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This article addresses many new problems facing educators with regard to integrating the Internet in to the marketing curriculum. Traditional modes of education and research have led to abuses of academic integrity by a small percentage of undergraduate students. Recent findings indicate that the Internet has led to an explosion of sites designed to provide research and term papers for a fee to students. This article begins by examining the current state of integration and research regarding the use of the Internet in marketing education. Then it explores current issues of concern facing educators relating to the use of the Internet by students. Areas of interest include student research and reference techniques, plagiarism and accessibility to custom and off‐the‐shelf term papers.

The practice of marketing credit cards on college campuses is becoming increasingly controversial. Critics have charged that credit card companies use unethical practices to encourage students to become overloaded with debt. In response, many colleges now ban credit card solicitors from campus. Perhaps the best way credit card companies can improve their image is to provide specific educational opportunities to students when they fill out credit applications. Includes an empirical study of the debt issues of college students. Results indicate that students can learn specific types of information that should improve their ability to manage their debt. This information includes issues associated with the frequency of use of credit cards, the payment of credit card debt, and the number of credit cards held. Makes specific educational recommendations that should be helpful to companies that currently market credit cards to college students. Results may also provide planning information to banks and credit card companies in parts of the world where credit card usage by college students is not yet widespread, but is likely to increase due to developing free market systems and the increased use of credit worldwide.

This chapter examines the role of multimodal rhetoric in processes of theorization. Empirically, we investigated the theorization process of a highly disruptive innovation in the history of architecture: reinforced concrete. Relying on archival data from a prominent French architectural journal in the period from 1885 to 1939, we studied the rhetorical modes at play in the theorization of reinforced concrete. First, we found that theorization entailed two recursive activities: dramatization and evaluation. While dramatization relies on both verbal and visual (i.e., multimodal) means, evaluation relies on verbal means. We integrated these components into a dynamic model of theorization that explains how visual discourse contributes to theorization beyond the effects of verbal discourse.