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The purpose of this paper is to develop a single code of ethics that could be used regardless of the venue or specialty of the marketing professional. The paper first provides a literature review of research in the areas of ethics pertaining to marketing professionals. Then a review of a wide variety of codes of business ethics, marketing ethics, model codes, and professional ethics produces the idea that, while there are some differences in how the codal principles are presented, there are sufficient similarities in the codes' principles of professional conduct to merit the consideration of a single code of marketing ethics – one that can be used regardless of the venue or specialty of the marketing professional.

The paper introduces a broad literature review followed by the development of a transcendent code of ethics for all marketers.

Using the above as well as: historically and more broadly known theories of ethics, and currently‐used codes of professional marketing ethics, including those from the American Marketing Association (AMA), the American Association of Advertising Agencies (AAAA), and the Sales and Marketing Executives International (SMEI), the authors make an attempt to determine the most prominent, efficacious principles of ethics and to shape a single code of professional conduct for marketing students, educators and practitioners – regardless of their area of specialty.

The proposed code is subject to debate and will likely not be the model eventually used. The authors hope that the code proposed will stimulate further research, discussion and formulation.

A single code of ethics that could be utilized by anyone confronted with an ethical marketing issue would be useful in easing the difficulties associated with challenging ethical dilemmas in marketing.

Drawing on traditional frames of ethics and combining those principles with principles found in the marketing ethics literature, the authors generate a single code of ethics that not only marketers can use, but that others in society can also identify with and feel confidence in – thus alleviating concerns of mistrust or misunderstanding between those marketing products and services and the stakeholders in the society in which those products and services are being marketed.

No transcendent code of marketing ethics currently exists. The three most prominent are unique to their fields – each leaving out portions necessary to be transcendent. Thus, the proposed code is original and has the practical social implication values noted above.

The following classified, annotated list of titles is intended to provide reference librarians with a current checklist of new reference books, and is designed to supplement the RSR review column, “Recent Reference Books,” by Frances Neel Cheney. “Reference Books in Print” includes all additional books received prior to the inclusion deadline established for this issue. Appearance in this column does not preclude a later review in RSR. Publishers are urged to send a copy of all new reference books directly to RSR as soon as published, for immediate listing in “Reference Books in Print.” Reference books with imprints older than two years will not be included (with the exception of current reprints or older books newly acquired for distribution by another publisher). The column shall also occasionally include library science or other library related publications of other than a reference character.

Highlights the importance of ensuring the highest possible return rates when using mail surveys. Describes a study investigating the difference in return rates between a parent company and a fictitious consulting firm. Reports that there was no difference between response rates for two different return addresses, and that response bias was not a problem. Concludes therefore that great cost savings can be made as a result of developing and mailing the materials in‐house. Summarizes research literature on response rate surveys.

Although the social marketing field has developed relatively quickly, little is known about the careers of students who chose social marketing as their main subject of study. Such research is important not only because it reveals employment trends and mobility but also because it informs policy making with respect to curriculum development as well as raises governmental and societal interest in the social marketing field. This paper aims to analyse the career pathways of doctoral graduates who examined social marketing as the subject of their theses. Doctoral graduates represent a special group in a knowledge economy, who are considered the best qualified for the creation and dissemination of knowledge and innovation.

A search strategy identified 209 doctoral-level social marketing theses completed between 1971 and 2015. A survey was then delivered to dissertation authors, which received 117 valid responses.

Results indicate that upon graduation, most graduates secured full-time jobs, where about 66 per cent worked in higher education, whereas the others worked in the government, not-for-profit and private sectors. Currently, there is a slight decline in the number of graduates employed in the higher education, government and not-for-profit sectors but an increase in self-employed graduates. A majority of graduates are working in the USA, the UK, Australia and Canada. Overall, levels of international mobility and research collaboration are relatively low.

This is arguably the first study to examine the career paths of social marketing doctoral graduates.

The purpose of this paper is twofold: first, to extend existing knowledge on the nature, reach, causes and consequences of judgementoring; second, to present a new framework for mentoring beginner teachers that has the potential to forestall and combat judgementoring, and enable the full potential of institution-based mentoring to be realised.

The paper draws on a thematic analysis of: previously published findings from three empirical studies undertaken between 2003 and 2015; new data from two empirical studies undertaken between 2012 and 2016; and recent literature (2013-2016) on judgementoring.

The paper provides further evidence of the nature, reach, causes and consequences of judgementoring as a national and international phenomenon. In doing so, it extends previous knowledge about the conditions that enhance or detract from the successful enactment of beginner teacher mentoring.

The findings presented have implications for the work of education policymakers, school and college leaders, mentor trainers, mentors and others concerned with enhancing mentorship and effectively supporting the professional learning, development and well-being of beginning teachers.

The paper presents ONSIDE Mentoring as an original, research-informed framework for mentoring beginner teachers. The framework may also be applicable to other contexts, especially for the mentoring of early career professionals.

The globalisation of markets combined with the paradoxical rise of nationalism has created an increased concern about the importance of the interaction of global brands with other cues such as the country of origin (COO) of products and services. The purpose of this paper is to evaluate the decision‐making processes of experts and novices with respect to international brand names, COO and intrinsic quality differences.

Within subject experimental design, quantitative study analysis of variance.

Results of a series of experiments with personal computers as a product with strong COO effects supported this argument. Experts or highly knowledgeable consumers were found to use COO in a circumspect manner or as a limited summary construct, only when such information was consistent with a linked brand name or a particular level of physical quality. Novices, for both products used COO as a halo regardless of brand name and physical quality.

International brand names are used in a more analytical manner by experts, with respect to quality, whilst novices based their decision‐making on extrinsic cues. This was a controlled experimental design and results could be evaluated further by more realistic design using actual products in a more market setting. Although the use of product description as used as experimental treatments in this study is not an unusual manner in which personal computers are purchased by consumers, especially when they are purchased online.

International marketers must carefully consider the quality, brand and COO information carefully when marketing to consumers of varying product knowledge as it appears different decision‐making styles are used by experts and novices.

This is one of the few studies to experimentally manipulate brand, quality and COO information amongst different groups of consumers with varying product knowledge (experts and novices). The experimental treatments were also carefully chosen so that differences due to the use of a global brand IBM could be evaluated against a lesser known local brand name.

The purpose of this paper is to explore beginning teachers’ perceptions of the role of the mentor in the early stages of developing a professional identity. The beginning teachers in the authors’ study are defined as having been awarded qualified teacher status at the end of an initial teacher education programme or having completed their first term as a new teacher with responsibility for a class of pupils.

The research design was a qualitative, inductive study. The concepts of communities of practice, legitimate peripheral participation and power dynamics within a community underpinned this study. The data set was collected over a period of 18 months, through six focus groups and 40 questionnaires with beginning teachers across 34 schools altogether. The data set was analysed using interpretive phenomenological analysis (IPA).

The findings indicated that the ways in which mentors use their power to recognise (or not) the legitimacy of beginning teachers as being part of the school community influences the development of beginning teachers’ professional identities. The thematic analysis of the data indicated the different types of support that mentors may provide: “belonging”, “emotional”, “pedagogical” and “space”.

Further research into how mentors perceive their role in supporting new entrants into the profession is needed.

These findings are pertinent in England, as the increase in school-based initial teacher training provision will intensify the role of school mentors. These findings will be of value to other countries that are moving towards an increase in school-based teacher training.