Insights from an 11-Year Systematic Review of Teaching and Pedagogy Topics in the Society for Marketing Advances' Proceedings
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| Title: | Insights from an 11-Year Systematic Review of Teaching and Pedagogy Topics in the Society for Marketing Advances' Proceedings |
|---|---|
| Language: | English |
| Authors: | Stephen France (ORCID |
| Source: | Marketing Education Review. 2025 35(1):58-78. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Business Education, Marketing, Business Education Teachers, Teacher Attitudes, Educational Trends, Teaching Methods, Content Analysis, Bibliographies, Conferences (Gatherings), Scholarship, Active Learning, Student Projects, Social Media, Pandemics, COVID-19, Electronic Learning, Online Courses, Cultural Awareness, Salesmanship, Experiential Learning, Artificial Intelligence |
| DOI: | 10.1080/10528008.2024.2424879 |
| ISSN: | 1052-8008 2153-9987 |
| Abstract: | To better understand the marketing education discipline, this research uses an eleven-year (2013-2023) systematic bibliographic content analysis of teaching and pedagogy paper topics that are part of the Society for Marketing Advances (SMA) Annual Conference Proceedings. Since many marketing educators present works in progress at conferences before submission to a journal, this analytical approach allows researchers to better understand what marketing academics believe are the most relevant topics over the past decade. Using a semi-automated content analysis of each proceeding focusing on marketing pedagogy topics, eight distinct marketing teaching topics were found. These eight topics and potential new, emerging topics are discussed. Implications for the marketing education field and areas for future pedagogy research are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1467235 |
| Database: | ERIC |
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| FullText | Links: – Type: pdflink Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwEASvJCeLxkF3Sdm6sn5ikGAAAA4zCB4AYJKoZIhvcNAQcGoIHSMIHPAgEAMIHJBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDF3myapGfsMjw5dwnQIBEICBm1RzDGvdLGmUnm32raU50gXwNxLKzOXQlHigcNX13tnTGAUseL3s6kVb8Oxnb5y0QaelCOz7vjVzuqq3xbA_ArzRIdztm4ZsbhCK31Qd223K7lZfl11obCbC8lK8ejgRmHjkX4dY0hO22rMuky5mzWL46qsBMHZ7nWJHqZqxpI2KQGZ-NMHPYv4glAdukwWujvwJtzwzQOKsuSQc Text: Availability: 1 Value: <anid>AN0183128723;fm401mar.25;2025Feb21.01:58;v2.2.500</anid> <title id="AN0183128723-1">Insights From An 11-Year Systematic Review Of Teaching And Pedagogy Topics In The Society For Marketing Advances' Proceedings </title> <sbt id="AN0183128723-2">Introduction</sbt> <p>To better understand the marketing education discipline, this research uses an eleven-year (2013–2023) systematic bibliographic content analysis of teaching and pedagogy paper topics that are part of the Society for Marketing Advances (SMA) Annual Conference Proceedings. Since many marketing educators present works in progress at conferences before submission to a journal, this analytical approach allows researchers to better understand what marketing academics believe are the most relevant topics over the past decade. Using a semi-automated content analysis of each proceeding focusing on marketing pedagogy topics, eight distinct marketing teaching topics were found. These eight topics and potential new, emerging topics are discussed. Implications for the marketing education field and areas for future pedagogy research are discussed.</p> <p>Marketing education has changed considerably over the past few decades. With new modalities to reach consumers as well as new marketing analytical tools, traditional marketing techniques have become less valuable to organizations. Because of this, marketing educators have had to adapt to teaching this new content so that students are ready to enter the workforce immediately upon graduation. For example, core marketing practitioner skills, such as online content management, marketing automation, user experience design, influencer marketing, and marketing analytics, are now required in the industry (e.g., Man, [<reflink idref="bib82" id="ref1">82</reflink>]; Marr, [<reflink idref="bib86" id="ref2">86</reflink>]) even though these skills may not be covered in the traditional marketing curriculum.</p> <p>One way to identify the changing trends in marketing education is to examine the research presented at academic conferences. Since the journal publication process can take numerous years from the start of the research to actual publication, investigating preliminary work presented at academic conferences can allow researchers a better understanding of the topics that have been deemed as important to marketing education and pedagogy researchers and what types of research will be more prevalent in related journals over the next few years.</p> <p>Research in the marketing education field is unique since marketing academics are both producers and practical consumers of this research. For example, during the COVID-19 pandemic, supply chain research made recommendations on how to adapt supply chains to mitigate the effects of the pandemic, which hopefully, over time, will filter through to supply chain executives in industry. In marketing education, research on efficiently and effectively adapting to online teaching during the pandemic was immediately useful to marketing academics, who faced these issues during their teaching duties.</p> <p>Given the environment outlined above, synthesizing current marketing education research can yield useful information that will allow for the development of practical advice for teaching these marketing topics. In some instances, marketing education research topics such as pandemic challenges or the increasing use of generative AI (artificial intelligence) are quite new and have only risen in popularity in the last two to three years. On the other hand, there are other marketing education topics that have developed incrementally over time. For example, in sales education, core skills such as interpersonal communications and negotiations have changed little, but new technologies and platforms, such as cloud-based CRM (customer relationship management) and AI tools have necessitated the teaching of new skills (Dingus &amp; Black, [<reflink idref="bib33" id="ref3">33</reflink>]).</p> <p>This study makes several major contributions. First, we provide an eleven-year systematic bibliographic content analysis from the years 2013–2023 of teaching and pedagogy topics that are part of the Society for Marketing Advances (SMA) Proceedings. This allows us to analyze the changing teaching environment in marketing education over the period of review and look at how events such as the COVID-19 pandemic have shaped marketing pedagogy. Second, we utilize this analysis to help understand which teaching topics are currently popular and well represented in pedagogy research and which topics are underrepresented, and then give directions for future research. Overall, this study is intended as a resource to help marketing faculty find topics and ideas for teaching practice and to help marketing pedagogy researchers identify research gaps and position future research.</p> <p>The remaining parts of the article are organized as follows: We first discuss the changing teaching environment by examining some of the recent literature published in <emph>Marketing Education Review</emph>. As we will show, some of the issues marketing educators point out and emphasize at the SMA conference are later published as articles in regular issues or more commonly in the yearly Teaching Innovations Special Issue or other content-specific special issues (e.g., COVID-19, Diversity and Inclusion). Next, we provide an overview of our bibliometric review and content analysis, present the results of this analysis, and then offer a discussion on where we are headed as a marketing discipline. We conclude with our limitations and some recommendations for future research.</p> <hd id="AN0183128723-3">The Changing Marketing Education Environment Reflected at SMA and MER</hd> <p>This brief literature review of the various educational challenges and successful evidence-based pedagogical tools and techniques published in this journal illustrates the changing teaching environment over the last few years. For instance, MER's first issue in [<reflink idref="bib21" id="ref4">21</reflink>] was a special issue focusing on Diversity and Inclusion Practices in Marketing Education. This issue was a response to a conference track introduced in [<reflink idref="bib21" id="ref5">21</reflink>] at SMA titled Inclusion, Diversity, Equity &amp; Access (IDEA) in Marketing. The increased focus on diversity and inclusion skyrocketed as a response to years of systemic racism and other gender, cultural, and ethnic stereotypes not only in the United States but in other countries as well. Movements such as "Black Lives Matter" and "Me Too" helped spurn these calls for change across marketing organizations, leading to many organizations initiating new marketing campaigns and/or instituting new employee-inclusive training programs.</p> <p>In [<reflink idref="bib21" id="ref6">21</reflink>], two additional new tracks were developed at SMA. The first track was the Marketing Futurology and Philosophy track. The second track was the Artificial Intelligence, Business Intelligence and Emotional Intelligence track. These tracks directly respond to changes in the environment, which marketing educators must first be aware of, learn about, and perhaps adapt their curriculum to prepare students for said workplace changes. For example, a MER article by Dingus and Black ([<reflink idref="bib33" id="ref7">33</reflink>]) investigates how AI can be incorporated into various marketing courses to familiarize students with new technologies. Similarly, Zahay et al. ([<reflink idref="bib152" id="ref8">152</reflink>]) discuss a successful case in which a university integrated digital marketing into all their marketing courses instead of offering just one marketing analytics class that few students may take. Their article shows how a communal effort within the university helped mobilize various stakeholders and got buy-in from marketing educators. These marketing educators then agreed to be trained quickly so that various analytics skills could be incorporated into their classes so that students would be better prepared for marketing jobs requiring more analytical focus. Their findings are reiterated by Elhajjar and Borna ([<reflink idref="bib38" id="ref9">38</reflink>]), who engage in a multi-method study using survey data from marketing students and in-depth interview data from marketing educators and students to highlight the importance of learning how to analyze Big Data. These findings from educators support the need for additional training of marketing educators in analytics so they feel comfortable teaching topics that marketing students might normally shy away from. This is especially important considering that, as marketing educators, it is our job to adequately prepare all students for the job market by providing them with the skills and knowledge needed to be successful in today's society. Because of this, adapting the marketing curriculum based on both current and future business needs is paramount, even if this involves adapting our curriculum to incorporate advancements in technology, artificial intelligence, or the move toward more analytical roles in industry.</p> <p>Another recent focus of MER contributors was the sudden changes in pedagogy needed because of the COVID-19 pandemic. The pandemic brought on a call for papers for a special issue in which marketing educators could illustrate challenges as well as teaching opportunities during this challenging time. For example, a study by Agarwal et al. ([<reflink idref="bib2" id="ref10">2</reflink>]) illustrated how Indian students view online education as a potential for higher education institutions beyond the pandemic restrictions for face-to-face instruction. Wooldridge et al. ([<reflink idref="bib148" id="ref11">148</reflink>]) surveyed marketing department chairpersons from U.S. teaching, balanced, and research higher education institutions during the late summer of 2020, finding that marketing education had to be agile and ready to respond to industry changes in order to prepare students, not only during the pandemic but for whatever new challenges they will face them in their career.</p> <hd id="AN0183128723-4">Method</hd> <p>In this section, a brief background of the context of this study is discussed. Then, an overview of the bibliometric systematic review process is provided. Finally, details related to how this bibliometric systematic review was conducted are described.</p> <hd id="AN0183128723-5">Background of the Society for Marketing Advances Conference</hd> <p>The Society of Marketing Advances, founded in [<reflink idref="bib21" id="ref12">21</reflink>], was initially known as the Southern Marketing Association. With the purpose of organizing an annual scholarly conference each year, SMA has held 61 consecutive conferences in various locations throughout the Southern United States. Over time, SMA grew exponentially in terms of both membership and impact. This heightened impact and global draw of attendees prompted SMA leadership to investigate a rebranding strategy to capitalize on its growth and prestige. Consequently, in [<reflink idref="bib21" id="ref13">21</reflink>], SMA leadership unanimously changed the name of SMA to a more globally marketable trademark and became the <emph>Society for Marketing Advances</emph>. The subsequent 26 years has resulted in additional growth and importance, including the creation of the SMA-owned <emph>Marketing Education Review</emph> and a continued association with several other renowned journals, such as the <emph>Journal of Marketing Theory and Practice</emph>, both published by Taylor &amp; Francis.</p> <p>In addition to hosting a venue for marketing educators and researchers to disseminate their research on current marketing issues, the organization is a popular venue for recognizing teaching innovations and distinguished teaching through competitions. Besides the standard marketing education track for research papers, SMA also showcases successful pedagogy through the popular Teaching Moments series, which allows marketing educators to share their teaching efforts in three-minute mini-presentations. There are also several teaching competitions, including the Innovations in Teaching Competition and the Distinguished Teaching Competition. Many teaching-oriented innovations and presentations at this conference have resulted in published articles in marketing education journals such as the <emph>Journal of Marketing Education</emph>, <emph>Marketing Education Review</emph>, and the <emph>Journal for Advancement of Marketing Education</emph>.</p> <p>The SMA proceedings (SMA, [<reflink idref="bib131" id="ref14">131</reflink>]) is an annual publication that serves as a historical artifact of the topics of interest and curation of events at the conference. The proceedings document the research and teaching events at each conference location. The following section offers an overview of the methods used for the bibliometric review of the SMA proceedings.</p> <hd id="AN0183128723-6">An Overview of the Bibliometric Review</hd> <p>Overall, our bibliometric review aims to synthesize the marketing education information across all teaching topics to showcase the areas of importance so that practical advice can be provided, including suggestions for future pedagogical research. While there are many different approaches to creating a literature review, a good literature review should have some overarching framework and some degree of systematicity and transparency (Paré et al., [<reflink idref="bib108" id="ref15">108</reflink>]). This review utilizes a systematic approach, using "organized, transparent, and replicable procedures" (Littell et al., [<reflink idref="bib76" id="ref16">76</reflink>], p. 1) to perform a semi-automated bibliographic content analysis on all teaching-related proceedings from the SMA conference over the last eleven years. To aid transparency and replicability, the data gathered during the analysis is made available by request to the authors.</p> <p>Marketing researchers have widely used bibliographic analysis to generate and organize marketing literature reviews. Examples include bibliographic literature reviews for broad academic research areas, such environmental marketing (Leonidou &amp; Leonidou, [<reflink idref="bib74" id="ref17">74</reflink>]), services marketing (Fisk et al., [<reflink idref="bib41" id="ref18">41</reflink>]), and marketing ethics (Nill &amp; Schibrowsky, [<reflink idref="bib107" id="ref19">107</reflink>]). Reviews have also been completed for new technologies impacting marketing, such as artificial intelligence (AI) (Feng et al., [<reflink idref="bib39" id="ref20">39</reflink>]) and mobile apps (Stocchi et al., [<reflink idref="bib136" id="ref21">136</reflink>]). Finally, reviews have even been completed analyzing individual journals or conferences (e.g., Donthu et al., [<reflink idref="bib34" id="ref22">34</reflink>], [<reflink idref="bib35" id="ref23">35</reflink>]; Martínez-López et al., [<reflink idref="bib87" id="ref24">87</reflink>]).</p> <p>While bibliographic research is widely used and accepted, there has been some criticism that pure bibliographic analyses can lack insight and readability (J. Paul et al., [<reflink idref="bib111" id="ref25">111</reflink>]) and should be combined with other methods and frameworks. For this review, using the typology of Paré et al. ([<reflink idref="bib109" id="ref26">109</reflink>]), the review is structured around systematic bibliographic and statistical content analysis procedures, but also includes scoping (cluster analysis to discover topic areas), descriptive (analyzing topic trends over time), and critical (discussion of underrepresented areas in marketing pedagogy) aspects.</p> <hd id="AN0183128723-7">The Review Process</hd> <p>To create the initial bibliographic analysis, all the programs and abstracts for the SMA conference were collated from the SMA website for the last eleven years (from 2013–2023) (SMA, [<reflink idref="bib131" id="ref27">131</reflink>]). The SMA conference generally splits submitted papers into dedicated pedagogical and discipline-based research sessions. A Word VBA (Visual Basic for Applications) Macro was written to code and extract the pedagogical-oriented papers for each proceedings volume. SMA offers different types of pedagogical sessions, including standard teaching research paper sessions, teaching moments (for short, focused, experiential talks), panel sessions, and teaching competition entries. These categories were not consistently used across the eleven years, so some manual coding and verification were required. Proceedings articles were categorized as either pedagogical or discipline-based research, and by the type of paper, either a summary brief for a standard presentation or a full paper.</p> <p>Although all pedagogical proceedings were initially captured for analysis purposes, only the proceedings submitted to the Marketing Education track and the Pride-Ferrell Innovations in Teaching Competition were included in the analysis. The Pride-Ferrell Innovations in Teaching Competition proceedings were included since many of these submitters were later published in MER's annual Teaching Innovations special issue. Proceedings from the Distinguished Teaching Competition were not included since this competition focuses more on the presenter's teaching philosophy than true research on marketing education. Because the SMA Teaching Moments have a limited scope, as presenters only have three minutes to discuss their teaching topic, these were excluded from the analysis, but were later included as part of the post-hoc validation analysis.</p> <p>For each paper, the article title was taken, along with the abstract text. There was some inconsistency in the proceedings abstract text format, with some papers having an explicit abstract and others just having an introduction. For each paper, if present, the first two paragraphs were extracted to encapsulate both the abstract and any introduction. The abstract text was then analyzed using a semi-automated content analysis. The main focus of this analysis was to extract the topics of interest in the SMA teaching proceedings and summarize and synthesize the insights and teaching advice found in each topic. Content analysis has traditionally been thought of as a qualitative technique used to simplify complex unstructured data using categorization and coding processes (e.g., Berelson, [<reflink idref="bib11" id="ref28">11</reflink>]; Krippendorff, [<reflink idref="bib73" id="ref29">73</reflink>]) and to help researchers uncover themes and patterns in the data (Hsieh &amp; Shannon, [<reflink idref="bib59" id="ref30">59</reflink>]). However, modern content analysis has increasingly become automated, with text mining and data analytic tools used to generate categorizations and concepts (e.g., Hopkins &amp; King, [<reflink idref="bib57" id="ref31">57</reflink>]; Yu et al., [<reflink idref="bib151" id="ref32">151</reflink>]). Such categorizations can generate insight from journal abstract information and provide the basis for "seeding" academic literature reviews (Delen &amp; Crossland, [<reflink idref="bib32" id="ref33">32</reflink>]). This is the process followed by this literature review.</p> <p>To perform the analysis, first, the abstracts were pre-processed, by removing stop words (words with little useful analytical information, e.g., "a," "the"), numbers, and punctuation symbols. Counts were taken of words and bi-gram combinations of two words. Bi-grams allow for more context, and encapsulate multi-word concepts, such as "supply chain" or "services marketing," even though adding bigrams increases analytical complexity (e.g., Bekkerman &amp; Allan, [<reflink idref="bib10" id="ref34">10</reflink>]; Tan et al., [<reflink idref="bib138" id="ref35">138</reflink>]). This resulted in a dataset with documents on the rows and terms (words, bi-grams) on the columns. Each term count was divided by the overall frequency of the term to give "tf-idf" (term frequency – inverse document frequency) values, which measure the relative frequency of a term in a document compared to the overall baseline frequency and, in practical terms, give the association or importance of a term in a document (Roelleke &amp; Wang, [<reflink idref="bib123" id="ref36">123</reflink>]; Wu et al., [<reflink idref="bib149" id="ref37">149</reflink>]).</p> <p>The purpose of the content analysis was to structure the review and find coherent topics or clusters of articles based on the abstracts. The most commonly used methods for this type of analysis are cluster analysis and latent Dirichlet allocation (LDA) (Blei et al., [<reflink idref="bib15" id="ref38">15</reflink>]). For completeness, both methods were implemented. Based on an initial evaluation of the homogeneity and face validity of the topics/clusters, a cluster analysis procedure was used, though LDA was utilized for a robustness check (e.g., Lu &amp; White, [<reflink idref="bib79" id="ref39">79</reflink>]). Several cluster algorithms were implemented and evaluated in terms of cluster validity and homogeneity. The final results were calculated using k-medians clustering on cosine distances between the abstracts. Compared to the more commonly used k-means technique, the k-medians technique is more robust to outliers, which can sometimes be an issue with document clustering applications (Jin &amp; Han, [<reflink idref="bib64" id="ref40">64</reflink>]). Cosine distances have been shown to give better results on high-dimensional document clustering data and the most commonly used Euclidean distances (e.g., France et al., [<reflink idref="bib43" id="ref41">43</reflink>]; Steinbach et al., [<reflink idref="bib134" id="ref42">134</reflink>]).</p> <p>In cluster analysis, there are a plethora of methods for finding the optimal number of clusters. Steinley ([<reflink idref="bib135" id="ref43">135</reflink>]) discussed a number of these methods, listed the advantages and disadvantages of each, and noted that no "definitive" method is guaranteed to find the best number of clusters. In fact, multiple clustering solutions with different numbers of clusters can each give a valuable interpretation of the data. Several factors were considered when picking a solution. These were i) getting a balance between having a few large meta-topics and many small micro-topics, ii) the stability of the clustering solution to minor changes in the data, and iii) face validity of the clusters measured by how homogenous the cluster terms were and how easily the clusters could be named. The stability of the solution was measured by running a 10-fold cross-validation procedure (e.g., Arlot &amp; Celisse, [<reflink idref="bib6" id="ref44">6</reflink>]), where for each holdout sample, 90% of the data were clustered using k-medians clustering, the holdout data points were each added to the nearest medoid, and the average solution stability was measured using the Rand index (Rand, [<reflink idref="bib117" id="ref45">117</reflink>]) and adjusted Rand index (Hubert &amp; Arabie, [<reflink idref="bib60" id="ref46">60</reflink>]). Overall, the eight-cluster solution i) had mid-sized topics corresponding to commonly taught marketing courses and areas of marketing, ii) a good value of the Rand index (0.89) and a strong positive value of the adjusted Rand index (0.501), and iii) topics that were homogeneous and had good face validity.</p> <hd id="AN0183128723-8">Results</hd> <p>For each cluster, the cluster lift, which is the relative increase in the proportion of a word over the baseline rate, was calculated for every word in the cluster. The terms with the 50 highest values of lift for each cluster were plotted in a word-cloud visualization (Heimerl et al., [<reflink idref="bib55" id="ref47">55</reflink>]; Kaser &amp; Lemire, [<reflink idref="bib65" id="ref48">65</reflink>]), where the size of the cluster corresponded to its overall lift. The word clouds and more restricted lists of the "top 10" cluster words were used to name the clusters. For each cluster, the size (number of articles), name, and the ten words with highest lift are summarized in Table 1. The word clouds for the eight clusters are given in Figures 1 and 2.</p> <p>Graph: Figure 1. Word cloud for clusters one to four.</p> <p>Graph: Figure 2. Word cloud for clusters five to eight.</p> <p>Table 1. Overall cluster summary.</p> <p> <ephtml> &lt;table&gt;&lt;thead&gt;&lt;tr&gt;&lt;td&gt;Cluster&lt;/td&gt;&lt;td&gt;Size&lt;/td&gt;&lt;td&gt;Name&lt;/td&gt;&lt;td&gt;Ten Words with Highest Lift&lt;/td&gt;&lt;/tr&gt;&lt;/thead&gt;&lt;tbody&gt;&lt;tr&gt;&lt;td&gt;1&lt;/td&gt;&lt;td&gt;33&lt;/td&gt;&lt;td&gt;Project-Based Learning&lt;/td&gt;&lt;td&gt;group, students, project, marketing, class, work, projects, level, groups, plan&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;2&lt;/td&gt;&lt;td&gt;25&lt;/td&gt;&lt;td&gt;Social Media&lt;/td&gt;&lt;td&gt;social, media, social media, engagement, community, community engagement, impact, TikTok, platforms, media marketing&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;3&lt;/td&gt;&lt;td&gt;27&lt;/td&gt;&lt;td&gt;Faculty Issues &amp; Pandemic Response&lt;/td&gt;&lt;td&gt;pandemic, students, failure, covid, faculty, universities, covid pandemic, expectations, classes, instructors&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;4&lt;/td&gt;&lt;td&gt;18&lt;/td&gt;&lt;td&gt;Virtual Learning &amp; Online Education&lt;/td&gt;&lt;td&gt;online, courses, online courses, student, education, reading, institutions, higher education, higher, exams&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;5&lt;/td&gt;&lt;td&gt;11&lt;/td&gt;&lt;td&gt;Cultural Implications&lt;/td&gt;&lt;td&gt;cultural, fashion, appropriation, cultural appropriation, American, music, culture, festival, campus, international&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;6&lt;/td&gt;&lt;td&gt;19&lt;/td&gt;&lt;td&gt;Sales&lt;/td&gt;&lt;td&gt;sales, service, business, learning, service learning, skills, selling, teamwork, experiential, role&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;7&lt;/td&gt;&lt;td&gt;25&lt;/td&gt;&lt;td&gt;Experiential Learning&lt;/td&gt;&lt;td&gt;learning, experiential, experiential learning, marketing, case, activities, outcomes, reflection, game, major&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;8&lt;/td&gt;&lt;td&gt;21&lt;/td&gt;&lt;td&gt;Digital Marketing &amp; AI&lt;/td&gt;&lt;td&gt;marketing, digital, digital marketing, data, skills, AI, ChatGPT, education, teaching, programs&lt;/td&gt;&lt;/tr&gt;&lt;/tbody&gt;&lt;/table&gt; </ephtml> </p> <p>The topic clusters give a good mix of clusters focused on specific class content (Sales, Digital Marketing &amp; Artificial Intelligence (AI), and Social Media), teaching styles (Project-Based Learning and Experiential Learning), teaching modalities (Virtual Learning &amp; Online Education), and teaching ideas (Faculty Issues &amp; Pandemic Response and Cultural Issues &amp; Implications). To gain further insight into the clusters, an area plot was created of the frequency of topics by year (See Figure 3). Overall, the distribution of topics has not changed a great deal over time. All the clusters are present at the beginning of the period (2013), apart from "Digital Marketing &amp; AI," which had no papers in [<reflink idref="bib21" id="ref49">21</reflink>], but slowly increased in volume throughout the analysis. Most of the cluster volumes are relatively constant throughout the analysis. However, there was a strong increase in "Virtual Learning and Online Education" and "Faculty Issues &amp; Pandemic Response" during the COVID-19 pandemic in [<reflink idref="bib21" id="ref50">21</reflink>]–2021, where issues with online teaching classes and faculty disruption and burnout became particularly pertinent.</p> <p>Graph: Figure 3. Research clusters over time.</p> <p>To gain further insight into the cluster topics, each cluster's articles were analyzed and described in a thematic content analysis (Polit &amp; Beck, [<reflink idref="bib114" id="ref51">114</reflink>]; Vaismoradi et al., [<reflink idref="bib142" id="ref52">142</reflink>]). Silhouette scores (Rousseeuw, [<reflink idref="bib125" id="ref53">125</reflink>]), which measure the centrality of items in clusters, were used to guide the selection of central or "core" articles for each cluster. These articles were then used to seed each cluster content "summary," as shown below.</p> <hd id="AN0183128723-9">Cluster 1 Summary: Project-Based Learning</hd> <p>Cluster 1 can be summarized as the group projects and active learning cluster. In this cluster, there were a total of 33 different proceedings papers. When examining the proceedings that make up this cluster, it is evident that the majority provided examples of various group projects designed to simulate future workplace and organizational requirements to work in interdisciplinary teams.</p> <p>One proceeding that could work either as an individual project or in teams is a teaching innovation by Mittal ([<reflink idref="bib97" id="ref54">97</reflink>]). Mittal ([<reflink idref="bib97" id="ref55">97</reflink>]) suggests that product packaging could be thought of as a fifth "P" in the traditional marketing mix, emphasizing its importance and presents a two-stage learning activity that requires students to create packaging for a new product or brand. In addition to spurring students' creativity, the students have to use their marketing strategy knowledge by writing a summary on the way the traditional marketing mix fits with the new packaging.</p> <p>Active learning, or "learning by doing," in marketing, often materializes through group projects since many organizations use team-based project models. One example that focused on this approach was Sihi ([<reflink idref="bib130" id="ref56">130</reflink>]), whose entrepreneurship project required students to first develop a marketing plan for a specific fund-raising event, pitch it to a real client, and then implement the selected plan. This type of active learning helps students not only to integrate the theoretical concepts they have learned from lectures and textbooks by actually applying it to a real-world organization but can also instill a sense of pride, ownership, and community among the students (Sihi, [<reflink idref="bib130" id="ref57">130</reflink>]). Several proceedings bring up the problems and challenges associated with using these types of activities in the classroom, especially when using real-world "clients" for these activities. For example, Blair and Koslow ([<reflink idref="bib14" id="ref58">14</reflink>]) discuss some of the reasons why interdisciplinary team projects can be challenging yet necessary based on future workplace requirements. To overcome some of the challenges that students and instructors face, in terms of motivation and dislike for group projects, McLeod ([<reflink idref="bib91" id="ref59">91</reflink>]) suggests making the group project into a competition. In his project, the students compete during the semester and are given fake currency to invest in what they perceive to be the best projects. The group that receives the most seed money from the class is announced at the end of the semester. The instructor saw increased engagement and motivation by the students after the introduction of the competition.</p> <p>Making learning more engaging through active learning can also be done through games. For example, Liao-Troth et al. ([<reflink idref="bib81" id="ref60">81</reflink>]) used "The value chain game" to facilitate student learning concepts related to Business-to-Business (B2B) contexts. In a highly adapted in-class game, the students are role-playing to gain experience with each of the eight functional nodes in the value chain. Ultimately, this game gave students a better understanding of the interconnectedness of the various activities in the value chain.</p> <p>The ultimate spin-off of a classic group or project-based learning is Machin's ([<reflink idref="bib80" id="ref61">80</reflink>]) paper on the Crowd project, in which the author suggests mimicking industry practices of crowdsourcing. In this learning activity, the aim is to increase engagement and creative output from students. The whole class collaborates to find class-level solutions to specific problems. Machin ([<reflink idref="bib80" id="ref62">80</reflink>]) posits that this type of crowdsourcing "can deliver more creative solutions" than a traditional group project where four to five students collaborate.</p> <p>The cluster also includes recent changes in accreditation standards and criteria focusing on sustainability and social impact. For example, in [<reflink idref="bib21" id="ref63">21</reflink>], AACSB began requiring business schools to assess their contribution to society; therefore, Altobello ([<reflink idref="bib7" id="ref64">7</reflink>]) presents ten activities for marketing scholars to integrate into their teaching activities to adhere to this standard. She suggests emphasizing inclusive strategies and culturally sensitive marketing content based on local needs. Other scholars focus on how to emphasize ethics in marketing decisions beyond the focus on what is normally just presented in one chapter (Nasif, [<reflink idref="bib102" id="ref65">102</reflink>]). He posits that cases can be used to teach students how to make more ethically sound decisions, focusing on social justice and other important aspects of decision-making.</p> <p>To summarize, marketing educators continue to think of creative ways to provide active learning experiences for their students. Many of the active learning exercises, projects, or activities presented in this cluster can often be adjusted to fit a variety of marketing courses and be completed in either a group or individual setting. Some activities are, however, better suited as team-based group projects. Many of these presented projects can be administered at the undergraduate or graduate level.</p> <hd id="AN0183128723-10">Cluster 2 Summary: Social Media</hd> <p>The second cluster, Social Media, includes 24 proceedings on topics such as social media's role in creating brand equity and brand loyalty and how it has changed the way both consumers and businesses communicate (Clark, [<reflink idref="bib25" id="ref66">25</reflink>]). Other proceedings suggest how smaller universities and departments can incorporate social media marketing when such a class is not listed in the curriculum or course catalog (Roche, [<reflink idref="bib122" id="ref67">122</reflink>]; Shoreibah, [<reflink idref="bib129" id="ref68">129</reflink>]). In addition, some scholars are utilizing new social media platforms such as TikTok, which became increasingly popular during the pandemic. For example, some use TikTok in lieu of discussion boards (Wallace et al., [<reflink idref="bib144" id="ref69">144</reflink>]) to engage students through content creation and reflection (Menon et al., [<reflink idref="bib94" id="ref70">94</reflink>]). In addition, suggestions on how to make social media marketing relevant to students despite the difficulty of working with real brands are proposed (Coker, [<reflink idref="bib27" id="ref71">27</reflink>]). Social media can be a pedagogical tool to engage students in ways to learn about misinformation on various topics through digital advocacy. For example, Khan and Perren ([<reflink idref="bib68" id="ref72">68</reflink>]) demonstrate how they use a social media project where students have to create comprehensive social media campaigns focusing on topics such as creating awareness about domestic terrorism. Other researchers compare student learning outcomes using a simulation versus community engagement projects within a social media course (Hain &amp; Whiting, [<reflink idref="bib52" id="ref73">52</reflink>]). Interestingly, while learning outcomes were similar, the students preferred the community engagement project. Contrary to the current emphasis on social networking, other research discusses the importance for students to unplug from social media and other technology (Shows et al., [<reflink idref="bib128" id="ref74">128</reflink>]).</p> <hd id="AN0183128723-11">Cluster 3 Summary: Faculty Issues &amp; Pandemic Response</hd> <p>The impetus of this cluster, comprised of 27 proceedings, concerns general issues faced by faculty as they strive to meet the needs of their students. Some issues that were assessed included virtual reality in the classroom (Fischbach et al., [<reflink idref="bib40" id="ref75">40</reflink>]), diversity and inclusion (Hass et al., [<reflink idref="bib53" id="ref76">53</reflink>]), and meeting the needs of veteran students (Ward et al., [<reflink idref="bib146" id="ref77">146</reflink>]). Other studies dealt with faculty-focused issues, including self-branding (Nasif, [<reflink idref="bib101" id="ref78">101</reflink>]) and dealing with "RateMyProfessor" (Black et al., [<reflink idref="bib13" id="ref79">13</reflink>]).</p> <p>Beyond these issues, the cluster focuses heavily on challenges associated with the COVID-19 pandemic. Given the magnitude of the life-altering disruption attributed to the pandemic, it is not surprising that this environmental phenomenon has received a great deal of scholarly attention. The marketing discipline is no exception, as a plethora of research has addressed aspects of this event (c.f., Gala et al., [<reflink idref="bib44" id="ref80">44</reflink>]; Hass et al., [<reflink idref="bib53" id="ref81">53</reflink>]; Wooldridge et al., [<reflink idref="bib148" id="ref82">148</reflink>]). The Society for Marketing Advances has been significant in this endeavor, given the volume of articles associated with pandemic-related topics addressed in the proceedings.</p> <p>While it is not surprising that COVID-related research has only appeared in the years 2020–2023, a wide array of topics has been addressed in this relatively short period. Many of the more recent studies have addressed issues that have resulted as an outcome of the pandemic. From a pedagogical perspective, the pandemic has created a drop-off in attendance and participation in study abroad programs (Bettis-Outland &amp; Allman, [<reflink idref="bib12" id="ref83">12</reflink>]). Authors herein attribute this drop to the inherent fear associated with international travel. The pandemic has also exacerbated the digital divide, with minority and low-income students falling short of their peers due to economic constraints (Hass et al., [<reflink idref="bib53" id="ref84">53</reflink>]).</p> <p>Classroom offerings and delivery styles have been drastically affected (Cao et al., [<reflink idref="bib22" id="ref85">22</reflink>]; Rollins &amp; Stammerjohan, [<reflink idref="bib124" id="ref86">124</reflink>]). The pandemic resulted in students having greater expectations associated with communication between their professors and peers (Achenreiner et al., [<reflink idref="bib1" id="ref87">1</reflink>]), with faculty responding to these needs by adopting "all in" teaching approaches. This involves multiple technological mechanisms for engagement and interaction as well as greater levels of communication with other stakeholders indirectly associated with instruction (i.e., firms, recruiters, and colleagues; Guha ([<reflink idref="bib49" id="ref88">49</reflink>])).</p> <p>Pandemic response has also resulted in new delivery and assignment outcomes, such as having students create a live, online business whereby exchanges with real-world customers exist, with profits being donated to charity (Wu &amp; Reich, [<reflink idref="bib150" id="ref89">150</reflink>]). The pandemic also created the need for service recovery initiatives for universities to stem the negative experiences felt by many students who experienced restrictions created by the pandemic (Fleming et al., [<reflink idref="bib42" id="ref90">42</reflink>]).</p> <p>This cluster also addresses issues beyond the classroom. In this realm, studies have assessed the varying coping mechanisms that the populace has used to maintain contact and interaction with others (Hiler &amp; Harnish, [<reflink idref="bib56" id="ref91">56</reflink>]), as well as the impact that the pandemic has had on certain product categories and classes (Kaur &amp; Yeik, [<reflink idref="bib66" id="ref92">66</reflink>]). The takeaway is that while many adverse effects have resulted from the pandemic, it appears that it has stimulated new thought that has increased our understanding of people and their coping mechanisms (Hiler &amp; Harnish, [<reflink idref="bib56" id="ref93">56</reflink>]).</p> <hd id="AN0183128723-12">Cluster 4 Summary: Virtual Learning &amp; Online Education</hd> <p>The fourth cluster contains 18 proceedings that mostly discussed the increased demand for online and digital learning opportunities. While online teaching has increased at many institutions, the pandemic accelerated the need for technology skills, online teaching skills in faculty, online course offerings, and how to engage students online. While the demand for online courses has increased at many higher learning institutions, students miss face-to-face interaction and communication. Suggestions on how to conduct live class sessions, case analyses, real-time discussion forums, and small group presentations are provided (e.g., Pierce, [<reflink idref="bib113" id="ref94">113</reflink>]). Further, as many instructors have started to teach online, sometimes without the needed skills, strategies such as turning to national programs like the Quality Matters<sups>TM</sups> Higher Education Rubric can assist marketing educators in how to effectively teach online through an organized, interactive, and engaging course design (Loes, [<reflink idref="bib77" id="ref95">77</reflink>]). Other educators who teach classes that are normally highly interactive suggest using online communication tools such as Skype in the curriculum). During and post-COVID, various video-conferencing software packages, such as Microsoft Teams, Google Groups, and Zoom, have become more common in educational settings. While some proceedings offer suggestions on technology, such as microphones and lighting, and how they can improve the quality of synchronous classes (Manzon, [<reflink idref="bib85" id="ref96">85</reflink>]), others offer tactics to increase student interaction in synchronous online courses using video conferencing (Manzon, [<reflink idref="bib84" id="ref97">84</reflink>]). Other more research-oriented papers discussed the importance of focusing on student behavior in terms of self-planning, academic dishonesty, and how to manage student expectations regarding faculty communications (Miller, [<reflink idref="bib96" id="ref98">96</reflink>]; Ritz &amp; Hain, [<reflink idref="bib121" id="ref99">121</reflink>]). Perhaps not surprisingly, several proceedings discuss various digital tools such as Slack, simulations, and certifications to make online courses more relevant and to increase engagement with students. One proceeding even suggests integrating a "song of the day" to better engage students with online announcements (Jae, [<reflink idref="bib63" id="ref100">63</reflink>]). In addition, concern over the quality of online versus face-to-face courses have been voiced by several stakeholders during the pandemic. Therefore, it was unsurprising that educators discussed comparisons between student perceptions of traditional face-to-face versus online course performance in the two modes (Hass et al., [<reflink idref="bib54" id="ref101">54</reflink>]). In terms of online exams, research shows a need for digital proctoring (Reisenwitz, [<reflink idref="bib119" id="ref102">119</reflink>]), unless open-book exams are given.</p> <hd id="AN0183128723-13">Cluster 5 Summary: Cultural Issues and Implications</hd> <p>The fifth cluster identified within the bibliographic approach, consisting of eleven proceedings, concerned issues associated with culture. The articles in this cluster fell into two primary subcategories, branding issues associated with cultural concerns and educational concerns.</p> <p>Relative to branding, aspects of culture appear to be a driving force in firms' desires to differentiate and send a positioning message associated with their respective offerings. Studies herein assess the use of cultural icons as ways of branding sports properties (Goss &amp; Stokowski, [<reflink idref="bib48" id="ref103">48</reflink>]) and universities (McGee, [<reflink idref="bib89" id="ref104">89</reflink>]), issues in brand extensions across differing cultures (Branch et al., [<reflink idref="bib19" id="ref105">19</reflink>]), and the study of a system of paradoxes as a means of branding. Findings herein include how sports properties can suffer from cultural branding strategies that can be perceived negatively (Goss &amp; Stokowski, [<reflink idref="bib48" id="ref106">48</reflink>]). Other studies showed how location selection for a university can prove successful if the strategy for mission, offerings, sport collectives, etc., is steeped in the culture of the indigenous population of the institution's location. Other work demonstrated how society's degree on Trompenaar's specific versus diffuse continuum (e.g., how individuals in various cultures maintain or intermingle personal and professional spheres) might explain the acceptance or rejection of brand-extended products in dissimilar product categories (Branch et al., [<reflink idref="bib19" id="ref107">19</reflink>]). These topics relate to instruction in that they offer ideas for additional content that can be a part of a myriad of marketing course offerings.</p> <p>With specific regard to teaching pedagogy, a problem faced by instructors is dealing with students from many different majors in a given teaching section. A teaching innovation based on a pertinent culturally sensitive societal issue (excessive policing in this case) could serve as a class project that would effectively bridge the gap among students of different majors (Bonaparte, [<reflink idref="bib17" id="ref108">17</reflink>]). Another study discussed the importance of incorporating social justice into the marketing curriculum (Nasif, [<reflink idref="bib103" id="ref109">103</reflink>]). Herein, the focus revolves around the development of narratives that allow individuals to be socially constructed within different world cultures or within subcultures of society. Discussion would result in gaining better understanding of how such narratives encompass differing emotions, as elicited within a given culture. This in turn can lead to gaining a greater understanding of needs, markets, and segments. Other studies outlined the need for instruction on cross-cultural experiences in marketing curricula (Garrity, [<reflink idref="bib45" id="ref110">45</reflink>]; Lopez et al., [<reflink idref="bib78" id="ref111">78</reflink>]). An additional study focused exclusively on diversity, equity, and inclusion in marketing education (Mearns &amp; Thyroff, [<reflink idref="bib93" id="ref112">93</reflink>]). In sum, while the cultural issues cluster is the smallest of the clusters, it does appear to be worthy of significant further inquiry, and it seems to be in line with initiatives to increase diversity and inclusion efforts.</p> <hd id="AN0183128723-14">Cluster 6 Summary: Sales</hd> <p>The sixth cluster focused predominantly on teaching methods for sales and sales-related courses. With sales education on the rise and the development of university sales training resources such as the University Sales Center Alliance (USCA, [<reflink idref="bib141" id="ref113">141</reflink>]), nineteen different proceedings focused on this topic over the last eleven years. Some sales education research focused on using internal or external sales competitions to develop students' sales knowledge, performance, and experience (e.g., Kothandaraman et al., [<reflink idref="bib72" id="ref114">72</reflink>]; Mani et al., [<reflink idref="bib83" id="ref115">83</reflink>]). Additional proceedings focused on the mechanics of using international sales role plays in the classroom (e.g., Edmondson et al., [<reflink idref="bib37" id="ref116">37</reflink>]), incorporating technology such as simulations (Chapman &amp; Wahlers, [<reflink idref="bib23" id="ref117">23</reflink>]), or developing exercises to enhance critical thinking (Aguirre, [<reflink idref="bib3" id="ref118">3</reflink>]). The last set of proceedings included in this cluster was related to the challenges associated with teaching sales courses, such as recruiting students to take these classes in the first place (e.g., Sojka, [<reflink idref="bib133" id="ref119">133</reflink>]).</p> <hd id="AN0183128723-15">Cluster 7 Summary: Experiential Learning</hd> <p>The seventh cluster can be summarized as the experiential learning cluster. In this cluster, there were a total of 25 different proceedings. When examining the proceedings that make up this cluster, it is evident that many of the proceedings provided examples of experiential-based projects or activities that could be utilized across a variety of marketing courses (e.g., Colton, [<reflink idref="bib28" id="ref120">28</reflink>]; Houghton, [<reflink idref="bib58" id="ref121">58</reflink>]; Mead et al., [<reflink idref="bib92" id="ref122">92</reflink>]; R. Paul, [<reflink idref="bib112" id="ref123">112</reflink>]; Smith &amp; Poole, [<reflink idref="bib132" id="ref124">132</reflink>]; Zourrig &amp; Sarofim, [<reflink idref="bib153" id="ref125">153</reflink>]). These projects or activities could be at the undergraduate or graduate level. In addition to the proceedings focusing on specific activities, there were also a few proceedings that focused on student perceptions of these experiential learning activities (e.g., Croft &amp; Wang, [<reflink idref="bib30" id="ref126">30</reflink>]; Wang &amp; Croft, [<reflink idref="bib145" id="ref127">145</reflink>]). For example, in Croft and Wang ([<reflink idref="bib30" id="ref128">30</reflink>]), interviews and focus groups were conducted with students. Four themes were uncovered, with results showing that these activities were useful for preparing students for their future careers. Another subset of proceedings in this cluster focused on Kolb's Experiential Learning Model, which includes components such as reflection as part of the model (Barat, [<reflink idref="bib9" id="ref129">9</reflink>]; Croft &amp; Wang, [<reflink idref="bib29" id="ref130">29</reflink>]; Rylander, [<reflink idref="bib126" id="ref131">126</reflink>]). In addition, there was a group of proceedings that examined aspects related to improving course design, such as developing course outcomes (Santaella, [<reflink idref="bib127" id="ref132">127</reflink>]), rethinking instructor organization and rapport (Brudvig, [<reflink idref="bib21" id="ref133">21</reflink>]), and utilizing instructor self-reflection (Kirpalami, [<reflink idref="bib71" id="ref134">71</reflink>]). Finally, due to the changing AACSB accreditation standards, multiple proceedings focused on these AACSB changes as they relate to experiential earning (e.g., Killian et al., [<reflink idref="bib69" id="ref135">69</reflink>]; Taylor, [<reflink idref="bib139" id="ref136">139</reflink>]).</p> <hd id="AN0183128723-16">Cluster 8 Summary: Digital Marketing &amp; Artificial Intelligence (AI)</hd> <p>The final topic, Digital Marketing &amp; Artificial Intelligence, includes 21 proceedings covering a range of technology-focused topics, including papers on teaching digital marketing and analytics, industry certifications in these areas, and articles on issues involved with generative AI over the last two years. The largest area of focus in the cluster is on digital marketing topics. Digital marketing is a fast-changing area to which high importance is attached to students using commercially available tools and platforms. A proceeding (Parker et al., [<reflink idref="bib110" id="ref137">110</reflink>]) emphasized the importance of and challenge to marketing educators to keep up with fast-moving technological trends. One way to keep up with digital marketing trends is to include recognized industry certifications and training in the curriculum. Several cluster papers focused on how educators can incorporate industry certifications into the curriculum. Syrdal and McDonald ([<reflink idref="bib137" id="ref138">137</reflink>]) noted the diversity of available certifications in terms of time, effort, and cost and that certifications range from those focused on specific platforms (e.g., Facebook/Meta Blueprint) to those that give more general digital marketing skills (e.g., HubSpot's marketing certifications). Vander Schee and Dewald ([<reflink idref="bib143" id="ref139">143</reflink>]) noted how digital certifications can be used to bridge disciplinary gaps by describing how digital certifications, including Salesforce, can be utilized to teach services marketing to finance students. In a broader sense, Munoz ([<reflink idref="bib99" id="ref140">99</reflink>]) noted the importance of industry advisory boards in ensuring that the marketing curriculum is not "too narrow," particularly in practical marketing areas, such as digital marketing.</p> <p>Beyond certification, the cluster includes proceedings on a range of teaching ideas and topics in digital marketing pedagogy. These include the use of digital marketing simulations, teaching SEO (search engine optimization) using the "Google Online Marketing Challenge (GOMC)" in a team-teaching environment (Hain &amp; Ritz, [<reflink idref="bib50" id="ref141">50</reflink>]), and using the Enterprise Marketing Variation Model for digital marketing projects to improve problem resolution skills (Hain &amp; Ritz, [<reflink idref="bib51" id="ref142">51</reflink>]). A common thread in all of these proceedings is using innovative pedagogy and active learning exercises to help students build practical skills.</p> <p>The introduction of new generative AI technologies over the last few years has the potential to substantively change the skills required by marketers. Previously human-centered creative tasks, such as writing marketing press releases, developing advertising materials, and customer service interactions, can now be accomplished or substantively aided by the use of AI (e.g., Nicastro, [<reflink idref="bib105" id="ref143">105</reflink>]). Thus, it is imperative for marketing students to be able to appraise this new environment and understand AI tools. There are multiple papers, all in [<reflink idref="bib21" id="ref144">21</reflink>], dealing with these issues. Garrity ([<reflink idref="bib46" id="ref145">46</reflink>]) noted that marketing academics have been somewhat "behind the curve" in introducing generative AI skills that industry has rapidly embraced. While students are increasingly at ease with using these tools, particularly ChatGPT, less than 20% of faculty have formal guidelines for their use (Garrity, [<reflink idref="bib46" id="ref146">46</reflink>]). Menon et al. ([<reflink idref="bib95" id="ref147">95</reflink>]) provided a jumping-off point for faculty in listing the major applications for ChatGPT in the industry, including "customer care, customer engagement, sales and sales management, advertising, content production, and market research." A practical application for AI usage is given in Richards and Dubay ([<reflink idref="bib120" id="ref148">120</reflink>]), who provided a framework for using AI in community-engagement student processes and using AI to help students understand ethical and privacy issues. Overall, the use of generative AI tools in marketing is becoming increasingly important to marketers and, thus, to marketing educators. Therefore, it is expected that the papers in the 2023 proceedings are only the start of an important marketing pedagogy research stream.</p> <hd id="AN0183128723-17">Discussion</hd> <p>This study examines the teaching topics published in the Society for Marketing Advances proceedings over eleven years via a systematic content analysis. Results show that the most published area, with 33 proceedings papers, is "Project-Based Learning." These proceedings focused on various projects, exercises, assignments, or activities that could be utilized in the classroom to help students stay engaged and better understand the marketing content being discussed. The second cluster focused on social media topics. Papers in this cluster discuss both platform-specific topics, such as utilizing TikTok in teaching, and more general topics, such as using social media to improve student engagement.</p> <p>The third cluster focused on "Faculty Issues &amp; Pandemic Response." This cluster includes general papers on specific issues related to challenges faced by faculty during the COVID-19 pandemic, such as maintaining student engagement and changes in student behavior, but also general issues faced by faculty outside of the classroom. The fourth cluster covered "Virtual Learning &amp; Online Education." This cluster has been a mainstay throughout the review period. However, the number of publications discussing content related to this cluster expanded significantly due to the pandemic, which forced many faculty to teach online. Papers in this cluster include those related to online course development as well as specific ways to teach marketing content in an online environment.</p> <p>The fifth cluster concerns "Cultural Issues and Implications." This broad cluster covers topics related to culture, such as diversity and sustainability. It includes general work on cultural issues and practical pedagogical advice, such as dealing with cultural issues and diversity in branding. The sixth cluster, "Sales," cover all concepts of teaching sales and sales-related classes, such as role plays and sales competitions.</p> <p>The seventh cluster focused on "Experiential Learning." Many schools have initiatives looking for applied experiential learning, since this can help prepare students to enter the workforce. AACSB 2020 standards now require colleges to document these experiential learning activities; therefore, research on this topic area is expected to continue to increase in the future. We acknowledge that many of the project-based proceedings in the first cluster are experiential in form, which further emphasizes the importance of this topic. Finally, the eighth cluster covered "Digital Marketing &amp; AI" topics. This cluster includes papers on a range of technology-focused topics. Digital marketing topics include work on project- and simulation-based exercises for digital marketing and advice on incorporating industry certifications into digital marketing courses. Motivated by the release of ChatGPT, The 2023 proceedings included multiple papers on the growth of generative AI, the need for educators to address generative AI topics, and advice for teaching using ChatGPT and other generative AI tools.</p> <p>Overall, these eight clusters show the most relevant marketing education topics discussed by academicians and highlight the coursework and type of requirements (i.e., projects, experiential learning) considered important for successful marketing programs.</p> <hd id="AN0183128723-18">Post-Hoc Validation Analyses with the SMA Teaching Moments and Marketing Education Review</hd> <p>Although the SMA Teaching Moments were not included in the initial analysis due to the limited scope of these submissions, a post-hoc validation analysis was conducted with these Teaching Moments over the eleven-year time frame. Results for this post-hoc analysis yielded eight clusters similar to the original analysis, with multiple clusters representing specific class content and class instruction. Essentially, 25 proceedings focused on sales, 33 covered social media and digital marketing, and 43 focused on branding concepts. For class instruction, there were 24 proceedings related to experiential learning, 35 focusing on faculty issues, 37 on effective use of assignments, fourteen on class participation, and five on incorporating fun and games into the classroom. Because Teaching Moments focuses on short, three-minute lessons that can be used for specific classes as well as ideas to improve overall teaching, these results were not unexpected. However, these results further support the clusters found in the initial investigation.</p> <p>In addition to the SMA Teaching Moments analysis, an additional post-hoc validation analysis using the same procedures outlined in the method section was run on the articles published in the SMA-owned <emph>Marketing Education Review</emph> during the same period (2013–2023). Again, the eight clusters are similar to those found in this study, with a few exceptions. Three of the clusters focused on specific class content. These included Digital Marketing and Analytics (52 articles), Sales (25 articles), and Social Media (37 articles). There were also three clusters that focused on teaching instruction. Specifically, these clusters were titled Pandemic and Online Instruction (43 articles), Critical Thinking and Teams (46 articles), and Student Assignments (45 articles). In addition, there was a cluster that dealt with Faculty Issues and Productivity (sixteen articles) that included concepts such as tenure and promotion as well as journal publications. However, one cluster with 22 articles could easily be identified as a cluster associated with the Society for Marketing Advances. This is likely because, in many instances, there is an article published in MER that highlights the Teaching Moments presented at the annual conference. In addition, as mentioned prior, MER has the annual Innovations in Teaching special issue in which many SMA Innovations in Teaching Competition participants submit their work. This analysis again highlights the similarity between this cluster analysis and the original analysis, suggesting that conference attendees use the conference to gain additional insight before submission to MER.</p> <hd id="AN0183128723-19">Discussion on Marketing Pedagogy and Future Directions</hd> <p>Over the eleven years of study, much has changed in the marketing classroom. There has been further growth in online and hybrid teaching, a trend accelerated by the pandemic. The growth of e-commerce and social platforms has changed the function of marketing jobs, and today's marketing professionals need to be able to utilize a wide range of technological tools and platforms, including social media platforms, CRM systems, and analytics tools and technologies. This "digital transformation" of the marketing space has brought marketing and information technology functions together and erased some of the previous marketing distinctions and job boundaries (Tippets, [<reflink idref="bib140" id="ref149">140</reflink>]).</p> <hd id="AN0183128723-20">AI and Marketing</hd> <p>Added to the rapid digital transformation is the impact of the introduction of generative AI. Generative AI can accomplish tasks, including visual content creation, blog and social media post creation, idea generation, and website design (Anisin, [<reflink idref="bib5" id="ref150">5</reflink>]), which were previously the purview of human marketers. In fact, the growth of generative AI has caused a good degree of unease among the latest generation of marketing practitioners, and it may be that the skills taught in marketing classes are not relevant to this new environment. An industry-focused survey of junior digital marketing practitioners found worries that many marketing jobs could be automated and that the skills learned in digital marketing classes would be outdated in the current environment (Wertz, [<reflink idref="bib147" id="ref151">147</reflink>]). The "Digital Marketing &amp; AI" cluster includes multiple articles from 2023 (e.g., Garrity, [<reflink idref="bib46" id="ref152">46</reflink>]; M. Menon et al., [<reflink idref="bib95" id="ref153">95</reflink>]) that state the importance of generative AI in marketing and the transformation in different marketing practice areas. Most of this work is preliminary. However, given the importance of the topic, noted both in the popular press (e.g., Cohen, [<reflink idref="bib26" id="ref154">26</reflink>]; Gasman, [<reflink idref="bib47" id="ref155">47</reflink>]) and by education pedagogy researchers in multiple fields (e.g., Baidoo-Anu &amp; Ansah, [<reflink idref="bib8" id="ref156">8</reflink>]; Chiu, [<reflink idref="bib24" id="ref157">24</reflink>]; Lim et al., [<reflink idref="bib75" id="ref158">75</reflink>]), it is likely that generative AI will be an important research topic in marketing pedagogy going forward. We therefore suggest that there is scope for research assessing the impact of generative AI and on developing best practices for the use of generative AI.</p> <hd id="AN0183128723-21">Traditional Marketing Disciplines</hd> <p>In contrast to the environment outlined above, a good proportion of the papers analyzed in the bibliographic analysis are on topics for classes traditionally taught in the marketing curriculum, such as sales, branding, retailing, consumer behavior, marketing research, and increasingly digital/social media marketing. This topic selection is understandable, as faculty submitting teaching presentations likely focus on their own teaching experiences. In addition, each of these classes offers opportunities for integrating new work practices, platforms, and technologies; for example, utilizing social media platforms to improve student engagement (e.g., Wallace et al., [<reflink idref="bib144" id="ref159">144</reflink>]) or incorporating technology in sales teaching (e.g., Chapman &amp; Wahlers, [<reflink idref="bib23" id="ref160">23</reflink>]). Given the pace of digital transformation in traditional marketing areas, such as marketing communications (Nesterenko et al., [<reflink idref="bib104" id="ref161">104</reflink>]), sales (Mattila et al., [<reflink idref="bib88" id="ref162">88</reflink>]), and retailing (Reinartz et al., [<reflink idref="bib118" id="ref163">118</reflink>]), marketing faculty need to evaluate and update their curricula to incorporate new technologies and practices into traditional courses. We suggest that there is scope for research on how to best incorporate digitization into the curricula into traditional marketing areas, while still retaining the important core knowledge and theories from these areas.</p> <hd id="AN0183128723-22">Technology Platforms and Skills</hd> <p>Employers look for students with specific toolkits. For example, Microsoft Excel and database skills are widely valued by business employers (Hughs, [<reflink idref="bib61" id="ref164">61</reflink>]), and social media marketers need to understand a wide range of platforms and associated metrics and analytics (McLachlan &amp; Gurr, [<reflink idref="bib90" id="ref165">90</reflink>]). Several articles in the "Digital Marketing &amp; AI" cluster emphasized the importance of exposing students to industry platforms and helping students gain industry-recognized certifications (Syrdal &amp; McDonald, [<reflink idref="bib137" id="ref166">137</reflink>]; Vander Schee &amp; Dewald, [<reflink idref="bib143" id="ref167">143</reflink>]). In addition, technology tools and platforms have become increasingly important in more traditional marketing areas such as sales.</p> <p>Returning to the discussion in Wertz ([<reflink idref="bib147" id="ref168">147</reflink>]), there is an argument to be made that teaching core cognitive skills such as creativity and decision-making is more important than teaching specific marketing skills and platforms. There is essentially a trade-off, with students needing specific skills and platforms to get initial jobs but needing more general skills for sustained career success. There is an opportunity here for further pedagogy research on how to best introduce students to commercial platforms while setting tasks that require problem-solving skills and creativity.</p> <hd id="AN0183128723-23">Experiential Learning</hd> <p>Related to the material above, in the review articles, there has been a strong focus on developing creativity and decision-making skills using case studies, simulations, gamification, and experiential learning. In particular, there are specific clusters dedicated to "Project-Based Learning" and "Experiential Learning," which give examples of practitioner-focused exercises that are designed to give students experience in solving open-ended tasks. Experiential learning projects have become increasingly popular and can allow students to work on real-world client projects and commercially utilized platforms (e.g., Allen, [<reflink idref="bib4" id="ref169">4</reflink>]). The "Experiential Learning" cluster gives several good examples of experiential learning projects and also articles discussing student perceptions of "Experiential Learning" exercises (e.g., Croft &amp; Wang, [<reflink idref="bib30" id="ref170">30</reflink>]; Wang &amp; Croft, [<reflink idref="bib145" id="ref171">145</reflink>]).</p> <p>Experiential learning is something of a "hot topic" in education, with universities launching new experiential learning initiatives (e.g., Hutton, [<reflink idref="bib62" id="ref172">62</reflink>]; Moulton, [<reflink idref="bib98" id="ref173">98</reflink>]) and government funding being made available for these initiatives (U.S. National Science Foundation, [<reflink idref="bib154" id="ref174">154</reflink>]). Real-world experiential learning projects tend to involve problems that cross disciplinary silos and result in interdisciplinary learning opportunities, which are important to give students a broader view of how marketing fits in with other business disciplines (Blocker, [<reflink idref="bib16" id="ref175">16</reflink>]), and can form a core component of competency-based educational programs (Bratianu et al., [<reflink idref="bib20" id="ref176">20</reflink>]). However, challenges can arise when aligning experiential learning projects with educational goals (Bradford, [<reflink idref="bib18" id="ref177">18</reflink>]). As found in the cluster papers, when implemented in marketing classes, experiential learning can range from applied cases and simulations to true experiential learning exercises, where students work with industry partners on real-world client projects. Given the importance of experiential learning in modern higher education and the challenges of implementing effective experiential learning exercises, there is scope for further pedagogy work on how best to structure experiential learning projects and on the antecedents of the success of these projects.</p> <hd id="AN0183128723-24">Diversity, Equity, and Inclusion (DEI)</hd> <p>One area that is perhaps underserved in the literature review is the area of societal issues and diversity and inclusion. There were not enough articles on diversity and inclusion to generate a separate cluster in the bibliographic analysis. However, the general "Cultural Issues and Implications" cluster included a range of work, including work on incorporating social justice in the marketing curriculum (Nasif, [<reflink idref="bib103" id="ref178">103</reflink>]) and giving students cross-cultural experiences in consumer behavior classes (Lopez et al., [<reflink idref="bib78" id="ref179">78</reflink>]).</p> <p>Several recent articles, including the aforementioned MER special issue (Protopapa &amp; Plangger, [<reflink idref="bib115" id="ref180">115</reflink>]), have focused on the need for marketers to understand issues relating to diversity and inclusion, including stereotyping and racial profiling, gender equality, and subconscious biases. In the U.S., marketers need to be able to understand and market to an ever-diversifying consumer base (Kipnis et al., [<reflink idref="bib70" id="ref181">70</reflink>]) and understand societal issues that may impact brand campaigns and perceptions of brands. In the polarized U.S. political environment, brands have faced recent backlash and boycotts from all sides of the political spectrum, including Budweiser (Napolitano, [<reflink idref="bib100" id="ref182">100</reflink>]), Starbucks (Durbin, [<reflink idref="bib36" id="ref183">36</reflink>]), and Chick-fil-A (Rainey, [<reflink idref="bib116" id="ref184">116</reflink>]). Marketeers and advertisers must have the skills to work in this environment. DEI initiatives within universities are often "lightning rods" for political opinion, with several U.S. states recently banning specific DEI initiatives at universities (e.g., Kepner, [<reflink idref="bib67" id="ref185">67</reflink>]).</p> <p>In summary, Diversity, Equity, and Inclusion (DEI) is an important, but often fraught topic. It is of paramount importance that students understand how to market to diverse groups of consumers and how to navigate social and political concerns. There has been research on how to incorporate diversity at the firm level (e.g., Nielsen &amp; Nielsen, [<reflink idref="bib106" id="ref186">106</reflink>]), in marketing operations (e.g., Kipnis et al., [<reflink idref="bib70" id="ref187">70</reflink>]), and in university initiatives (e.g., Cuyjet et al., [<reflink idref="bib31" id="ref188">31</reflink>]), but there is further scope to expand on this research to understand how best to prepare students to navigate and critically evaluate DEI issues and initiatives within a marketing context.</p> <hd id="AN0183128723-25">Limitations and Extension</hd> <p>While informative insights concerning the research content of the SMA proceedings over the course of the past eleven years were disseminated, this study was not without its limitations. Cluster analysis has been widely applied and utilized in countless marketing studies over the past several years. Best practice was followed in picking the number of topic clusters. To select the eight-topic cluster solution, a combination of an evaluation of face validity, a trade-off between parsimony and detail, and stability analysis using holdout validation and the adjusted Rand index was used. The method proved quite efficient in discriminating data themes within a large network. However, several articles were at the border of multiple clusters and there were several "micro-topics," which were not large enough to have their own clusters. Further analysis of multi-topic articles and articles from "micro-topics" could give further insights into the educational landscape and help identify new and interesting potential research areas.</p> <p>The content analysis was performed on the conference article abstracts and, where available, the introductory paragraphs. Another potential limitation is that most teaching submissions to the SMA conference are in short-abstract format and that abstracts are often submitted before the research work is completed. The SMA conference has an advantage of a diversity of teaching topics and reflective contributions from a wide range of marketing faculty, some of whom do not engage in specific "teaching research" or "scholarly teaching and learning" (SoTL) aimed at teaching research journals such as <emph>Marketing Education Review, Journal for Advancement of Marketing Education, Journal of Education for Business</emph>, and the <emph>Journal of Marketing Education</emph>. However, additional information could be extracted from full journal articles, where analysis could be done on more detailed text, including the analysis and conclusion sections of the papers, and there is scope meta-analytic analysis on the empirical work done in the aforementioned teaching research journals. The abstract information was extracted from the SMA online conference proceedings repository. This provides proceedings for the last eleven years and longitudinally covers such topics as the growth in online teaching, increased focus on experiential and project-based learning, and disruption due to the pandemic. If a source was available for a longer time, for example, 20-plus years, this could yield some additional historical context in the rise of different teaching topics over time and yield greater diversity in the content.</p> <p>One of the purposes of conference scholarship is the ability to test and receive feedback on one's work prior to submission to a journal. It would be interesting to see how many of the identified abstracts eventually resulted in a journal publication and at what level such research appears. This could provide extremely valuable information as to how well SMA is supporting scholarship within the discipline, and it would also provide indirect implications associated with the quality of article reviewership.</p> <p>Many of the topic areas covered in this study, in particular, "Experiential Learning" "Faculty Issues &amp; Pandemic Response," "Virtual Learning &amp; Online Education" have material that is relevant across disciplines. Faculty across all business disciplines would have encountered similar issues with the COVID-19 pandemic and in implementing new virtual learning technologies. As noted in the discussion, a key advantage of experiential learning projects is the ability to break down disciplinary silos and have students work on interdisciplinary problems. A potential extension would be to create literature reviews that look at a narrowly focused topic area (e.g., experiential learning) across different business (and potentially related non-business) disciplines and compare and contrast the different approaches in different disciplines. In this way, researchers could find commonalities and differences between disciplines and leverage findings from one discipline in another.</p> <p>A final area of extension could address how well SMA is bearing up against other organizations. This particular study focused on SMA only; however, other conferences focus on marketing pedagogy or include marketing education tracks. Some of these conferences include the Marketing Management Association, the Marketing Educators' Association, the Academy of Marketing Science, and the American Marketing Association. It would be useful to run this type of analysis on the proceedings of these organizations to compare the results to what was found at SMA. For example, it would be helpful to understand if researchers across the discipline are working in similar areas or if SMA needs to increase its topical currency. Such information could be valuable in branding and positioning SMA within the marketing discipline. Suffice it to say that this is likely just the beginning of determining new and beneficial ways to assess SMA's performance with the larger discipline.</p> <hd id="AN0183128723-26">Disclosure Statement</hd> <p>No potential conflict of interest was reported by the author(s).</p> <ref id="AN0183128723-27"> <title> References </title> <blist> <bibl id="bib1" idref="ref87" type="bt">1</bibl> <bibtext> Achenreiner, G., McDermott, M., &amp; McManus, K. (2022). The new normal: Student preferences and expectations of faculty communication outside of the classroom. In D. E. Harrison (Ed.) Reconceptualizing Marketing in Today's Global Environment. 2022 SMA Conference (pp. 322 – 324). 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| Items | – Name: Title Label: Title Group: Ti Data: Insights from an 11-Year Systematic Review of Teaching and Pedagogy Topics in the Society for Marketing Advances' Proceedings – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Stephen+France%22">Stephen France</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7226-2750">0000-0002-7226-2750</externalLink>)<br /><searchLink fieldCode="AR" term="%22Diane+R%2E+Edmondson%22">Diane R. Edmondson</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2717-5084">0000-0002-2717-5084</externalLink>)<br /><searchLink fieldCode="AR" term="%22Pia+A%2E+Albinsson%22">Pia A. Albinsson</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8591-5191">0000-0002-8591-5191</externalLink>)<br /><searchLink fieldCode="AR" term="%22Christopher+D%2E+Hopkins%22">Christopher D. Hopkins</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0208-1161">0000-0002-0208-1161</externalLink>) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Marketing+Education+Review%22"><i>Marketing Education Review</i></searchLink>. 2025 35(1):58-78. – Name: Avail Label: Availability Group: Avail Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 21 – Name: DatePubCY Label: Publication Date Group: Date Data: 2025 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Business+Education%22">Business Education</searchLink><br /><searchLink fieldCode="DE" term="%22Marketing%22">Marketing</searchLink><br /><searchLink fieldCode="DE" term="%22Business+Education+Teachers%22">Business Education Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Trends%22">Educational Trends</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Content+Analysis%22">Content Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Bibliographies%22">Bibliographies</searchLink><br /><searchLink fieldCode="DE" term="%22Conferences+%28Gatherings%29%22">Conferences (Gatherings)</searchLink><br /><searchLink fieldCode="DE" term="%22Scholarship%22">Scholarship</searchLink><br /><searchLink fieldCode="DE" term="%22Active+Learning%22">Active Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Projects%22">Student Projects</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Media%22">Social Media</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink><br /><searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Online+Courses%22">Online Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Awareness%22">Cultural Awareness</searchLink><br /><searchLink fieldCode="DE" term="%22Salesmanship%22">Salesmanship</searchLink><br /><searchLink fieldCode="DE" term="%22Experiential+Learning%22">Experiential Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Artificial+Intelligence%22">Artificial Intelligence</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1080/10528008.2024.2424879 – Name: ISSN Label: ISSN Group: ISSN Data: 1052-8008<br />2153-9987 – Name: Abstract Label: Abstract Group: Ab Data: To better understand the marketing education discipline, this research uses an eleven-year (2013-2023) systematic bibliographic content analysis of teaching and pedagogy paper topics that are part of the Society for Marketing Advances (SMA) Annual Conference Proceedings. Since many marketing educators present works in progress at conferences before submission to a journal, this analytical approach allows researchers to better understand what marketing academics believe are the most relevant topics over the past decade. Using a semi-automated content analysis of each proceeding focusing on marketing pedagogy topics, eight distinct marketing teaching topics were found. These eight topics and potential new, emerging topics are discussed. Implications for the marketing education field and areas for future pedagogy research are discussed. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2025 – Name: AN Label: Accession Number Group: ID Data: EJ1467235 |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/10528008.2024.2424879 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 21 StartPage: 58 Subjects: – SubjectFull: Business Education Type: general – SubjectFull: Marketing Type: general – SubjectFull: Business Education Teachers Type: general – SubjectFull: Teacher Attitudes Type: general – SubjectFull: Educational Trends Type: general – SubjectFull: Teaching Methods Type: general – SubjectFull: Content Analysis Type: general – SubjectFull: Bibliographies Type: general – SubjectFull: Conferences (Gatherings) Type: general – SubjectFull: Scholarship Type: general – SubjectFull: Active Learning Type: general – SubjectFull: Student Projects Type: general – SubjectFull: Social Media Type: general – SubjectFull: Pandemics Type: general – SubjectFull: COVID-19 Type: general – SubjectFull: Electronic Learning Type: general – SubjectFull: Online Courses Type: general – SubjectFull: Cultural Awareness Type: general – SubjectFull: Salesmanship Type: general – SubjectFull: Experiential Learning Type: general – SubjectFull: Artificial Intelligence Type: general Titles: – TitleFull: Insights from an 11-Year Systematic Review of Teaching and Pedagogy Topics in the Society for Marketing Advances' Proceedings Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Stephen France – PersonEntity: Name: NameFull: Diane R. Edmondson – PersonEntity: Name: NameFull: Pia A. Albinsson – PersonEntity: Name: NameFull: Christopher D. Hopkins IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 1052-8008 – Type: issn-electronic Value: 2153-9987 Numbering: – Type: volume Value: 35 – Type: issue Value: 1 Titles: – TitleFull: Marketing Education Review Type: main |
| ResultId | 1 |
