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'A How-to-Guide for Bringing Artificial Intelligence into Life in Your Marketing Curriculum: A Blueprint for Student Learning and Success'

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Title: 'A How-to-Guide for Bringing Artificial Intelligence into Life in Your Marketing Curriculum: A Blueprint for Student Learning and Success'
Language: English
Authors: Victor A. Barger, Pavan Rao Chennamaneni, Andrew J. Dahl, James W. Peltier
Source: Marketing Education Review. 2025 35(2):99-108.
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: 10
Publication Date: 2025
Document Type: Journal Articles
Reports - Evaluative
Education Level: Higher Education
Postsecondary Education
Descriptors: Business Education, Marketing, Artificial Intelligence, Teaching Methods, Computer Software, Experiential Learning, Education Work Relationship, Outcomes of Education, Technology Integration, Curriculum Design, Learner Engagement, Educational Change, Departments, Course Descriptions, Educational Policy, Internet, Online Systems, Salesmanship, Higher Education
DOI: 10.1080/10528008.2024.2430259
ISSN: 1052-8008
2153-9987
Abstract: The rapid rise of artificial intelligence (AI) presents both challenges and opportunities for marketing educators. This paper outlines a transformative process undertaken by our department to integrate AI across the marketing curriculum. We detail a strategic shift from initial resistance to acceptance, resulting in the successful integration of AI-focused content and experiential learning opportunities into our courses. Key innovations included curriculum redesign, AI-specific exercises, and activities aimed at enhancing AI literacy and prompt engineering skills. We further explore the impact of these changes on student engagement and learning outcomes, demonstrating how AI tools such as ChatGPT and xiQ can be effectively employed for teaching. Our findings reveal high levels of student satisfaction and AI self-reported knowledge gains, particularly in courses where AI was a central component. This paper provides a blueprint for other institutions seeking to embrace AI in their marketing programs, offering practical recommendations for overcoming resistance, fostering acceptance, and implementing AI-based pedagogies. By aligning education with industry needs, we aim to prepare students to thrive in an increasingly AI-driven marketing environment.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1474099
Database: ERIC
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  Value: <anid>AN0185386658;fm401jun.25;2025May27.02:00;v2.2.500</anid> <title id="AN0185386658-1">"A How-To-Guide For Bringing Artificial Intelligence Into Life In Your Marketing Curriculum: A Blueprint For Student Learning And Success" </title> <sbt id="AN0185386658-2">Introduction and Relevance to Marketing Education</sbt> <p>The rapid rise of artificial intelligence (AI) presents both challenges and opportunities for marketing educators. This paper outlines a transformative process undertaken by our department to integrate AI across the marketing curriculum. We detail a strategic shift from initial resistance to acceptance, resulting in the successful integration of AI-focused content and experiential learning opportunities into our courses. Key innovations included curriculum redesign, AI-specific exercises, and activities aimed at enhancing AI literacy and prompt engineering skills. We further explore the impact of these changes on student engagement and learning outcomes, demonstrating how AI tools such as ChatGPT and xiQ can be effectively employed for teaching. Our findings reveal high levels of student satisfaction and AI self-reported knowledge gains, particularly in courses where AI was a central component. This paper provides a blueprint for other institutions seeking to embrace AI in their marketing programs, offering practical recommendations for overcoming resistance, fostering acceptance, and implementing AI-based pedagogies. By aligning education with industry needs, we aim to prepare students to thrive in an increasingly AI-driven marketing environment.</p> <p>Artificial intelligence (AI) is transforming how firms identify, create, nurture, and manage customer relationships (Peltier, Dahl, Drury, et al., [<reflink idref="bib17" id="ref1">17</reflink>]). Despite a rapidly expanding stream of emergent research on AI in the academic literature, universities lag far behind with regard to educating and training students for the real world (Guha et al., [<reflink idref="bib8" id="ref2">8</reflink>]). Marketing curriculum design can have a substantial impact on career outcomes, both in terms of income and long-term career satisfaction (Iqbal, [<reflink idref="bib10" id="ref3">10</reflink>]). Incorporating AI courses has been shown to increase student self-efficacy (Saavedra Torres & Heath, [<reflink idref="bib19" id="ref4">19</reflink>]) and facilitate practice of course concepts (Milovic et al., [<reflink idref="bib13" id="ref5">13</reflink>]). Beneficial applications of AI can be found in all aspects of marketing, including digital marketing (Peltier, Dahl, & Schibrowsky, [<reflink idref="bib16" id="ref6">16</reflink>]), social media (Peltier, Dahl, Drury, et al., [<reflink idref="bib17" id="ref7">17</reflink>]), and services (Sigala et al., [<reflink idref="bib21" id="ref8">21</reflink>]), sales (Milovic et al., [<reflink idref="bib13" id="ref9">13</reflink>]). Research calls have thus been made for educators to ensure that future marketing professionals have the requisite AI knowledge and skills (Dubay & Richards, [<reflink idref="bib4" id="ref10">4</reflink>]; Guha et al., [<reflink idref="bib8" id="ref11">8</reflink>]; Gulati et al., [<reflink idref="bib9" id="ref12">9</reflink>]; Peña et al., [<reflink idref="bib18" id="ref13">18</reflink>]; Schlegelmilch & Mills, [<reflink idref="bib20" id="ref14">20</reflink>]).</p> <hd id="AN0185386658-3">AI Innovations and a Transformational Curricular Process</hd> <p>New paradigms require new ideas and a willingness to change. In this paper, we outline the process through which our department quickly and effectively transformed our undergraduate curricula to integrate AI, with a specific focus on generative AI. A primary goal of our paper is to provide insights into how our AI curricular and teaching innovations can successfully transform marketing education, enabling students to be job-ready in the generative AI era. In this regard, we utilize a curricular case study approach backed by theoretical concepts. We focus our discussion at both the departmental level in terms of change motivations, and then at the instructor level with regard to course delivery. In our paper we treat AI as a learning and teaching innovation, first at the curricular level and then with respect to two specific foci: (<reflink idref="bib1" id="ref15">1</reflink>) AI and digital marketing, and (<reflink idref="bib2" id="ref16">2</reflink>) AI and sales. We present a how-to-guide for discussing AI curricular transformation process to accelerate AI adoption: (<reflink idref="bib1" id="ref17">1</reflink>) overcoming resistance to change and acceptance of AI, (<reflink idref="bib2" id="ref18">2</reflink>) innovating across the marketing curriculum, (<reflink idref="bib3" id="ref19">3</reflink>) exemplars of specific teaching innovations in digital marketing and sales, (<reflink idref="bib4" id="ref20">4</reflink>) innovation effectiveness and department-wide results, and (<reflink idref="bib5" id="ref21">5</reflink>) challenges, recommendations, and a blueprint for change.</p> <hd id="AN0185386658-4">Overcoming Resistance to Change and Acceptance of AI: Challenges and Opportunities</hd> <p>Educational change is not easy. As with any new paradigm, AI presents both challenges and opportunities. Disruptive innovations often face curricular hurdles, especially when the curriculum review process takes the form of transformational learning requiring a deep, structural shift in basic premises of thought, feelings, and actions (Kandiko Howson & Kingsbury, [<reflink idref="bib11" id="ref22">11</reflink>]). Although in its infancy, universities and marketing departments have begun to place a greater emphasis on evaluating why and how AI should be integrated into their curricula (Grewal et al., [<reflink idref="bib7" id="ref23">7</reflink>]; Guha et al., [<reflink idref="bib8" id="ref24">8</reflink>]; Valenzuela et al., [<reflink idref="bib23" id="ref25">23</reflink>]). To date, marketing educators have expressed the positives of including AI in a variety of course areas, including sales, digital marketing, service learning, among others (Daniels et al., [<reflink idref="bib2" id="ref26">2</reflink>]; Dubay & Richards, [<reflink idref="bib4" id="ref27">4</reflink>]; Gulati et al., [<reflink idref="bib9" id="ref28">9</reflink>]; Kumar et al., [<reflink idref="bib12" id="ref29">12</reflink>]; Milovic et al., [<reflink idref="bib13" id="ref30">13</reflink>]). Consistent with this structural shift, in our efforts to adapt our curriculum to AI, we noted two distinct phases our department went through: (<reflink idref="bib1" id="ref31">1</reflink>) denial-protectionism, followed by (<reflink idref="bib2" id="ref32">2</reflink>) illumination-acceptance.</p> <hd id="AN0185386658-5">Denial-Protectionism</hd> <p>Within a few short months of its public launch in fall of 2022, generative AI exploded, as demonstrated by ChatGPT's record-setting growth to 100 million monthly users (Gordon, [<reflink idref="bib6" id="ref33">6</reflink>]). Initially, the primary focus of department discussions was on how to prevent undergraduate students from using ChatGPT to cheat, as well as how the technology would impact students' writing skills. Similar to the reticence of utilizing past disruptive innovations in the marketing curriculum like online learning (Close et al., [<reflink idref="bib1" id="ref34">1</reflink>]; Peltier et al., [<reflink idref="bib14" id="ref35">14</reflink>], [<reflink idref="bib15" id="ref36">15</reflink>]), questions within our department surfaced regarding the impact AI would have on our curriculum, instructors, and students (Thontirawong & Chinchanachokchai, [<reflink idref="bib22" id="ref37">22</reflink>]). The most common concerns regarding AI usage by students relate to academic integrity, plagiarism, and the degradation of writing and critical thinking skills (Elhajjar et al., [<reflink idref="bib5" id="ref38">5</reflink>]; Gulati et al., [<reflink idref="bib9" id="ref39">9</reflink>]). Valenzuela et al. ([<reflink idref="bib23" id="ref40">23</reflink>]) contend that AI may lead to "de-skilling" when users may become over reliant on AI with respect to their learning and development. This reticence needed to be overcome in our department before any curricular changes could move forward.</p> <hd id="AN0185386658-6">Illumination-Acceptance</hd> <p>The unique capabilities of AI, along with the growing power of machine learning, has led to widespread industry acceptance of AI as a disruptive marketing innovation (Gulati et al., [<reflink idref="bib9" id="ref41">9</reflink>]; Peltier, Dahl, & Schibrowsky, [<reflink idref="bib16" id="ref42">16</reflink>]). Once it became clear that generative AI was here to stay, we realized that we would be doing our students a disservice if we did not expose them to next-generation marketing techniques. Our focus shifted to learning more about generative AI, supporting AI software trials, and identifying what was needed to transform the curriculum – fast! AI is not exclusive to marketing, and we wanted to be the first program to fully integrate it into the curriculum. In response to departmental changes, the college is now fast-tracking acceptance as well.</p> <hd id="AN0185386658-7">AI Curricular Changes: Description of Our AI Marketing Curricular Innovations</hd> <p>After the realization that integrating AI into the curriculum was paramount, we initiated the process of (a) changing course titles and descriptions to reflect AI coverage, (b) modifying course content and exercises, and (c) changing/adding emphases, minors, and certificates. Table 1 shows how course names and descriptions were changed. Table 2 addresses (a) how/where AI was covered in various classes, and (b) experiential learning exercises by class.</p> <p>Table 1. Revised course descriptions.</p> <p> <ephtml> <table><thead><tr><td>COURSE TITLE</td><td>ORIGINAL DESCRIPTION</td><td>NEW DESCRIPTION</td></tr></thead><tbody><tr><td><italic>Principles of Selling</italic></td><td>A seminar in the art and science of selling. Examined and probed in depth will be the whys and hows of selling theories, principles, techniques, practices and the basics of sales force management.</td><td>An introduction to the art and science of selling and persuasion, focusing on communication skills, selling theories, techniques, and practices. This experiential "learning by doing" class utilizes interactions with business professionals to improve your skills. This course will also develop your understanding of the latest business and communication technologies, including artificial intelligence (AI) and its applications.</td></tr><tr><td><italic>Marketing Communications and Artificial Intelligence (New Name)</italic></td><td>Marketing and communications concepts related to planning, implementing, and evaluating integrated marketing communications programs for social enterprises.</td><td>Unlock the future of marketing with our hands-on course on marketing communications with artificial intelligence (AI). Dive deep into the foundational marketing and communications concepts that drive successful campaigns while leveraging the power of AI to supercharge creative development, planning, and evaluation. Engage in experiential learning as you research, create, and develop your own AI-augmented marketing communications plan.</td></tr><tr><td><italic>Introduction to Digital Marketing</italic></td><td>Technological changes and the always connected consumer have forced marketers to evolve. The basics of emerging digital marketing media and related techniques for reaching online consumers across multiple devices including desktop and mobile are covered. Additionally, the course explores digital marketing's transformative impact on traditional marketing practices and examines digital segmentation, digital marketing around the globe, digital divide, digital privacy, and digital analytics.</td><td>Technological changes and the "always connected" consumer force marketers to continually evolve. The basics of emerging digital marketing media, artificial intelligence (AI), and related techniques for reaching online consumers across multiple devices are covered. The course explores AI and digital marketing's transformative impact on traditional marketing practices and privacy. Students will analyze and interpret digital marketing data to evaluate marketing strategies and generate recommendations.</td></tr><tr><td><italic>Advanced Digital Marketing and Artificial Intelligence (New Name)</italic></td><td>Digital marketing allows marketers to deliver relevant communications in today's digital world. Strategies behind effective digital marketing efforts are explored with a focus on understanding digital analytics and developing digital content. Emphasis is placed on search engine marketing and digital advertising strategies including SEO and paid search. Developing and implementing a search engine marketing campaign provides hands-on experience.</td><td>Digital marketing and artificial intelligence (AI) allow marketers to deliver relevant communications. Strategies for effectively leveraging AI for digital marketing efforts are explored with a focus on understanding digital analytics and developing digital content. Emphasis is placed on search engine marketing and digital advertising, including SEO and paid search, and optimizing other AI-driven digital strategies.</td></tr><tr><td><italic>Business to Business Marketing</italic></td><td>An intensive examination of the industrial marketing sector. Emphasis is placed on understanding the unique dimensions of the industrial marketing environment and translating this understanding into effective integrated industrial marketing programs. Attention is given to producer, reseller and government markets.</td><td>An in-depth examination of the distinct world of business-to-business (B2B) marketing, this course develops your understanding of how and why businesses attract and initiate relationships in commercial, governmental, and institutional markets. The course uses current events and examples to look at all aspects of the marketing and sales process and the latest technological advances, including artificial intelligence.</td></tr><tr><td><italic>Sales Management</italic></td><td>This course examines sales management from a motivational and an institutional perspective. The goal of the course is to examine the elements of operating an effective sales force as the key component to organizational success. Topics include sales force structure, use of technology and issues in compensating and retaining salespeople.</td><td>Sales has a unique and critical position in every organization that requires an equally unique approach to management. This course examines the critical role of sales force design, management, and leadership of the sales function, which is essential to all organizations. It looks at contemporary issues such as ethics, managing in a global environment, generational differences, diversity in the salesforce, and the profound transformation of sales enablement through technologies such as artificial intelligence.</td></tr><tr><td><italic>Marketing Analytics and Artificial Intelligence</italic><italic>(New Name)</italic></td><td>Advancing technology is enabling marketers to create individualized customer relationships in situations where previously such relationships were not possible. This course is designed to increase students' understanding of how technology, specifically the customer database, is used to design and implement marketing strategies. Special attention will be devoted to studying the types of information needed in a customer database and how this information can be integrated into the marketing decision making process.</td><td>Advancing technology is enabling marketers to create individualized customer relationships in situations where previously such relationships were not possible. This course is designed to increase students' understanding of how technology is used to design and implement marketing strategies. Special attention will be devoted to the application of marketing analytics and artificial intelligence to marketing strategy.</td></tr><tr><td><italic>Advanced Sales</italic></td><td>Selling is a critical criterion for successful enterprises. This course provides advanced hands-on and practical approaches for selling new products/services, obtaining new customers, launching new enterprises, or for creating relationships in other entrepreneurial selling scenarios. Through video and other technologies, students will present interactive solutions for developing strong customer relationships.</td><td>Sales is critical to the success of all organizations. This course examines advanced sales processes, strategies, and techniques practiced through experiential opportunities with business professionals. In addition, you will explore building strong customer relationships, negotiation strategies, career management, and the latest sales enablement technologies, including artificial intelligence.</td></tr></tbody></table> </ephtml> </p> <p>Table 2. AI content and exercises for selected courses.</p> <p> <ephtml> <table><thead><tr><td>COURSE</td><td>AI COURSE CONTENT</td><td>AI ASSIGNMENTS/EXERCISES</td></tr></thead><tbody><tr><td><italic>Principles of Marketing</italic></td><td>Module 14 in the Digital Marketing section. One class focused on AI, with a hands-on activity that involves prompt writing exercises.</td><td>Students complete a short essay or blog post using Google Gemini (formerly Bard). The students describe some of their likes in each area and have generative AI recommend other products and services they may like under the 4-P's. The student also summarizes their experience with AI and assesses the correctness of the post. Finally, what did they learn and what would they change if they did it again?</td></tr><tr><td><italic>Principles of Selling</italic></td><td>Introduction to AI and ChatGPT. ChatGPT hands-on training. Lecture on AI, how it's being used by sales organizations for prospecting and communications. Introduction to xiQ's personality-based sales platform with AI integration. All students get free xiQ accounts and are trained to use the platform.</td><td>LinkedIn Message Using xiQ. Email Message Using ChatGPT. Voicemail Assignment using ChatGPT.</td></tr><tr><td><italic>Sales Management</italic></td><td>Lecture on AI, how it is being used by sales managers and organizations for prospecting and communications with customers. Training through Salesforce Trailhead on how to utilize CRM's AI.</td><td>LinkedIn Message to ___ From ____ using xiQ. Company Background & Source List Assignment. Industry Review & Interview Questions Assignment. Using xiQ and ChatGPT to Prepare Approach to Partner. Company Structure & Leveraging Technology Assignment. Hiring & Training People and Motivation & Reward Assignment.</td></tr><tr><td><italic>Advanced Sales</italic></td><td>Lecture on AI, cross functional integration. Advanced Salesforce Trailhead Training showing AI integration with pipeline management and the customer journey.</td><td>Prospecting Assignment Using xiQ. LinkedIn Message Using xiQ assignment. Email Assignment using ChatGPT. Leave a Voicemail Assignment using ChatGPT.</td></tr><tr><td><italic>Introduction to Digital Marketing</italic></td><td>Introduction to generative AI's impact on different areas of digital marketing. Prompt engineering for different digital strategies/use cases applicable to ChatGPT, Google Gemini, and Copilot. AI Training: Prompt Format, Generalized Research, Idea Generation.</td><td>Industry Background Research/Situation analysis with AI. Content Personas and WebUX Analysis with AI. SEO PPC and Display Advertising Analysis with AI. Social Media and Mobile Analysis with AI. Individual Writing Assessment with AI. Digital Marketing Audit Analysis Presentation Deck with AI. Reflection on the use of AI across each use case.</td></tr><tr><td><italic>Social Media and Content Marketing</italic></td><td>AI for social media content creation, graphic/video creation, blog and caption writing, audio creation, research, and virtual influencer creation.</td><td>Use AI to generate a graphic of a product you would like to sell. Use AI to generate a video of a service you would like to create brand awareness for. How to utilize AI to find copyright free music and images. How to create a digital avatar using AI.</td></tr><tr><td><italic>Advanced Digital Marketing and Artificial Intelligence</italic></td><td>Advanced prompt engineering for different digital strategies/use cases and different generative AI platforms (e.g., ChatGPT, Gemini, Bing, Copilot, Jasper). HubSpot AI for Marketing module. Responsive search ads and AI-powered search marketing. Using AI for SEO. Using AI for marketing analytics. Predictive analytics and AI in Google Analytics.</td><td>Persona development with AI. Conversion rate optimization and A/B testing with AI. Web page UX and friction point audit using AI. Content topic cluster generation via AI. Google Ads data analysis using AI. Creating Google Ads assets using AI. Blog writing assignment and SEO using AI. Google Analytics data analysis using AI and predictive analytics. Reflection on the use of AI across each use case.</td></tr><tr><td><italic>Marketing Communications with Artificial Intelligence</italic></td><td>Prompt Engineering Method. Prompt Format. AI for general research, idea generation, images, content, and video.</td><td>Marketing Book Review using AI Prompt Engineering Method. Situation Analysis and Personas with AI. Creative Brief and Media Plan with AI. Media Mix Strategy with AI. Final IMC Plan and Creatives with AI.</td></tr></tbody></table> </ephtml> </p> <hd id="AN0185386658-8">Exemplars of Teaching Innovations</hd> <p>As illustrations, below we present descriptions of teaching innovations employed in our digital marketing and sales classes. We encourage you to view our supplemental online materials that provide detailed exercises related to digital marketing exercise prompts, social media voice analysis and content creation, persona development with web analytics exercise, user experience evaluation and conversion rate optimization, blog content strategy, ad copy development, using generative AI as a strategy critic, and LinkedIn-e-mail-and voice creation in a sales context, among others [https://doi.org/10.1080/10528008.2024.2430259]. Please contact the authors if you have requests for other examples and/or other classes.</p> <hd id="AN0185386658-9">AI Usage Policy in All AI Course Syllabi</hd> <p>To ensure ethical use of AI in class assignments, and to help reassure instructors that students were actually learning how to use AI, all of our courses incorporating AI included the following usage policy in the syllabus. Depending on the course, some assignments explicitly required the use of AI, whereas others permitted students to elect to use AI provided they followed the policy.</p> <p>"Using AI is an emerging skill, one marketers need to understand to maximize ROI. In this course we will learn about AI and using various AI tools. However, generative AI tools like ChatGPT have limitations. Beyond potential bias, AI solutions are often incomplete, or worse, wrong. Given these limitations:</p> <p></p> <ulist> <item> For exercises requiring the use of AI, you are responsible for checking any results (output) from ChatGPT or other tools against other data sources to verify accuracy.</item> <p></p> <item> If you use ChatGPT or other AI tools for any element of the course, you must at a minimum (a) acknowledge when and how you have used AI, (b) include all specific prompts you used and the generative AI's output, (c) state how you used the output, and (d) reflect on what you learned related to the pros/cons of using that tool and your specific prompts.</item> <p></p> <item> Please note my perspective and viewpoint may not reflect that of others. Ultimately, you are responsible for errors, omissions, or other issues due to the use of AI. Failure to acknowledge your use of ChatGPT or other AI violates university and college academic honesty policies."</item> </ulist> <hd id="AN0185386658-10">Building AI Literacy and Teaching Prompt Engineering in Digital Marketing Courses</hd> <p>Enhancing AI literacy is crucial for the future of work in digital careers (Guha et al., [<reflink idref="bib8" id="ref43">8</reflink>]). At the beginning of the semester, we fostered basic AI literacy by lecturing on AI, generative AI, and large language models (LLMs). We also discuss prompting frameworks and the attributes of prompts. Although LLMs continue to improve at responding to natural language requests, prompt engineering is valuable for maximizing the potential of generative AI. In Table 2, we provide prompt templates for a variety of digital marketing exercises. We encourage students to experiment with and iterate on these prompts to help them refine their AI prompting skills. This also helps them test the limits of generative AI and learn to recognize marketing tasks that may benefit from AI. Table 3 highlights prompt components that are covered in an early lecture and illustrates how the components apply to two digital marketing exercises. It may be worthwhile to have students first attempt to create a prompt for a specific marketing task with minimal instruction. Instructors can then transition to a reflective discussion on prompt engineering.</p> <p>Table 3. Recommended components of effective prompts in digital marketing courses.</p> <p> <ephtml> <table><thead><tr><td>PROMPT COMPONENT<sup>†</sup></td><td>EXAMPLE DIGITAL EXERCISE #1 – <italic>Social media voice analysis & content creation</italic></td><td>EXAMPLE DIGITAL EXERCISE #2 – <italic>Persona brainstorm exercise</italic></td></tr></thead><tbody><tr><td>AI's role/persona</td><td>You are a social media strategy expert ...</td><td>You are a marketing expert ...</td></tr><tr><td>Task or request for AI to perform</td><td>Analyze the recent post captions ... [+ <italic>more steps</italic>]</td><td>... developing digital personas</td></tr><tr><td>Background information or context for the task</td><td>... working as a consultant for [insert brand] ... from [insert social media platform]</td><td>... for [insert brand]. Assume I have access to insights from SimilarWeb.com ... [<italic>+ all answers to questions</italic>]</td></tr><tr><td>Goal, objective, or purpose the AI's response should aim to help achieve</td><td>Provide a summary of the brand's social media tone and style ... [+ <italic>more</italic>]</td><td>Provide detailed persona details for my selected options ... [+ <italic>more</italic>]</td></tr><tr><td>Steps or actions to follow (can be specified or implied using separate inputs or specific order)</td><td>(1) Analyze the provided post captions, (2) Summarize the brand's voice, (3) Create a new prompt to mimic the brand's voice, (4) Create a new social media post for a specific marketing objective that uses the brand's voice</td><td>(1) Ask series of questions, (2) Outline assumptions, (3) Ask to confirm assumptions/suggest revisions, (4) Generate a list of 10 persona ideas, (5) Ask preferences, (6) Provide persona details.</td></tr><tr><td>Desired format of the AI's output and type (e.g., text, code, image, audio, video)</td><td>(1) generative AI prompt, (2) new social media post caption, hashtags, etc. for a specific platform</td><td><italic>Not defined in initial prompt</italic>, could include as part of the persona details to include either at start or later in conversation.</td></tr><tr><td>Tone or style for the response</td><td>Mimic [the brand's existing] tone and style</td><td><italic>Not defined</italic></td></tr><tr><td>Intended audience for output</td><td><italic>Not defined in this example</italic>, could include in Prompt #3</td><td><italic>Not defined</italic></td></tr><tr><td>Example outputs/other input data</td><td>Student provides at least 5-10 of the most recent social media posts for analysis</td><td>Student will need to provide SimilarWeb.com data insights + other contextual data to answer questions</td></tr><tr><td>Constraints, specifics, or adjustments to refine the output</td><td>Enter specific campaign goals or messaging strategy</td><td>Generate 10 persona ideas with persona name and a brief description. Ask me to choose preferences ... [+ <italic>more</italic>]</td></tr><tr><td>Final example prompt(s)</td><td><italic>Prompt 1</italic>: You are a social media strategy expert working as a consultant for [insert brand]. Analyze the recent post captions included below from [insert social media platform]. Provide a summary of the brand's social media tone and style. [insert >5 recent post captions]. <italic>Prompt 2</italic>: Create a prompt that a social media marketer could give to ChatGPT to mimic a similar tone and style with additional input on a specific campaign or messaging strategy. <italic>Prompt 3</italic>: [Modify the prompt AI gives you to create a social media caption that addresses specific campaign goals or messaging strategy specified in class (e.g., to raise awareness and drive sales for [campaign] focused on [product]). <italic>Prompt 4</italic>: Create five alternative campaign ideas for [insert new context different from #3]. Ask me to select the one I like best, then create the [platform] post using the same prompt from above for the new campaign.</td><td>Prompt 1: You are a marketing expert developing digital personas for [insert brand]. Ask me a series of questions to gather input necessary to provide you with contextual background and other assumptions to help you generate three to four customer personas. You will ask one question at a time. Assume I have access to insights from SimilarWeb.com (gender, age, audience interests, traffic sources for the site), but I otherwise do not have extensive data. After I answer all your questions, outline the assumptions you will use to generate persona ideas. Ask me to confirm those assumptions or suggest any revisions. Once I'm satisfied with your assumptions and provided all data, generate a list of 10 persona ideas. Initially give me only the persona name and a brief description to consider. Ask me to narrow your initial list to 3-4 preferred options. Then provide me detailed persona details for my selected options.</td></tr></tbody></table> </ephtml> </p> <p>1 <sups>†</sups>Effective prompts may not require all components. Instructors should have students reflect on the components they find useful when creating prompts.</p> <hd id="AN0185386658-11">Facilitating Digital Marketing In-Class AI Exercises</hd> <p>Most of the digital AI exercises outlined in Table 2 can be covered in 20–30 minutes. Although learning objectives vary, each activity demonstrates a different use case of generative AI in marketing (e.g., idea generation, outline creation, writing/editing, analyzing data, evaluating strategies, content creation). When embedding generative AI exercises into a course, we recommend the interactive process outlined below to demonstrate the importance of critical reflection and iteration. Importantly, early exercises that follow this process advance students' AI prompt engineering skills while encouraging critical thinking. Below we discuss the multistep process for the first digital exercise and related prompts shown in Table 3 that align with the recommended prompt engineering components.</p> <p>A core objective of the <emph>social media voice analysis and content creation</emph> activity is for students to understand how to enhance the output of generative AI for content creation. The first two prompts in this exercise help students articulate the subtleties of a brand's voice and use generative AI to create content that better aligns with that voice. The first prompt sets the AI's role, provides background context, and includes an initial request to analyze recent social media posts (instructors may wish to provide the specific post captions so that the "input data" students use matches what the instructor prepares before class). The second prompt demonstrates how to mimic voice and writing style when given samples of existing brand-generated content. Students may be instructed to modify the resulting output for specific campaign goals, messaging strategies, or other contexts. If desired, the exercise can be extended to using AI to generate and evaluate additional social media campaign ideas (see Prompt 4 in Table 3).</p> <p>Before undertaking this exercise, students should be familiar with the concept of social media voice and understand its importance. Instructors may also have students analyze a brand's social media voice/tone without AI to see if there is agreement with the AI's analysis. Instructors can start this AI exercise by giving students either (<reflink idref="bib1" id="ref44">1</reflink>) a generic task objective ("use generative AI to create a social media post for [insert brand] that focuses on [specific marketing objective and post topic] for [insert social media platform]") or (<reflink idref="bib2" id="ref45">2</reflink>) the final example prompt shown in Table 3. With a generic task, the instructor should ask students to create a prompt and then test it. Instructors can share verbal reminders during the experimentation process (recommended for early exercises until students become familiar with the iterative process) or wait until the end of the discussion to share prompting best practices specific to the activity. For example, some students may jump directly to using AI to create a post without considering how the content may align with the brand's tone/style. This can serve as a reminder of the value of providing additional context and input data in the prompt.</p> <p>This teaching innovation requires instructors to be familiar with and regularly experiment with prompting. Although instructors could demonstrate a recommended prompt "live" in class, we recommend completing this in advance and making it available to students during or immediately after the activity. This pre-class prep enables the instructor to actively engage with students as they attempt to create a more effective prompt, asking them to explain what they would do first and how to refine the output throughout the activity. The interactive nature of this approach can also be used to facilitate peer-to-peer sharing and overall classroom engagement.</p> <p>Discussions of the prompting process is a crucial element of the learning experience. After giving students time to interact with the AI, the instructor should follow up with small group or class discussions, encouraging students to share what they included in their prompts, what they think about the AI's output, and other observations. At this point, instructors may ask students to further refine and iterate on their initial prompt. This teaches students the critical reflection process that aligns with the department's vision for students utilizing generative AI. Instructors may require students to submit their activity and reflection and provide individual/group feedback on the prompting process. Assessment for this teaching innovation requires shifting focus from the final output (e.g., the social media caption and how well it fits the brand's voice and marketing objective) to evaluating the student's process (e.g., the iterative prompts in the student-AI conversation and critical reflection on that process). Finally, to close the activity, the instructor should demonstrate their version of a suggested prompt or share a link to a past AI conversation that exhibits the instructor's iterative process. Making this available to students after they have attempted the activity may lead to more creative solutions and critical thinking, while also providing students the opportunity to further reflect on how to develop their AI literacy and prompting skills.</p> <p>As students gain familiarity with prompting and confidence in their AI skills, instructors may encourage more creative uses. For example, in one of our upper-level digital marketing courses, students are encouraged to use generative AI to play devil's advocate or point out flaws in marketing strategies/tactics as a final self-check before submitting an assignment for grading. In this way, students learn to role-play with generative AI, considering different perspectives and proactively addressing potential flaws in their outlined strategy/tactics. Students can also ask the AI to take on different stakeholder perspectives and simulate how various customer segments or competitors may react to the outlined marketing strategies/tactics. For example, in the outlined social media activity, students could develop posts to appeal to different customer personas and then ask the generative AI how different customers might respond to the posts. Alternatively, students could ask the AI to help them consider how competing brands might react to a social media campaign.</p> <hd id="AN0185386658-12">Fostering AI Skills in Sales Courses</hd> <p>Artificial intelligence is revolutionizing the sales industry, providing salespeople with powerful tools to drive sales growth. AI algorithms can analyze massive datasets to identify promising leads, predict customer behavior, and personalize interactions. This allows sales professionals to prioritize their efforts, focusing on high-value prospects and tailoring their pitches to individual customer needs (Milovic et al., [<reflink idref="bib13" id="ref46">13</reflink>]; Saavedra Torres & Heath, [<reflink idref="bib19" id="ref47">19</reflink>]). By leveraging AI-powered insights, salespeople can better understand customer preferences, anticipate their needs, and offer personalized solutions that drive customer satisfaction and loyalty. Integrating AI into sales processes empowers sales teams to work smarter, leading to increased productivity, higher close rates, and, ultimately, significant revenue growth (Dickie et al., [<reflink idref="bib3" id="ref48">3</reflink>]). Given the importance of AI to the sales profession, we must teach future sales professionals to leverage the power of AI.</p> <p>Our principles of selling class is an experiential class that introduces the sales process to students through lectures and role-play activities. This class focuses on improving students' written, verbal, and non-verbal skills. Pre-AI, the class employed written e-mail and LinkedIn post assignments, a voicemail assignment, four role-play competitions, and a Salesforce assignment. Once our department decided to incorporate AI into the marketing curriculum, the sales faculty identified key areas of the sales curriculum appropriate for AI. We created a strategy to ensure that students had the opportunity to understand the basic concepts of AI and apply AI tools to assist them with the other experiential elements of the class. The two primary AI tools used in our sales curriculum are xiQ (xiqinc.com) and ChatGPT.</p> <hd id="AN0185386658-13">xiQ: AI-Based Sales Enablement Platform</hd> <p>xiQ is a comprehensive sales enablement and engagement platform that utilizes AI to improve sales productivity. xiQ's Sales Xelerator<sups>TM</sups> provides AI-generated DISC personality insights for a prospect, predicts affinity and sales alignment with the seller, and allows the user to track and manage buying committees based on psychological profiles. The platform also offers company insights, identifies key competitors, provides a SWOT analysis, and creates a snapshot of recent news related to the company. The platform further allows one to set alerts for news and sales triggers. Users can chat with xiQ's AI assistant, Gilroy, to generate insights about an individual, company, or group. Gilroy helps the user write personalized e-mails and LinkedIn messages. xiQ offers a vast prompt library for users to generate the insights/output they need quickly.</p> <hd id="AN0185386658-14">AI-Based Assignments in Principles of Selling</hd> <p>Our department secured xiQ licenses for all sales students and faculty. Faculty teaching the principles of selling class began with a lecture on AI and its impact on sales. Next, the faculty ensured that all students created accounts on xiQ and ChatGPT and completed the initial introduction and training for these platforms. The first written assignment for the students was a LinkedIn message to a recruiter from a company sponsoring a perfect pitch competition. Faculty trained students to look up the recruiter on xiQ and use Gilroy to create a personalized LinkedIn message. Students were also trained to use the prompt library and to create their own prompts. Importantly, students were reminded of the importance of checking and editing the output provided by Gilroy. Assignment submission requirements included the written message, the initial prompt used, and the initial output that required editing by the student. The next class assignment was an e-mail assignment linked to an outbound sales competition. Students were required to send a follow-up e-mail to a buyer to request an appointment for a second meeting. Faculty trained students to use ChatGPT to create this message. Students were required to submit the final version of the e-mail, the initial prompt, and the edited output. The final AI-assisted assignment for this class was a voicemail assignment. Students were required to call a buyer to secure a meeting with a buyer; the buyer does not answer their call, and the students must leave a voicemail. Faculty trained students to use ChatGPT to create a script for the voicemail. Table 4 provides an overview of the AI-assisted assignments used in this class, including prompt details. Other sales classes build on the material covered in the principles of selling class and utilize xiQ and ChatGPT for company background, industry review, preparing an approach, and more. We encourage you to view our supplemental online materials that provide detailed exercises</p> <p>Table 4. Overview of the AI-assisted assignments in sales class.</p> <p> <ephtml> <table><thead><tr><td>Assignment</td><td>AI Platform</td><td>Sample Custom Prompt Components</td></tr></thead><tbody><tr><td><italic>LinkedIn Message to a prospective employer</italic></td><td>xiQ</td><td><list list-type="Bullet"><list-item><p>Prompt Library for AI Assistant Gilroy as a starting example</p></list-item><list-item><p>Custom</p></list-item></list><italic><bold>Role:</bold></italic> You are a student about to graduate next semester with a Bachelor of Business Administration (BBA) degree. Your major is[<italic>Insert</italic>]. <italic><bold>Task</bold></italic>: Create a LinkedIn message for person X, a recruiter at company Y. <italic><bold>Context:</bold></italic> You were introduced to company Y [<italic>Insert context</italic>]. [<italic>Insert one of your key skill/accomplishments that you want to convey</italic>]. <italic><bold>Goal:</bold></italic> Secure an Interview <italic><bold>Format:</bold></italic> [<italic>Insert requirements from the assignment document</italic>]</td></tr><tr><td><italic>Email Message to buyer</italic></td><td>ChatGPT</td><td><italic><bold>Role:</bold></italic> You are a sales associate with company X <italic><bold>Task:</bold></italic> Create an e-mail message for person Z <italic><bold>Context:</bold></italic> [<italic>Insert prior call and key points you want to include from the scenario document</italic>]. <italic><bold>Goal:</bold></italic> Secure an appointment for a phone call <italic><bold>Format:</bold></italic> [<italic>Insert requirements from the assignment document</italic>]</td></tr><tr><td><italic>Voicemail to buyer</italic></td><td>ChatGPT</td><td><italic><bold>Role:</bold></italic> You are a field sales consultant with company X <italic><bold>Task:</bold></italic> Create a voicemail script to use in case person Z does not answer the call <italic><bold>Context:</bold></italic> [<italic>Insert key points you want to include from the scenario document</italic>]. <italic><bold>Goal</bold></italic>: Secure an appointment to meet in person <italic><bold>Format</bold></italic>: [<italic>Insert requirements from the assignment document</italic>]</td></tr></tbody></table> </ephtml> </p> <hd id="AN0185386658-15">Methodology and Results</hd> <p>As part of the department's quality improvement effort process, a survey was created that assessed: (a) student exposure and satisfaction with AI topical coverage, (b) the value of AI exercises, and (c) AI knowledge gained. Surveys were distributed in the fall semester in five different classes: Principles of Marketing, (<emph>n</emph> = 378) Principles of Selling (<emph>n</emph> = 211), Digital Marketing (<emph>n</emph> = 243), Social Media Marketing (<emph>n</emph> = 76) and Advanced Sales (<emph>n</emph> = 76). In all cases, this was the first cohort of students to have been exposed to changes in the AI curriculum, thus providing a baseline for longitudinal assessment. All surveys were anonymous, voluntary, and were completed in class without extra credit. Table 5 provides the outcome measures. Given the goal of the survey was for quality improvement, IRB approval was waived by the university's Compliance Officer, Office of Research & Sponsored Programs. Overall, the results indicate a high level of satisfaction with AI course content, most notably in the digital marketing and social media courses. In all cases, there was agreement of the need to teach AI in the marketing curriculum. Overall satisfaction was also high for the AI assignments in various classes, with again the highest perceptions for digital marketing and social media courses. The greatest net knowledge gained was also for digital marketing and social media courses.</p> <p>Table 5. Perceptual outcomes by class.</p> <p> <ephtml> <table><thead><tr><td /><td>Principles of Marketing <italic>n</italic> = 378</td><td>Principles of Selling <italic>n</italic> = 211</td><td>Digital Marketing <italic>n</italic> = 243</td><td>Social Media Marketing <italic>n</italic> = 76</td><td>Advanced Sales <italic>n</italic> = 56</td></tr></thead><tbody><tr><td><italic><bold>AI Course Content</bold></italic></td><td /><td /><td /><td /><td /></tr><tr><td>It is important to teach AI</td><td>4.27</td><td>4.13</td><td>4.61</td><td>4.72</td><td>4.06</td></tr><tr><td>I enjoyed learning about AI in this class</td><td>4.20</td><td>3.99</td><td>4.46</td><td>4.62</td><td>4.17</td></tr><tr><td>I expect that I will need to know AI when I graduate</td><td>4.20</td><td>4.17</td><td>4.46</td><td>4.57</td><td>4.17</td></tr><tr><td>I was exposed to a sufficient amount of AI insights</td><td>3.90</td><td>3.62</td><td>4.42</td><td>4.66</td><td>3.69</td></tr><tr><td>The instructor did a good job explaining AI in this class</td><td>4.18</td><td>3.83</td><td>4.48</td><td>4.57</td><td>3.77</td></tr><tr><td>I feel more confident in my ability to use AI in marketing or sales</td><td>3.94</td><td>3.93</td><td>4.45</td><td>4.62</td><td>4.09</td></tr><tr><td>I feel my job/internship opportunities are better given exposure to AI in this class</td><td>3.79</td><td>3.87</td><td>4.24</td><td>4.36</td><td>3.77</td></tr><tr><td><italic>Overall, I am satisfied with the exposure to AI in this class</italic></td><td>4.06</td><td>3.91</td><td>4.49</td><td>4.57</td><td>4.11</td></tr><tr><td><italic><bold>AI Assignments</bold></italic></td><td /><td /><td /><td /><td /></tr><tr><td>My instructor did a good job explaining AI assignments</td><td>4.21</td><td>3.90</td><td>4.40</td><td>4.40</td><td>3.66</td></tr><tr><td>My instructor did a good job training us on how to use AI for marketing exercises</td><td>4.02</td><td>3.92</td><td>4.34</td><td>4.34</td><td>3.51</td></tr><tr><td>I enjoyed the AI assignments</td><td>4.05</td><td>3.99</td><td>4.30</td><td>4.38</td><td>3.86</td></tr><tr><td>Class assignments helped develop my AI skills</td><td>4.02</td><td>3.92</td><td>4.43</td><td>4.45</td><td>3.80</td></tr><tr><td>I wish there would have been more AI assignments</td><td>3.82</td><td>3.71</td><td>3.88</td><td>3.71</td><td>3.49</td></tr><tr><td><italic>Overall, I am satisfied with the AI assignments in this class</italic></td><td>4.04</td><td>3.96</td><td>4.42</td><td>4.40</td><td>3.80</td></tr><tr><td><italic><bold>AI Knowledge</bold></italic></td><td /><td /><td /><td /><td /></tr><tr><td>How knowledgeable were you about AI PRIOR to taking this class</td><td>3.26</td><td>3.13</td><td>3.12</td><td>3.07</td><td>3.49</td></tr><tr><td>How knowledgeable are you about AI AFTER taking this class</td><td>3.87</td><td>3.92</td><td>4.22</td><td>4.28</td><td>3.51</td></tr><tr><td><italic>Pre- vs. Post- AI Knowledge</italic></td><td>.61</td><td>.79</td><td>1.1</td><td>1.21</td><td>.02</td></tr></tbody></table> </ephtml> </p> <hd id="AN0185386658-16">Challenges, Adaptability, Recommendations, and a Blueprint for Change</hd> <p>To the best of our knowledge we were the first marketing department at an AACSB-accredited business school to fully integrate AI across our entire undergraduate curriculum. We hope that the curricular change process we utilized, and the results we experienced, will motivate and/or assist marketing departments struggling with why and how to bring AI into their curriculum. Oftentimes AI is relegated to an individual course, such as marketing analytics, but as described above our department deemed that to be insufficient. Based on early research in the area and input from our department's Board of Advisors, we were confident that integrating AI across our curriculum as soon as possible was the best course of action for our students.</p> <p>The curricular change process was not without challenges. In hindsight, the biggest challenge was moving from Denial-Protectionism to Illumination-Acceptance, as discussed above. Once it became clear that we had to integrate AI into our curriculum, everyone got to work and the pieces of the puzzle rapidly fell into place. We were fortunate that our Dean and curriculum committees were supportive of our efforts; had that not been the case, the timeline for implementing these changes would have been much longer. It was also beneficial having an external advisory board that recognized the value of AI in marketing and sales and was strongly supportive of the changes. We readily acknowledge that that while the process we employed may not be appropriate for all universities, many of the same challenges and opportunities exist in similar, though not identical forms. In this regard, we feel confident that our process is adaptable to multiple situations, programs, and course options. To help in this regard, Table 6 offers a blueprint for integrating AI into a marketing curriculum. This blueprint is comprised of fourteen recommendations, each accompanied by specific actions and explanations. We hope that this blueprint will serve as a practical guide for other departments aiming to integrated AI into their curriculum.</p> <p>Table 6. Step-by-step guide and recommendations: Early phases, implementation, and long-term strategy.</p> <p> <ephtml> <table><thead><tr><td>Recommendations</td><td>Comment</td></tr></thead><tbody><tr><td><italic>Don't Delay</italic></td><td>Since AI is ubiquitous, falling behind is not an option.</td></tr><tr><td><italic>Identify Champions</italic></td><td>There will undoubtedly be individuals in your department who are more well-versed in AI. Identify them so that they can help less knowledgeable colleagues learn AI. Ideally, you can offer someone a course release to spearhead the process.</td></tr><tr><td><italic>Involve Everyone</italic></td><td>It is important to have everyone teaching a specific course redesign the description and content of their courses. Department then provides feedback.</td></tr><tr><td><italic>Involve other Departments</italic></td><td>We found that by reaching out to other departments to explain what we were doing lowered resistance to our initiatives. The end results is that other departments are following our lead.</td></tr><tr><td><italic>AI Training</italic></td><td>Educate the department on AI software applications. Offer training, resources for software licenses, etc. These individuals become trainers of students and other instructors.</td></tr><tr><td><italic>Content Scaffolding</italic></td><td>Start with a basic introduction early in the semester and add exercises and applications as the semester progresses.</td></tr><tr><td><italic>Measure, Measure, Measure</italic></td><td>Continuous evaluation is imperative to assess student readiness/reticence and how you are doing in the classroom.</td></tr><tr><td><italic>Industry Collaborations</italic></td><td>Establish new or leverage existing external partnerships to provide real-world case studies and applications of AI.</td></tr><tr><td><italic>Peer Review</italic></td><td>Implementing a structured peer review and continuous improvement process for course materials/assignments promotes shared responsibility and strategic integration of AI across the curriculum.</td></tr><tr><td><italic>Encourage Iterative Innovation</italic></td><td>Embrace failure and promote risk-taking/experimentation to encourage faculty to innovate and iterate teaching strategies. Also applies to students – they need to recognize there is a trial and error process and that they shouldn't just accept the initial output from the AI.</td></tr><tr><td><italic>Develop Experiential Learning Opportunities</italic></td><td>Encourage students to apply AI in marketing projects, create extra-curricular workshops/trainings, AI-based competitions, and other experiential learning opportunities.</td></tr><tr><td><italic>Software/App Training</italic></td><td>There are a number of AI tools available to students. Expose students to these apps/programs and show them how to use them. Explore academic license agreements with the latest AI-based platforms.</td></tr><tr><td><italic>AI Digital Marketing Exercises</italic></td><td>Digital marketing content creation, blog posts, social media posts, e-mail subject lines/e-mails, digital analytics and strategic insights, persona development, keyword and content idea generation, SEO, training a chatbot, Conversion rate optimization (CRO) and A/B testing ideas, evaluating digital strategies/tactics for a marketing plan.</td></tr><tr><td><italic>AI Sales Exercises</italic></td><td>Prospecting, salesperson personas, writing cover letters, LinkedIn messages, e-mails, voicemails, developing an approach and sales plan.</td></tr><tr><td><italic>Measure, Measure, Measure</italic></td><td>Continuous evaluation is imperative to assess student readiness/reticence and how you are doing in the classroom.</td></tr></tbody></table> </ephtml> </p> <hd id="AN0185386658-17">Disclosure Statement</hd> <p>No potential conflict of interest was reported by the author(s).</p> <hd id="AN0185386658-18">Ethics Statement</hd> <p>Given the goal of the survey was for quality improvement, IRB approval was waived by the university's Compliance Officer, Office of Research & Sponsored Programs.</p> <hd id="AN0185386658-19">Supplementary material</hd> <p>Supplemental data for this article can be accessed online at https://doi.org/10.1080/10528008.2024.2430259</p> <ref id="AN0185386658-20"> <title> References </title> <blist> <bibl id="bib1" idref="ref15" type="bt">1</bibl> <bibtext> Close, A. 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B., & Mills, A. J. (2023). Special issue call for papers: Artificial intelligence and the future of marketing education. Journal of Marketing Education, 45 (3), 309. https://doi.org/10.1177/02734753231193900</bibtext> </blist> <blist> <bibtext> Sigala, M., Ooi, K.-B., Tan, G. W.-H., Aw, E. C.-X., Cham, T.-H., Dwivedi, Y. K., Kunz, W. H., Letheren, K., Mishra, A., Russell-Bennett, R., & Wirtz, J. (2024). ChatGPT and service: Opportunities, challenges, and research directions. Journal of Service Theory & Practice, 34 (5), 726 – 737. https://doi.org/10.1108/JSTP-11-2023-0292</bibtext> </blist> <blist> <bibtext> Thontirawong, P., & Chinchanachokchai, S. (2021). Teaching artificial intelligence and machine learning in marketing. Marketing Education Review, 31 (2), 58 – 63. https://doi.org/10.1080/10528008.2021.1871849</bibtext> </blist> <blist> <bibtext> Valenzuela, A., Puntoni, S., Hoffman, D., Castelo, N., De Freitas, J., Dietvorst, B., Hildebrand, C., Huh, Y. E., Meyer, R., Sweeney, M. 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Peltier</p> <p>Reported by Author; Author; Author; Author</p> </aug> <nolink nlid="nl1" bibid="bib17" firstref="ref1"></nolink> <nolink nlid="nl2" bibid="bib10" firstref="ref3"></nolink> <nolink nlid="nl3" bibid="bib19" firstref="ref4"></nolink> <nolink nlid="nl4" bibid="bib13" firstref="ref5"></nolink> <nolink nlid="nl5" bibid="bib16" firstref="ref6"></nolink> <nolink nlid="nl6" bibid="bib21" firstref="ref8"></nolink> <nolink nlid="nl7" bibid="bib18" firstref="ref13"></nolink> <nolink nlid="nl8" bibid="bib20" firstref="ref14"></nolink> <nolink nlid="nl9" bibid="bib11" firstref="ref22"></nolink> <nolink nlid="nl10" bibid="bib23" firstref="ref25"></nolink> <nolink nlid="nl11" bibid="bib12" firstref="ref29"></nolink> <nolink nlid="nl12" bibid="bib14" firstref="ref35"></nolink> <nolink nlid="nl13" bibid="bib15" firstref="ref36"></nolink> <nolink nlid="nl14" bibid="bib22" firstref="ref37"></nolink>
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  Data: 'A How-to-Guide for Bringing Artificial Intelligence into Life in Your Marketing Curriculum: A Blueprint for Student Learning and Success'
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  Data: <searchLink fieldCode="AR" term="%22Victor+A%2E+Barger%22">Victor A. Barger</searchLink><br /><searchLink fieldCode="AR" term="%22Pavan+Rao+Chennamaneni%22">Pavan Rao Chennamaneni</searchLink><br /><searchLink fieldCode="AR" term="%22Andrew+J%2E+Dahl%22">Andrew J. Dahl</searchLink><br /><searchLink fieldCode="AR" term="%22James+W%2E+Peltier%22">James W. Peltier</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Marketing+Education+Review%22"><i>Marketing Education Review</i></searchLink>. 2025 35(2):99-108.
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  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
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  Data: 10
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  Data: 2025
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  Data: Journal Articles<br />Reports - Evaluative
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  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="%22Artificial+Intelligence%22">Artificial Intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Software%22">Computer Software</searchLink><br /><searchLink fieldCode="DE" term="%22Experiential+Learning%22">Experiential Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Education+Work+Relationship%22">Education Work Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Integration%22">Technology Integration</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Design%22">Curriculum Design</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Change%22">Educational Change</searchLink><br /><searchLink fieldCode="DE" term="%22Departments%22">Departments</searchLink><br /><searchLink fieldCode="DE" term="%22Course+Descriptions%22">Course Descriptions</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Internet%22">Internet</searchLink><br /><searchLink fieldCode="DE" term="%22Online+Systems%22">Online Systems</searchLink><br /><searchLink fieldCode="DE" term="%22Salesmanship%22">Salesmanship</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink>
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  Data: 10.1080/10528008.2024.2430259
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  Data: 1052-8008<br />2153-9987
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  Data: The rapid rise of artificial intelligence (AI) presents both challenges and opportunities for marketing educators. This paper outlines a transformative process undertaken by our department to integrate AI across the marketing curriculum. We detail a strategic shift from initial resistance to acceptance, resulting in the successful integration of AI-focused content and experiential learning opportunities into our courses. Key innovations included curriculum redesign, AI-specific exercises, and activities aimed at enhancing AI literacy and prompt engineering skills. We further explore the impact of these changes on student engagement and learning outcomes, demonstrating how AI tools such as ChatGPT and xiQ can be effectively employed for teaching. Our findings reveal high levels of student satisfaction and AI self-reported knowledge gains, particularly in courses where AI was a central component. This paper provides a blueprint for other institutions seeking to embrace AI in their marketing programs, offering practical recommendations for overcoming resistance, fostering acceptance, and implementing AI-based pedagogies. By aligning education with industry needs, we aim to prepare students to thrive in an increasingly AI-driven marketing environment.
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  Data: 2025
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  Data: EJ1474099
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