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The Education Reform Act and, in particular, the Local Management of Schools will demand different skills, understanding and differing roles of senior management in educational establishments. This text draws on written assignments and experience of teachers and headteachers who piloted an MBA programme, designed specifically for senior teachers. Topics such as customers, product, price, promotion and the notion of teachers as a salesforce are unfamiliar to educators. They draw attention to the kind of strategic planning which will take place in schools as they take over responsibility for delegated budgets. All of this is new territory for the majority of state schools and this collection hopefully provides a useful resource.

This study aims to propose and test a model of educational quality in marketing-management by incorporating resource-capability variables that are linked to learning outcomes for students and the competitive positioning of universities.

Drawing on the resource-dependence theory, this study develops a comprehensive model for measuring educational quality. A sample comprising Spanish university teachers has been used to test the hypothesised relationships by using a two-stage least squares regression analysis while controlling for the possible effect of the public/private nature of the university.

The results validate the model and show that educational capabilities are reliable variables for predicting the educational quality of marketing-management programmes at Spanish universities.

Similar to all educational research studies, certain problems have been acknowledged with respect to the data and the theoretical constructs that are used in the study. Future studies can replicate this study’s model by using more direct objective measures of the theoretical constructs and extend the study to other countries with different educational contexts.

The results provide guidance to marketing teachers at a university in designing high-quality marketing-management educational programmes and in developing self-diagnostic tools that can determine a university’s likelihood of competitive success.

This study is one of the few studies to apply the resource-dependence theory to the analysis of the variables associated with the quality of marketing-management education. In doing so, the study presents original multiitem scales to improve the measurement of model constructs.

The purpose of the paper is to explore how service marketing knowledge is applied in practice. It introduces some ideas about how to bridge the gap between scholarly knowledge and business practices, and thereby opens up the conversation between service marketing scholars and management practitioners.

This qualitative study focusses on four concepts of service marketing (service quality, servicescape, internal marketing and augmented service offering). Knowledge use is studied according to the degree service marketing knowledge is applied at symbolic, conceptual and instrumental levels. Four firms are involved.

Service marketing knowledge was acknowledged within the firms. However, the application of the knowledge in practice was limited, resulting in shortcomings and negative consequences in terms of marketing outcomes. Hence, the knowledge was used mainly symbolically and conceptually, and the instrumental use of the knowledge was limited.

By comparing the current use of knowledge to the levels of knowledge, the findings contribute to the understanding of why shortcomings of knowledge use develop and the study introduces ideas about how to bridge the gap between service marketing knowledge and business practices. Using this approach, the study contributes to the debate on knowledge “translation,” transfer, exchange and sharing between scholars and practitioners.

The study shows how management practitioners could understand and analyze their own practices as they develop their services and customer-oriented practices. It offers insights for scholars who seek to share scholarly knowledge for practical use.

The study contributes to the discussion on the use of scholarly knowledge by focussing on knowledge related to service marketing. Moreover, it focusses on not only the use of service marketing knowledge but also how it is used. By applying the three usage levels, the study recommends systematic means to detect gaps and shortcomings in knowledge use.

International marketing management is rarely considered as an academic area that deserves separate and specific curriculum. Examines two primary questions which challenge this: first, is international marketing management different from basic marketing management? Second, if it is different, what type of training, knowledge and skill should international marketers have? Reviews the changes in the international business environment, factors encouraging internationalization and the need for specialist training as one of the tools required to achieve international competitiveness and growth. Concludes that success in international marketing management requires deep knowledge of cross‐cultural and intercultural issues which facilitate attitude change, assist the development of interpersonal skills, and the creation of awareness of multienvironmental requirements of international marketing operation; and that these skills can only be acquired and developed by a formalized programme of specialist education and training.

Discusses issues concerning the relationship between codified marketing theory and practical strategic marketing expertise, particularly with respect to the importance of “tacit” or unarticulated knowledge. The trajectory of argument draws attention to the role of words as symbolic modelling devices and explores implications of this position for theorising marketing expertise. Makes use of a multidisciplinary perspective and draws material from work in cognitive science, the psychology of expertise and the philosophy of science. Sets the problematisation of practical theory in marketing within a broader context of a possible epistemological “crisis” of rationality in practical disciplines. The conclusion suggests that an epistemology of expertise for marketing management demands both theoretical and linguistic sophistication and implies a pedagogic shift towards a model of philosophic enquiry in marketing.

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.

In the last four years, since Volume I of this Bibliography first appeared, there has been an explosion of literature in all the main functional areas of business. This wealth of material poses problems for the researcher in management studies — and, of course, for the librarian: uncovering what has been written in any one area is not an easy task. This volume aims to help the librarian and the researcher overcome some of the immediate problems of identification of material. It is an annotated bibliography of management, drawing on the wide variety of literature produced by MCB University Press. Over the last four years, MCB University Press has produced an extensive range of books and serial publications covering most of the established and many of the developing areas of management. This volume, in conjunction with Volume I, provides a guide to all the material published so far.

The purpose of this paper is to provide a viewpoint about how the jazz metaphor can be applied to marketing/management education, in light of the article by Holbrook (2015).

This commentary examines the jazz metaphor from the author’s perspective as a jazz musician and management educator and hopefully provides the reader with a brief snapshot into the intricate workings of a jazz group. This commentary also investigates the lessons to be learned from Miles Davis’s approach to leadership and innovation.

The jazz group can provide a valuable model for modern organisations. The core competencies of a successful jazz group, e.g. collaboration, trust, dialogue and innovation can be employed to bring about a culture of creativity within an organisation.

It may be possible to extend the jazz metaphor and investigate how different aspects of business practice could be aligned with particular genres of jazz.

This commentary expands on Holbrook’s discussion of the marketing manager as Jazz musician and provides examples of how these metaphors can be used in order to augment the marketing/management learning material to offer alternative perspectives to the learning communities and enhance the pedagogical practice

This special “Anbar Abstracts” issue of the Journal of Product & Brand Management is split into six sections covering abstracts under the following headings: Marketing strategy; Customer service; Pricing; Promotion; Marketing research, customer behavior; Product management.