results revealed that foreign language brand names are more likely to be used in markets with a low level of foreign language proficiency.Originality/valueThis paper shows the importance of considering market and product category characteristics and their potential influence on local versus foreign language branding in Latin America – an ignored issue in previous research.

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