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Despite the diversity of all those involved within the marketing discipline, all have a stake in maximizing the advancement of marketing knowledge. Without a specific analysis it is difficult to reflect on where a field has been or where it might be heading. The purpose of this chapter is to examine who and what marketing scholars have been researching over the period 1977–2002 using content analysis. This chapter provides longitudinal benchmarking of the “inputs” (authors and institutions) and “outputs” (articles) examining the marketing literature in the four major marketing journals: the Journal of Marketing, the Journal of Marketing Research, the Journal of Consumer Research, and the Journal of the Academy of Marketing Science.

Social and emotional learning (SEL) is an important driver of student well-being, academic achievement, and future success. Despite decades of work on motivation theory and frameworks to promote student motivation and achievement outcomes, connections between motivation and recent frameworks and measures of SEL could be stronger. The purpose of our chapter is to help address this shortcoming. First, we begin by reviewing which theories of motivation currently appear in major SEL frameworks. Second, we introduce how a more comprehensive theory of motivation (based on an expectancy–value–cost framework) could be incorporated into SEL frameworks to advance their overall impact. Third, using examples from our ongoing research in STEM classrooms, we show how a broader knowledge of motivation can inform practitioners on how to promote key SEL competencies and subsequent achievement and engagement for students, especially to address inequities for historically marginalized and minoritized students. Finally, we close with recommendations for future directions for research and practice.

This chapter proposes authentic leadership as a generic competence and an integral part of doctoral education regardless of field of study. The authors explore its potential to enhance the development of doctoral candidates and academics and search for answers to the questions: Can and should authentic leadership be developed as a generic competence in doctoral education? How can it be designed and implemented in a doctoral training module? What would its learning outcomes be? The authors address these questions in the context of doctoral education. They assert that authentic leadership training should be mandatory for all doctoral candidates, and that supervisors should be actively engaged in the development of this underappreciated transferrable skill.