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The purpose of this conceptual paper is to present a framework for the interplay between ethics education and consumer wisdom for future empirical research. The paper aims to conceptualize the influence marketing ethics education has on students as consumers, not as future marketing executives per se due to the little literature that exist in this direction. By tackling this research gap, this paper extends the understanding of the social cognitive theory. It examines the role marketing ethics education plays in enhancing students' moral attentiveness and ethical awareness, which consequently shape their consumer wisdom.

The proposed conceptual framework is based on theoretically observing and analyzing the possible interrelations between ethics education and consumer wisdom.

This research offers multiple research propositions to examine these interrelationships through future empirical research.

The value of this paper lies in its potential importance for policymakers and marketing educators. Shedding light on this relationship is beneficial to educational institutions and the means by which courses' curricula are designed. Consequently, students will be equipped with the right foundation to become more ethical and wiser consumers.

This conceptual paper extends the research in the field of consumer behavior and marketing education. It employs the reciprocal causation model of Bandura's (1986) social cognitive theory to consumer wisdom; a novel construct in the field of consumer behavior. This opens an array to understanding the potential role of ethics education as a potential antecedent in shaping consumer wisdom. The study also explores the prospective mediating role of moral attentiveness and ethical awareness to the conceptualized relationship.

The role of the university as a site of social, cultural and political critique appears to be in terminal decline with the inexorable “commodification” of the university in the UK and elsewhere in Europe. Yet, although scholars have identified the dangers of such a scenario, few attempts have been made to offer a pragmatic solution to preserve, or even rejuvenate, the university as an agent of critique. This paper proposes that a critical marketing education can take over this role in the academy where traditional critical agents like the arts and humanities are widely acknowledged to have failed.

The paper uses a historical‐critical approach, and conceives of “critique” as a heterogeneous, multidimensional amalgam of both business and the humanities.

The paper shows how a critical marketing education offers a pragmatic means of preparing university students to become active and critical voices of society.

Few attempts have been made to offer a pragmatic solution to preserve, or even rejuvenate, the university as an agent of critique. This paper proposes that a critical marketing education can take over this role in the academy.

(i) The development of management education The period since World War II has witnessed the rapid development of management education in the United Kingdom. This growth has been particularly pronounced in the past ten to fifteen years. During this time the educational activities of many professional bodies have increased: colleges, polytechnics, and universities have introduced certificate, diploma, undergraduate, postgraduate and post‐experience courses, the Industrial Training Act has given an impetus to management education and the business schools have been founded. Management education has become a major activity and a major business.

The purpose of this paper is to scrutinize the marketing orientation and market-oriented cultural elements of integrated Islamic schools. These integrated schools teach modern science curriculum alongside comprehensive religious instruction in an Islamic environment.

This is an inductive, exploratory research from an interpretivist study. Narrative inquiry was undertaken to understand the perceptions, attitudes and actions of school senior management and teachers. Content analysis of the school websites and social media pages was carried out. In total, 7 schools and 16 respondents became part of the purposive sample.

The presence of several integrated Islamic schools, experienced Islamic education leadership and Islamic education consultants are evidence of a growing sector. The schools are technologically enabled, strongly customer-oriented and adept at inter-functional coordination. The need-gap found in this sector is in competitor orientation, curriculum development and recruitment of specific criteria-based staff.

With the mushrooming of integrated Islamic schools in Pakistan, the level of competition has also risen. The schools have made a considerable investment and strives to maintain and increase the enrollment rate of the institute. This research can enlighten integrated Islamic educators about effective education marketing practices and the prevalence of marketing orientation in such schools.

In Pakistan, private primary schools strive to differentiate themselves and competitively position their value proposition. The marketization of education has begun to affect perceptions of school staff, teachers, students and academic work itself. Yet, there is scarce exploratory research on marketing done by integrated Islamic primary schools. This study will contribute foundational work for the development of a holistic marketing model tailored to the requirements of integrated Islamic schools.

The purpose of this conceptual paper is to address the current debate about the role of business and marketing education. Should marketing courses be pragmatic and professional, geared towards practical knowledge of necessary tools and techniques; or should they be academic and intellectual, aimed at creating scholars who happen to be marketers. Should marketers be trained or educated?

The paper addresses these questions through the well‐established distinction between intrinsic and instrumental aims of education.

It is argued that ethics are good for business; and that an intrinsic education is necessary to produce the marketers who can work in this ethical dimension.

The paper should be of interest to those involved in marketing education and business curricula design.

The aim of this paper is to assess the motives, expectations and preparedness of postgraduate marketing students, and discuss possible implications for postgraduate marketing education in the UK.

The research uses primary data collected from postgraduate marketing students at four British universities. Factor analysis is used to evaluate the convergent validity of the survey questionnaire and Cronbach's alpha coefficient to examine the internal consistency and reliability of the variables composing the major scales.

The results indicate that postgraduate marketing education today faces a culturally diverse student body coupled with a notable lack of relevant work experience. Students are found to have relatively low perception of their preparedness for postgraduate study and high expectations for support and practical experience in marketing.

The sample used is relatively small although the high response rate achieved would help add validity to the study. Further research should examine the ways in which students draw on their prior‐learning experience to make sense of their learning process.

This study should be of interest to postgraduate marketing programme and module leaders. It suggests that a realignment of curriculum design and various support activities on the part of postgraduate marketing education providers are needed to respond to the changing body of students.

The study offers a timely measure of the motives, preparedness, and expectations of postgraduate marketing students. The findings should be of immediate and practical value to postgraduate marketing educators in the UK.

Since the first Volume of this Bibliography there has been an explosion of literature in all the main areas of business. The researcher and librarian have to be able to uncover specific articles devoted to certain topics. This Bibliography is designed to help. Volume III, in addition to the annotated list of articles as the two previous volumes, contains further features to help the reader. Each entry within has been indexed according to the Fifth Edition of the SCIMP/SCAMP Thesaurus and thus provides a full subject index to facilitate rapid information retrieval. Each article has its own unique number and this is used in both the subject and author index. The first Volume of the Bibliography covered seven journals published by MCB University Press. This Volume now indexes 25 journals, indicating the greater depth, coverage and expansion of the subject areas concerned.

The purpose of this study is to extend the current knowledge of curriculum developments in international business and marketing curricula. Integrating sustainability into business and marketing curricula of the universities are widely debated in previous literature. Sustainability is a global phenomenon; however, curriculum development projects aimed at integrating sustainability education into international business and marketing curricula are scarce. The study investigates the learning gaps in sustainability education among undergraduates enrolled in an International Marketing course to postulate a series of pedagogical practices, leading to effective integration of sustainability education into the curricula.

Two-phased research method consisting of complementary data collection techniques informed the findings of this study. First, an online survey was conducted among 111 undergraduates enrolled in an International Marketing course. The findings of the survey are used in designing the second phase of data collection performed through a content analysis of essays written by 60 undergraduates evaluating sustainable marketing practices of international firms. Informed by the findings gathered through SPSS- and Nvivo-aided data analysis, this study postulates a series of pedagogical practices.

The study argues that curriculum development projects in integrating sustainability into an existing curriculum in universities should be aimed at bridging undergraduates’ learning gaps in sustainability education. The main learning gaps identified in the study reveal that undergraduates find it difficult to view the social function of international business firms from a holistic point of view; critically assess sustainable marketing practices; and articulate futuristic views on sustainable marketing practices. Further, the content analysis revealed three major thematic categories: sustainability from reductionists’ perspective, sustainable marketing practices bring nothing “but good for businesses”, ambivalent about the future success of sustainable marketing practices. Triggered by these learning gaps, thematic categories and the theoretical underpinnings of Rusinko’s (2010) matrix for integrating sustainability education, the study offers a set of practical pedagogical guidelines to incorporate sustainability education into curricula.

The study is limited to exploring undergraduate student perspectives, and it would be worthwhile if educators’ perspectives are explored in future studies. The findings could be further improved by conducting a cross-sectional study across several business disciplines.

Based on the findings of the study, a set of guidelines for developing a pedagogical plan to incorporate sustainable education into curricula is presented.

Educators argue that successful curriculum development projects aiming at integrating sustainability into existing curricula should be aligned with the structure of the existing curricula, and those new pedagogical practices in integrating sustainability into existing curricula should be built on students’ learning gaps in sustainability education. To this end, this study examined undergraduates’ learning gaps in sustainability education and postulated pedagogical practices toward integrating sustainability education into an existing curriculum of international marketing.

This study aims to determine the effect of Islamic branding, experiential marketing and word of mouth on college decisions and to find marketing strategies through strengthening Islamic branding based on experiential marketing to increase the number of students at Muhammadiyah-Aisyiyah Higher Education.

This study used a quantitative method, with data collection carried out using a survey method by giving questionnaires to respondents. The respondents' criteria are active students, at least in semester three, who have studied at Muhammadiyah-Aisyiyah Higher Education in Indonesia, using a sampling technique with accidental sampling. Data analysis used Partial Least Square - Structural Equation Modeling to determine the estimated results or model predictions.

The results showed a significant direct effect of experiential marketing, Islamic branding and word of mouth on college decisions. There is an indirect effect between experiential marketing and Islamic branding on college decisions through word of mouth, but the word-of-mouth variable could not mediate the relationship between experiential marketing and Islamic branding on college decisions perfectly.

The limitation of the results of the study is that it uses respondents who are and have participated in learning activities on the Muhammadiyah-Aisyiyah Higher Education, where the Muhammadiyah-Aisyiyah Higher Education has added value compared to other private campuses. The added value on the Muhammadiyah-Aisyiyah Higher Education is the overall learning activity based on Kemuhammadiyahan Islam in Indonesia. Islam Kemuhammadiyahan is the identity of the Islamic branding strategy on the Muhammadiyah-Aisyiyah Higher Education, which is only owned by the Muhammadiyah-Aisyiyah Higher Education.

This study recommends marketing strategies through strengthening Islamic branding based on experiential marketing to increase the number of students at Muhammadiyah-Aisyiyah Higher Education.

The novelty of this research is the addition of experiential marketing and Islamic branding variable measurements on word of mouth and college decisions, especially prospective students to study at Islamic Higher Education in Indonesia.

The study aims examine the popular master narrative that marketing education in Britain first appeared in the 1960s and understand if its origins can in fact be traced to an earlier period. This is undertaken through an examination of the courses taught from 1902 to 1969 at the Faculty of Commerce, University of Birmingham, Great Britain.

The study draws on a number of primary source materials held at the archives at the Cadbury Research Library, University of Birmingham, that are related to the Faculty of Commerce.

The study identifies that marketing courses were being taught in Britain long before the 1960s by the new business schools; we can trace its origins to the beginning of the twentieth century at Birmingham. From 1902 onwards, marketing was consistently part of the syllabus of the undergraduate programme and it became part of the core syllabus of the post-graduate programme.

The findings of the study require marketing education scholars and scholars of the emergence of marketing thought to revise their beliefs concerning the emergence of marketing education in Great Britain and situate this in an earlier period.

The paper demonstrates the historical value of studying early commerce syllabi and the manner in which marketing-themed content was delivered to students.