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When one looks at the marketing literature, consumerism activity is treated as a developed country phenomenon. The reason for this is partially attributable to a complete lack of appropriate conceptual and methodological frameworks to study consumerism issues across cultures and nations, specifically in less‐developed countries. The purpose of this article is to develop working propositions to study consumerism in multiple environments. Consumerism issues in developed versus LDC environments are discussed and their implications for international trade and marketing are elucidated. The influences that various socio‐economic, governmental and cultural environments have upon consumerism are also examined.

Examines the possibilities of marketing formulated commercially distributed foods for combatling malnutrition in low‐income developing countries. Looks at the general character of consumer demand and distribution of purchasing power, while also investigating income as a determinant of nutritional status. Suggests that in developing countries there is a need for low‐cost nutritious foods being stressed by marketing departments in order to tempt the consumer.

It is a familiar enough concept in the teaching of management that the business organisation is an open system, operating in an environment susceptible of analysis. The same logic can be applied to the business schools which thus teach. I accordingly have attempted to review in this article what have seemed to be the most critical pieces of public or environmental advices coming our way. Members of the advising environmental community have ranged from the National Economic Development Council and Lord Franks in the early sixties to Nancy Foy and the European Foundation for Management and Development in the late seventies. In between there have been a million suggestions by users, be they company management development advisers or programme participants. Finally, of course, there have been competitive activities by schools other than the one in which we find ourselves. They do not offer verbal advice; rather they demonstrate, should we care to observe carefully, how goals similar if not always identical to our own might be achieved. Accordingly, this discussion will not examine what we have done at Cranfield but only what I believe we can perceive other schools doing elsewhere.