Rethinking Sales Education: Aligning Curriculum with the Evolving Sales Landscape and Student Expectations
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| Title: | Rethinking Sales Education: Aligning Curriculum with the Evolving Sales Landscape and Student Expectations |
|---|---|
| Language: | English |
| Authors: | Christine Lai Bennejean (ORCID |
| Source: | Journal of Marketing Education. 2025 47(3):252-257. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 6 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Sales Occupations, Business Education, Curriculum Design, College Students, Student Characteristics, Teaching Methods, Salesmanship, Educational Change, Alignment (Education), Labor Needs, Occupational Aspiration |
| DOI: | 10.1177/02734753251362880 |
| ISSN: | 0273-4753 1552-6550 |
| Abstract: | This special issue responds to the call for renewed attention to sales curriculum design by examining three intersecting trends: the rapid transformation of the sales profession, the evolving characteristics of today's college students, and the widening gap between traditional university teaching methods and the demands of contemporary sales practice. We encourage teacher-scholars to continue reimagining sales education--drawing on cross-disciplinary insights and experiential approaches--to better align with both industry needs and student aspirations in an increasingly dynamic and human-centered marketplace. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1488973 |
| Database: | ERIC |
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| FullText | Links: – Type: pdflink Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwHzje4CyAr0lJG8lmqlwi_zAAAA4zCB4AYJKoZIhvcNAQcGoIHSMIHPAgEAMIHJBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDLVgaKD8nrnhlnIh6gIBEICBm8bNZ3zFmd3phRypXFadphvAzxY2NCaKlNX5FTDK8F4mgebjPVUtj6H1V1XyGtISfEPx0oTdRdF1fKujACiZN62TO7Lvvj8aOV_bH8z8uxKcq_TyO5Eq285q9s_k5my5QZidnPfzcAlyz3jw84FitFBzbXa7dkz_8X8QxtV7a0sXuxkgyixfO6fU_s0sjF6TRdXlCKqwmqegT2ij Text: Availability: 1 Value: <anid>AN0189024056;mke01dec.25;2025Nov05.01:25;v2.2.500</anid> <title id="AN0189024056-1">Rethinking Sales Education: Aligning Curriculum With the Evolving Sales Landscape and Student Expectations </title> <p>This special issue responds to the call for renewed attention to sales curriculum design by examining three intersecting trends: the rapid transformation of the sales profession, the evolving characteristics of today's college students, and the widening gap between traditional university teaching methods and the demands of contemporary sales practice. We encourage teacher–scholars to continue reimagining sales education—drawing on cross-disciplinary insights and experiential approaches—to better align with both industry needs and student aspirations in an increasingly dynamic and human-centered marketplace.</p> <p>Keywords: sales curiculum; sales profession; sales education; new generation; special issue; contemporary sales practice</p> <p>The sales profession is undergoing fundamental change, driven by technological innovation, shifting market dynamics, and evolving societal values. In response, the <emph>Journal of Marketing Education</emph> (<emph>JME</emph>) issued a timely call for papers exploring how well the current sales curricula prepare students for modern sales careers ([<reflink idref="bib6" id="ref1">6</reflink>]; [<reflink idref="bib19" id="ref2">19</reflink>]). This special issue addresses that call by examining the changing landscape of the sales profession, the unique characteristics of today's college students, and the growing disconnect between traditional university educational approaches and these new demands. We recommend that teacher scholars continue to reimagine sales education to better align with both industry demands and student expectations.</p> <hd id="AN0189024056-2">Changing Landscape of the Sales Profession</hd> <p>Advances in technology such as artificial intelligence (AI), digital selling tools, and virtual platforms are reshaping the business-to-business (B2B) buying and selling processes. In the sales area, AI supports lead scoring, customer segmentation, and predictive analytics, enabling hyper-personalized engagement ([<reflink idref="bib26" id="ref3">26</reflink>]). In B2B contexts, AI enhances administrative efficiency and customer interaction quality ([<reflink idref="bib30" id="ref4">30</reflink>]). Virtual selling environments, accelerated by the pandemic, have become standard, requiring fluency in digital communication tools ([<reflink idref="bib11" id="ref5">11</reflink>]).</p> <p>Globalization has expanded market access while intensifying competition. Customers now demand personalized, ethical, and socially responsible interactions ([<reflink idref="bib16" id="ref6">16</reflink>]). Sales professionals must navigate diverse cultural expectations and demonstrate corporate social responsibility (CSR) alignment to build trust and loyalty ([<reflink idref="bib34" id="ref7">34</reflink>]).</p> <p>Geopolitical instability—such as changing trade tariffs, restrictions, and supply chain disruptions—has introduced volatility into global sales operations ([<reflink idref="bib33" id="ref8">33</reflink>]). Sales professionals must adapt to new regulatory environments and shifting economic conditions ([<reflink idref="bib20" id="ref9">20</reflink>]). This demands strategic agility and a nuanced understanding of international business.</p> <p>Modern sales roles require a blend of technical, emotional, and ethical competencies. Beyond traditional skills like negotiation, professionals must master CRM systems, data analytics, and cross-cultural communication. Emotional intelligence (EI) and ethical decision-making are increasingly critical for long-term success ([<reflink idref="bib22" id="ref10">22</reflink>]; [<reflink idref="bib27" id="ref11">27</reflink>]).</p> <hd id="AN0189024056-3">Characteristics of Today's College Students</hd> <p>Generation <emph>Z</emph> (Gen Z) students, born between 1997 and 2012, are digital natives who prefer mobile-first, interactive, and on-demand learning ([<reflink idref="bib25" id="ref12">25</reflink>]) and expect personalized learning paths and flexible delivery formats, including asynchronous modules and hybrid classrooms ([<reflink idref="bib21" id="ref13">21</reflink>]). Their learning is characterized by speed, multitasking, and nonlinear processing ([<reflink idref="bib31" id="ref14">31</reflink>]). They value autonomy and adaptability in their educational experiences, often preferring to learn at their own pace and on their own terms. This generation is highly responsive to adaptive learning technologies, gamified content, and microlearning modules that allow them to engage with material in short, focused bursts. Their comfort with digital tools also means they expect seamless integration of platforms like learning management systems (LMS), mobile apps, and collaborative tools such as Slack or Microsoft Teams.</p> <p>This generation favors experiential learning—such as simulations, internships, and real-world projects—and seeks continuous feedback and coaching ([<reflink idref="bib15" id="ref15">15</reflink>]). They are less motivated by grades and more by practical skill acquisition. Gen Z learners thrive in environments where they can apply knowledge immediately, receive real-time feedback, and collaborate across disciplines. They are drawn to project-based learning and design-thinking approaches that mirror real-world problem-solving. In addition, they value mentorship and peer learning, preferring dynamic, interactive relationships with instructors over traditional lecture-based formats.</p> <p>Gen Z students are redefining career expectations, showing skepticism toward hierarchical organizations and traditional career ladders. Instead, they gravitate toward entrepreneurial, purpose-driven paths that offer autonomy, flexibility, and meaningful impact ([<reflink idref="bib32" id="ref16">32</reflink>]). For this generation, work is not merely a source of income but a platform for self-expression, social contribution, and personal growth. They are drawn to organizations and institutions that prioritize inclusivity, continuous development, and open communication with leadership ([<reflink idref="bib18" id="ref17">18</reflink>]). Values such as authenticity, social impact, and work-life balance are central to their decision-making, influencing both their educational and professional choices ([<reflink idref="bib23" id="ref18">23</reflink>]).</p> <p>The COVID-19 pandemic has further shaped Gen Z's outlook, intensifying mental health challenges, increasing anxiety, and reducing engagement in traditional academic settings ([<reflink idref="bib12" id="ref19">12</reflink>]; [<reflink idref="bib28" id="ref20">28</reflink>]). As a result, many students now question the value of formal degrees and prioritize practical, immediately applicable skills over conventional credentials ([<reflink idref="bib9" id="ref21">9</reflink>]). They seek learning and work environments that align with their values, support their well-being, and provide opportunities for real-world impact—prompting educators and employers alike to rethink outdated structures and embrace more dynamic, mission-driven approaches.</p> <p>As a result, employers and educators must adopt flexible, tech-enabled, and student-centered learning environments. This includes integrating experiential learning, supporting mental health, and emphasizing real-world relevance.</p> <hd id="AN0189024056-4">Current Gaps in Business Education and Sales Education</hd> <p>Traditional approaches to business curricula favor course-focused structures that are often loosely connected through overarching themes such as global competencies, primarily to satisfy accreditation requirements like the Assurance of Learning (AoL) ([<reflink idref="bib4" id="ref22">4</reflink>]). These curricula tend to emphasize individual course outcomes rather than integrated, interdisciplinary learning experiences, which can limit students' ability to synthesize knowledge across domains ([<reflink idref="bib14" id="ref23">14</reflink>]). Faculty members teaching within the same major curriculum frequently operate in silos, with minimal coordination or integration of teaching strategies and assignments across courses ([<reflink idref="bib29" id="ref24">29</reflink>]). This lack of collaboration is often attributed to institutional barriers, time constraints, and a culture that prioritizes individual autonomy over collective curriculum design ([<reflink idref="bib29" id="ref25">29</reflink>]).</p> <p>Another global phenomena in higher education, micro-credentials and short-term programs, has created a fragmented learning landscape ([<reflink idref="bib1" id="ref26">1</reflink>]). While flexible, these formats often lack coherence and depth ([<reflink idref="bib3" id="ref27">3</reflink>]). Students may accumulate credentials without developing integrated skill sets. Consequently, there appears to be a growing disconnect between formal credentials and real-world competencies. Employers increasingly prioritize demonstrable skills over degrees, yet academic programs remain focused on credit hours and GPA ([<reflink idref="bib13" id="ref28">13</reflink>]).</p> <p>Traditional metrics—like grades, test scores, and job placement rates—may no longer fully capture how Gen Z defines success. While financial stability remains important, this generation places equal, if not greater emphasis on personal growth, mental well-being, and making a meaningful social impact ([<reflink idref="bib32" id="ref29">32</reflink>]). Success for Gen Z is often measured by how well their work and education align with their values, passions, and sense of purpose.</p> <p>Many sales programs still emphasize outdated models focused on transactional selling. These curricula often neglect digital tools, ethical considerations, and global complexities ([<reflink idref="bib19" id="ref30">19</reflink>]). As a result, graduates may lack the competencies needed for today's sales roles.</p> <p>EI is a critical predictor of sales performance and leadership effectiveness ([<reflink idref="bib10" id="ref31">10</reflink>]). EI competencies—such as adaptability and empathy—enhance client relationships and team dynamics. Responsible leadership, characterized by ethical behavior and inclusivity, is increasingly valued in sales contexts ([<reflink idref="bib17" id="ref32">17</reflink>]). Yet, few sales programs explicitly teach these skills.</p> <hd id="AN0189024056-5">Review of Special Issue Articles</hd> <p>In response to the call for papers on sales curriculum, this special issue received a number of submissions. Interestingly, while the call focused attention on overall curriculum design, several submission were pedagogical approaches (e.g., an examination of a single experiential exercise). Following a rigorous peer-review process, two articles focused more broadly on sales curriculum were accepted and published, each addressing distinct yet complementary aspects of the evolving sales curriculum landscape.</p> <p>The first article, by [<reflink idref="bib24" id="ref33">24</reflink>], addresses a core question at the heart of this special issue: <emph>What are sales educators teaching—and what should they be teaching?</emph> The authors conduct a comprehensive review of the curricula offered by 75 member schools of the University Sales Center Alliance (USCA), combined with insights from focus groups involving former students now working in sales and recruiters affiliated with USCA member institutions.</p> <p>Their curriculum review reveals that foundational courses—such as Professional Selling, Sales Management, Advanced Sales, Negotiation, and Customer Relationship Management (CRM)—remain central to most programs, with relatively little change over time. However, the study also highlights the emergence of more specialized sales courses tailored to specific industries, including Medical &amp; Pharmaceutical Sales, Strategic Hospitality Sales, Sport Sales, Category Management, and Key Account Management.</p> <p>Insights from former students underscore the practical value of these courses, particularly in developing specific skills, building confidence, and fostering collaborative learning. The integration of technology also plays a notable role in early sales career success. At the same time, these alumni point to areas in need of improvement, notably, the need for sales curricula to better reflect the realities of day-to-day sales work and emerging market trends. Recommendations emphasize the importance of creating classroom experiences that mirror real-world sales environments.</p> <p>Focus groups with recruiters and industry professionals further reinforce this view. They advocate for programs to equip students with the ability to manage both internal and external sales tasks. Internally, this includes navigating different sales roles, applying sales technologies, and leveraging analytics for decision-making. Externally, the emphasis is on prospecting, cold calling, negotiation, and customer interaction. Together, these insights offer actionable guidance for aligning sales curricula more closely with professional demands.</p> <p>The second article, by [<reflink idref="bib5" id="ref34">5</reflink>], adopts a competency-based, multistakeholder lens to explore the design of a modern sales curriculum—particularly in light of the increasing complexity of B2B selling and the digital transformation of the sales function. Drawing on two empirical studies: a survey of sales educators and a focus group with global industry representatives, the authors identify key content and delivery gaps in current sales education. From a content perspective, the study reveals four areas often underemphasized: technology integration, analytical acumen, communication and negotiation skills, and team selling. In terms of pedagogical methods, the authors observe that while traditional approaches (e.g., lectures and class discussions) remain dominant, other experiential methods such as sales competitions, shadowing, field trips, and pitching, are significantly underutilized.</p> <p>The authors propose a curriculum design model based on six key competencies identified through their research: EI, negotiation competence, team collaboration, sales analytics and technology, business acumen, and the ability to create and transfer customer value. Based on these findings, they suggest a structured framework for developing a modern, competency-based B2B sales curriculum.</p> <p>Across both articles, several key themes emerge. First, both studies emphasize the urgent need to integrate sales technology, analytical thinking, and negotiation skills more robustly into sales education. Second, while both papers acknowledge important limitations, they also point to promising new directions. One particularly fruitful avenue for future research and curriculum design is the adoption of a <emph>sales ecosystem perspective</emph>. By identifying the diverse roles and actors within modern sales organizations—and mapping the competencies required for each—educators may be better positioned to design learning experiences that more closely mirror the complexity and dynamism of real-world sales environments. Together, these contributions build on the traditional values of curriculum development, while offering evidence-based insights that chart the way forward. They represent an important step toward a more relevant, adaptive, and competency-centered approach to preparing the next generation of sales professionals.</p> <hd id="AN0189024056-6">Recommendations for the Future</hd> <p>The sales profession is evolving rapidly, and sales education must keep pace. To remain relevant and effective, educators should:</p> <p></p> <ulist> <item> Integrate technology and digital tools into the curriculum.</item> </ulist> <p>The importance of technology in sales education is well-established. However, what remains critical is the need for ongoing alignment between technological instruction and the evolving realities of the sales profession. As digital platforms, AI tools, and analytics capabilities continue to transform buyer behavior and sales processes, educators must regularly update curricula to reflect these changes. Rather than treating technology as a static course component, programs should integrate it dynamically—mirroring how sales professionals continually adapt to new digital tools and environments. This ensures that students not only gain technical competence but also develop the mind-set to evaluate and adopt emerging technologies over time.</p> <p></p> <ulist> <item> 2. Emphasize experiential learning through simulations and live projects.</item> </ulist> <p>Beyond traditional role-plays and lectures, educators should design more immersive learning experiences that reflect the complexity of real-world selling. This includes live client projects, shadowing experiences, sales competitions, and scenario-based exercises. Having students role-play with sales executives and professional buyers represents the ideal, though often challenging approach. Alternatively, collaborations with theater professionals represent a powerful cross-disciplinary approach that may be less-challenging to execute. Inviting trained actors to co-create and perform buyer-seller interactions can heighten emotional realism, deepen engagement, and help students develop persuasive communication, adaptability, and empathy when engaging business executives is not possible. These experiences allow students to practice both cognitive and affective dimensions of selling in controlled but emotionally charged environments, fostering deeper skill transfer.</p> <p></p> <ulist> <item> 3. Foster EI and ethical leadership through cross-disciplinary insights</item> </ulist> <p>To better prepare students for the relational and ethical complexities of modern sales roles, educators can draw from adjacent fields such as psychology, communication studies, and the health professions. For example, frontline health care interactions—such as those between nurses or doctors and patients—offer compelling parallels to buyer-seller relationships, highlighting the importance of empathy, active listening, and ethical judgment. Integrating these insights can help students cultivate the interpersonal and reflective capacities essential for success in people-centered sales environments.</p> <p></p> <ulist> <item> 4. Personalize learning pathways to accommodate diverse student needs.</item> </ulist> <p>Students today expect autonomy, flexibility, and relevance. By offering modular content, elective pathways, and micro-credentialing options, sales educators can meet diverse learner needs while enhancing engagement. Research suggests that curriculum designers must guard against the fragmentation that micro-credentialing approaches can introduce. Self-directed projects and reflective exercises, designed with a competency-focused approach, can also support individual growth and self-efficacy.</p> <p></p> <ulist> <item> 5. Align curricula with industry needs through partnerships.</item> </ulist> <p>Stronger collaboration with corporate stakeholders, alumni, and frontline managers can help ensure that programs remain responsive to evolving industry demands. These partnerships can enrich course content, facilitate access to real-world data, and provide students with networking and mentoring opportunities that bridge the gap between classroom and career.</p> <p></p> <ulist> <item> 6. Support student well-being through coaching and mentorship.</item> </ulist> <p>With growing concerns around student anxiety and disengagement, sales programs must address well-being as a core component of professional development. In addition to mentoring and coaching, educators can incorporate counseling-informed techniques such as guided group reflection, peer dialogue, and scenario-based discussions. Film clips or real-world cases depicting emotional labor can serve as prompts for exploring workplace stress and resilience. Collaborations with professionals in counseling, occupational health, or human development can enrich these efforts, creating psychologically safe learning environments that support both personal and professional growth.</p> <p></p> <ulist> <item> 7. Learning and practicing autonomy</item> </ulist> <p>Programs should embed opportunities for students to take ownership of their learning—through unstructured problem-solving, scenario-based simulations, and constructive feedback mechanisms—to build confidence and decision-making agility. Learning Management Systems play a significant role in shaping student learning experiences, particularly in relation to student ownership and autonomy. Research shows that LMS platforms generally have a positive impact on academic performance and student perceptions of learning, especially when they allow for control over pacing and content access, thereby supporting ownership of learning ([<reflink idref="bib8" id="ref35">8</reflink>]). However, the effects of LMS on motivation and engagement are mixed; while features like gamification and real-time feedback promote engagement, poorly designed interfaces can hinder student agency ([<reflink idref="bib7" id="ref36">7</reflink>]). In addition, LMS platforms may reduce interaction and increase feelings of isolation, which can impede student ownership if not addressed through intentional instructional design ([<reflink idref="bib2" id="ref37">2</reflink>]).</p> <p>By embracing these strategies, sales educators can better prepare students for meaningful, impactful careers in a rapidly changing world. 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Journal of Business Research, 126, 295–304. https://doi.org/10.1016/j.jbusres.2020.12.056</bibtext> </blist> </ref> <ref id="AN0189024056-8"> <title> Footnotes </title> <blist> <bibtext> The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.</bibtext> </blist> <blist> <bibtext> The author(s) received no financial support for the research, authorship, and/or publication of this article.</bibtext> </blist> <blist> <bibtext> Christine Lai Bennejean</bibtext> </blist> <blist> <bibtext>Graph</bibtext> </blist> <blist> <bibtext>https://orcid.org/0000-0002-0142-4863 Andrea L. Dixon</bibtext> </blist> <blist> <bibtext>Graph https://orcid.org/0000-0002-7468-1238</bibtext> </blist> </ref> <aug> <p>By Christine Lai Bennejean and Andrea L. Dixon</p> <p>Reported by Author; Author</p> </aug> <nolink nlid="nl1" bibid="bib19" firstref="ref2"></nolink> <nolink nlid="nl2" bibid="bib26" firstref="ref3"></nolink> <nolink nlid="nl3" bibid="bib30" firstref="ref4"></nolink> <nolink nlid="nl4" bibid="bib11" firstref="ref5"></nolink> <nolink nlid="nl5" bibid="bib16" firstref="ref6"></nolink> <nolink nlid="nl6" bibid="bib34" firstref="ref7"></nolink> <nolink nlid="nl7" bibid="bib33" firstref="ref8"></nolink> <nolink nlid="nl8" bibid="bib20" firstref="ref9"></nolink> <nolink nlid="nl9" bibid="bib22" firstref="ref10"></nolink> <nolink nlid="nl10" bibid="bib27" firstref="ref11"></nolink> <nolink nlid="nl11" bibid="bib25" firstref="ref12"></nolink> <nolink nlid="nl12" bibid="bib21" firstref="ref13"></nolink> <nolink nlid="nl13" bibid="bib31" firstref="ref14"></nolink> <nolink nlid="nl14" bibid="bib15" firstref="ref15"></nolink> <nolink nlid="nl15" bibid="bib32" firstref="ref16"></nolink> <nolink nlid="nl16" bibid="bib18" firstref="ref17"></nolink> <nolink nlid="nl17" bibid="bib23" firstref="ref18"></nolink> <nolink nlid="nl18" bibid="bib12" firstref="ref19"></nolink> <nolink nlid="nl19" bibid="bib28" firstref="ref20"></nolink> <nolink nlid="nl20" bibid="bib14" firstref="ref23"></nolink> <nolink nlid="nl21" bibid="bib29" firstref="ref24"></nolink> <nolink nlid="nl22" bibid="bib13" firstref="ref28"></nolink> <nolink nlid="nl23" bibid="bib10" firstref="ref31"></nolink> <nolink nlid="nl24" bibid="bib17" firstref="ref32"></nolink> <nolink nlid="nl25" bibid="bib24" firstref="ref33"></nolink> |
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| Items | – Name: Title Label: Title Group: Ti Data: Rethinking Sales Education: Aligning Curriculum with the Evolving Sales Landscape and Student Expectations – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Christine+Lai+Bennejean%22">Christine Lai Bennejean</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0142-4863">0000-0002-0142-4863</externalLink>)<br /><searchLink fieldCode="AR" term="%22Andrea+L%2E+Dixon%22">Andrea L. Dixon</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7468-1238">0000-0002-7468-1238</externalLink>) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Journal+of+Marketing+Education%22"><i>Journal of Marketing Education</i></searchLink>. 2025 47(3):252-257. – Name: Avail Label: Availability Group: Avail Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 6 – Name: DatePubCY Label: Publication Date Group: Date Data: 2025 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Descriptive – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Sales+Occupations%22">Sales Occupations</searchLink><br /><searchLink fieldCode="DE" term="%22Business+Education%22">Business Education</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Design%22">Curriculum Design</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Characteristics%22">Student Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Salesmanship%22">Salesmanship</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Change%22">Educational Change</searchLink><br /><searchLink fieldCode="DE" term="%22Alignment+%28Education%29%22">Alignment (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Labor+Needs%22">Labor Needs</searchLink><br /><searchLink fieldCode="DE" term="%22Occupational+Aspiration%22">Occupational Aspiration</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1177/02734753251362880 – Name: ISSN Label: ISSN Group: ISSN Data: 0273-4753<br />1552-6550 – Name: Abstract Label: Abstract Group: Ab Data: This special issue responds to the call for renewed attention to sales curriculum design by examining three intersecting trends: the rapid transformation of the sales profession, the evolving characteristics of today's college students, and the widening gap between traditional university teaching methods and the demands of contemporary sales practice. We encourage teacher-scholars to continue reimagining sales education--drawing on cross-disciplinary insights and experiential approaches--to better align with both industry needs and student aspirations in an increasingly dynamic and human-centered marketplace. – 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: EJ1488973 |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1177/02734753251362880 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 6 StartPage: 252 Subjects: – SubjectFull: Sales Occupations Type: general – SubjectFull: Business Education Type: general – SubjectFull: Curriculum Design Type: general – SubjectFull: College Students Type: general – SubjectFull: Student Characteristics Type: general – SubjectFull: Teaching Methods Type: general – SubjectFull: Salesmanship Type: general – SubjectFull: Educational Change Type: general – SubjectFull: Alignment (Education) Type: general – SubjectFull: Labor Needs Type: general – SubjectFull: Occupational Aspiration Type: general Titles: – TitleFull: Rethinking Sales Education: Aligning Curriculum with the Evolving Sales Landscape and Student Expectations Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Christine Lai Bennejean – PersonEntity: Name: NameFull: Andrea L. Dixon IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 0273-4753 – Type: issn-electronic Value: 1552-6550 Numbering: – Type: volume Value: 47 – Type: issue Value: 3 Titles: – TitleFull: Journal of Marketing Education Type: main |
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