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JournalISSN: 0273-4753

Journal of Marketing Education 

SAGE Publishing
About: Journal of Marketing Education is an academic journal published by SAGE Publishing. The journal publishes majorly in the area(s): Marketing research & Marketing science. It has an ISSN identifier of 0273-4753. Over the lifetime, 1047 publications have been published receiving 33824 citations. The journal is also known as: JME.


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Journal ArticleDOI
TL;DR: In this article, the authors investigated the relationship between early career success and past participation in an undergraduate field internship, and reported the results of an investigation of the relationship of success and internship participation.
Abstract: This article reports the results of an investigation of the relationship between early career success and past participation in an undergraduate field internship. The study extends earlier research...

455 citations

Journal ArticleDOI
TL;DR: This article investigated the relationship between student expectations and student satisfaction and found that the extent to which student expectations are fulfilled does not appear to be a good predictor of student satisfaction, when expectations are measured at the beginning of a term but not a strong predictor of course satisfaction.
Abstract: Two studies investigate the relationship between student expectations and student satisfaction. Can students’ satisfaction with a course be accurately predicted by comparing their perceptions to their expectations (as suggested by the expectancy/disconfirmation paradigm)? The results of these studies suggest that the answer to this question is strongly affected by the method used to measure student expectations. When recalled expectations and current perceptions are measured together at the end of a term, the extent to which student expectations are fulfilled does appear to be a good predictor of satisfaction. When expectations are measured at the beginning of a term however, the extent to which they are fulfilled is not a strong predictor of course satisfaction. These results have implications for marketing educators both in terms of the role they can play in affecting their students’ expectations and in terms of the timing of independent course assessments they may choose to administer.

312 citations

Journal ArticleDOI
TL;DR: The qualitative assessment of scholarly journals plays an important role in promotion and tenure decisions, recognition, scholarly dialogue, and the contribution to the knowledge base of marketing as mentioned in this paper, and the results of this study can be used by various marketing faculty constituencies to aid in evaluating publication importance via their selected reference groups.
Abstract: The qualitative assessment of scholarly journals plays an important role in promotion and tenure decisions, recognition, scholarly dialogue, and the contribution to the knowledge base of marketing. To aid marketing faculty and administrators in this assessment, the latest perceptions among marketing faculty regarding the relative hierarchical positioning of scholarly marketing journals are reviewed. Besides the overall ranking, the study segments journals along two dimensions: AACSB- / non-AASCB-accredited institutions (American Assembly of College Schools of Business) and marketing doctorate- / non-doctorate-granting institutions. The results of this study can be used by various marketing faculty constituencies to aid in evaluating publication importance via their selected reference groups.

308 citations

Journal ArticleDOI
TL;DR: In this article, the authors provide empirical support for the theoretical relationships among cognitive evaluation theory, achievement goal theory, and self-regulated learning strategies in the context of the classroom, and suggest that active applicationoriented experience delivered by enthusiastic faculty, who provide high interaction, supportive feedback, and clear goals that emphasize learning over grades, will increase intrinsic motivation.
Abstract: Students can be proactive and engaged or, alternatively, lack initiative and responsibility for their learning. Self-regulated learning involves learning strategies and mental processes that learners deliberately engage to help themselves learn and perform better academically. The results of this study provide empirical support for the theoretical relationships among cognitive evaluation theory, achievement goal theory, and self-regulated learning strategies in the context of the classroom. Superficial learning strategies were linked to extrinsic motivation, while intrinsic motivation determined deep cognitive and metacognitive strategy usage. Perceived autonomy, perceived competence, and task mastery orientation mediated the classroom environment’s effect on intrinsic motivation. These findings suggest that active applicationoriented experience delivered by enthusiastic faculty, who provide high interaction, supportive feedback, and clear goals that emphasize learning over grades, will increase intrinsic...

291 citations

Journal ArticleDOI
TL;DR: The ability to work in teams is a skill that is often taught in universities to be applied in the business world as discussed by the authors, and a study of junior and senior college students showed that project grades, perceiv...
Abstract: The ability to work in teams is a skill that is often taught in universities to be applied in the business world. This study of junior and senior college students shows that project grades, perceiv...

287 citations

Performance
Metrics
No. of papers from the Journal in previous years
YearPapers
202310
202223
202140
202025
201920
201817