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North Castle Books
Marketing Education Review: The Journal for the Scholarship of Marketing Education
Editor: Brian A. Vander Schee, Aurora University (MER@aurora.edu)
Case Section Co-Editor: Pamela Kennett-Hensel, University of New Orleans
Case Section Co-Editor: Julie Sneath, University of South Alabama
Web Site Manager: Brent Smith, Saint Joseph's University

The focus of Marketing Education Review is to promote innovative approaches to curriculum, course design, instruction, student learning and faculty development. It welcomes submissions from a broad range of research methodologies in marketing education. In all cases, innovation and assessment serve as hallmarks of the journal.

MER is proudly sponsored by the Society for Marketing Advances. Members of SMA receive an online subscription to MER as part of their annual dues. For more information visit www.marketingadvances.org.

"If you are a marketing educator, you need to be reading Marketing Education Review. It is an excellent source of information on teaching innovations, and has many ideas that can improve your teaching approaches as well as your student evaluations. Regularly reviewing the articles can help you to develop your teaching skills on an ongoing basis, and close inspection of the annual spring issue on teaching innovations is a must!" -Joseph Hair, Jr., Kennesaw State University

"Faced with rising student expectations, academics are under increasing pressure to 'raise their game' and improve their teaching skills. Fortunately, MER provides academics with an endless well of great and innovative ideas so that they can offer students a valuable learning experience without losing rigour in the classroom. MER is therefore an essential reading for all of us." -Thorsten Gruber, Loughborough University, UK

"Marketing Education Review has become the journal of choice for those who wish to disseminate their research on marketing education topics. MER contains the latest advances and insights on marketing education and provides many contributions that can be applied directly toward enhancing classroom success." -O.C. Ferrell, University of New Mexico
 
Abstracting and Indexing: Education Research Abstracts Online and Education Resources Information Center (ERIC) Database.

Click here for information on online access to MER.

Click here to view a sample issue online.

Click here for the MER homepage.



Click here to request a free print sample issue.

ISSN:  Current volume: Frequency Per Year:
1052-8008 Vol. 24, No. 2 (Summer 2014 - Spring 2015) 3

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Editorial Board
Senior Advisory Board:
Daniel Butler, Auburn University; Irvine Bud Clarke III, James Madison University; Dawn Deeter-Schmelz, Kansas State University; Mitch Griffin, Bradley University; Paul J. Hensel, University of New Orleans; Doug Hoffman*, Colorado State University; Rhea Ingram, Auburn University Montgomery; Raymond W. LaForge (Founding Editor), University of Louisville; Pookie Sautter*, New Mexico State University; John F. Jeff Tanner, Jr., Baylor University
*former MER editor

Case Section Editorial Review Board: Steve Clinton, Robert Morris University; Elyria Kemp, Texas State University--San Marcos; Mark Leach, Loyola Marymount University; Tara Lopez, Southeastern Louisiana University; Kyeong Sam Min, University of New Orleans; Susan Sieloff, Northeastern University; Harlan Spotts, Western New England College; Barbara Ross Wolldridge, University of Texas at Tyler; Robert Young, Northeastern University

Editorial Review Board: Avery Abernethy, Auburn University; Tim W. Aurand, Northern Illinois University; Gregory S. Black, Metropolitan State University of Denver; Vicky L. Crittenden, Boston College; J. Charlene Davis, Trinity University; Joel R. Evans, Hofstra University; Linda Ferrell, University of New Mexico; O.C. Ferrell, University of New Mexico; John B. Ford, Old Dominion University; PJ Forrest, Alcorn State University; Lawrence L. Garber, Jr., Elon University, IMT Ghaziabad, India; Timothy R. Graeff, Middle Tennessee State University; Kevin Gwinner, Kansas State University; Tracy Harwood, De Montfort University, United Kingdom; Lucy L. Henke, University of Louisiana--Lafayette; Earl Honeycutt, Elon University; Vince Howe, University of North Carolina--Wilmington; Rajesh Iyer, Bradley University; Kimberly Judson, Illinois State University; Astrid L. Keel, Auburn University; Nicole Kirpalani, LIM College; Gary H. Kritz, Seton Hall University; Felicia G. Lassk, Northeastern University; Debra Anne Laverie, Texas Tech University; Annie H. Liu, Victoria University of Wellington, New Zealand; Hector R. Lozada, Seton Hall University; Li-Wei Mai, University of Westminster, United Kingdom; Denny E. McCorkle, University of Northern Colorado; Tracy Meyer, University of North Carolina Wilmington; Sarath Nonis, Arkansas State University; Pallab Paul, University of Denver; Michael Polonsky, Deakin University, Australia; Kelly Price, East Tennessee State University; William M. Pride, Texas A&M University; Regina Schlee, Seattle Pacific University; Kirby Shannahan, Memorial University of Newfoundland, Canada; Jeremy J. Sierra, Texas State University--San Marcos; Brent Smith, Saint Joseph's University; Roxanne Stell, Northern Arizona University; Karen C. Stone, Southern New Hampshire University; Scott R. Swanson, University of Wisconsin--Eau Claire; Amy Morgan Tomas, University of Vermont; Jeff Totten, McNeese State University; L.P. Douglas Tseng, Portland State University; Tracy Tuten, East Carolina University; Stuart Van Auken, Florida Gulf Coast University; Yi Wang, University of Westminster, United Kingdom; Joel Whalen, DePaul University; Kathryn Franzer Winsted, Pace University


Table of Contents
Summer 2014
Vol. 24 No. 2

From the Editor
83
Praise in Public, Criticize in Private? An Assessment of Performance Feedback Transparency in a Classroom Setting
Matthew T. Seevers, William J. Rowe, and Steven J. Skinner 85
Blogging for Reflection: The Use of Online Journals to Engage Students in Reflective Learning
James A. Muncy 101
A CIT Investigation of Disruptive Student Behaviors: The Students' Perspective
K. Douglas Hoffman and Seung Hwan (Mark) Lee 115
Developing a Social Media and Marketing Course
David J. Faulds and W. Glynn Mangold 127
The Curriculum-Faculty-Reinforcement Alignment and Its Effect on Learning Retention of Core Marketing Concepts of Marketing Capstone Students
David Raska, Eileen Weisenbach Keller, and Doris Shaw 145
CASE STUDIES
How Does Target Know So Much About Its Customers? Utilizing Customer Analytics to Make Marketing Decisions
Hope B. Corrigan, Georgiana Craciun, and Allison M. Powell 159
Capital Investment and Market Segmentation: Making Movies for Mormon Audiences
Newell D. Wright and Val Larsen 167

 

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