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The purpose of this study was to investigate the personal and contextual factors that influence entrepreneurial intention between two student populations from the United States and Portugal.

The data were obtained through the Entrepreneurship Education Project, a large study that collected over 17,000 responses from students in 70 countries. A subset of this data resulted in 3,008 responses from students in the United States and 1,026 respondents in Portugal. The model predicted that entrepreneurial intention would be influenced by entrepreneurial capital and entrepreneurial self-efficacy (ESE), and that the model results would be stronger in the US than in Portugal.

The main effect hypotheses were supported while moderating effect hypotheses were not, although post hoc analysis revealed some interesting culturally relevant anecdotes.

This study contributes to the generalizability of previously established antecedents of entrepreneurial intention to two highly different cultural contexts – the United States and individuals from Portugal. The cross-sectional, correlational nature of the survey limits the findings to one point in time.

Findings suggest that having the opportunity to start a business as part of entrepreneurship education may provide useful in not only enhancing ESE but also in entrepreneurial intentions. Programs might consider including starting a business, either a new venture, or as part of a corporate program as part of the degree requirement. It may be that starting a business will provide critical experience students need to choose entrepreneurship as a career.

This research explored the similarities and differences in characteristics between students from a highly individualistic nation with low uncertainty avoidance (United States) and one that is more collectivist and less uncertainty avoidant (Portugal). Findings highlight the importance of entrepreneurial capital, ESE and the role that culture plays in students' entrepreneurial intentions.

This article has been withdrawn as it was published elsewhere and accidentally duplicated. The original article can be seen here: 10.1108/00251749010145146. When citing the article, please cite: Donald G. Howard, William Howell, John K. Ryans, (1990), “Corporate/Marketing Philosophy: A US, Japanese and British Comparison”, Management Decision, Vol. 28 Iss: 1.

This article presents the results of a recent study of the strategic marketing and management priorities of leading British executives. Further, their views on a wide range of current and future strategy issues are compared with earlier research on US and Japanese executives conducted by the Japanese Management Association (JMA).

The focus is an examination of the evolution of marketing theory and the role the study of marketing theory plays in the marketing education process. In addition, the question whether the status of marketing theory differs among American marketing academicians and their European colleagues is examined.

Drawing from conservation of resources (COR) theory, this study investigates the relationship between employees' perceived career progress and their championing behavior and particularly how this relationship might be invigorated by two critical personal resources at the job (work meaningfulness) and employer (organizational identification) levels.

Quantitative data were collected from a survey administered to 245 employees in an organization that operates in the oil industry.

Beliefs about organizational support for career development are more likely to stimulate idea championing when employees find their job activities meaningful and strongly identify with the successes and failures of their employing organization.

This study offers organizations deeper insights into the personal circumstances in which positive career-related energy is more likely to be directed toward the active mobilization of support for novel ideas.

As a contribution to extant championing research, this research details how employees' perceived career progress spurs their relentless efforts to push novel ideas, based on their access to complementary personal resources.

The purpose of this paper is to validate a shortened measure of consumers’ satisfaction with the service quality at sporting events. The scale's ability to predict both customer satisfaction and future behavioral intentions is also measured.

The measure, entitled Eventserv‐Short, was tested across the five most popular American sports and across two levels (collegiate and professional). An online survey was utilized with a total of 854 respondents.

Results showed that Eventserv‐Short is a reliable and valid measure of satisfaction with service quality that is invariant across various sporting events; also, Eventserv‐Short predicts overall customer satisfaction and future behavioral intentions.

The paper's importance is demonstrated by the measure's consistent performance across the different types of sports and settings. Further, these results show that researchers and managers can now more quickly, reliably, and accurately measure consumers’ satisfaction with the service quality they perceive while attending sporting events.

The aim of this paper is to review the debate on the purpose, focus and necessity of UK undergraduate marketing education.

Assumptions in this debate are challenged by the collection and analysis of interview data from practitioners, alongside additional data from UK Higher Education Institutions (HEIs) in respect of their current marketing programmes.

The results indicate that there is a large degree of commonality between the offerings at UK HEIs, and that some significant gaps between the teaching offered by the academy, and the knowledge and abilities required by practitioners do exist.

The data sets have limitations of depth and scope. Further research is needed in which the details of marketing education and the requirements of marketing practice are examined more closely, and at levels other than undergraduate, and in countries other than the UK.

This paper should be of interest to marketing programme managers, and also to marketing module co‐ordinators as a basis on which to consider the future development of their educational practices.

The collation of data about marketing modules offered by UK HEIs will be of interest to most marketing teachers. Further value will be obtained if this paper is used as part of the re‐engineering of a marketing programme.

This paper seeks to highlight the significance of the recent debate on the “academic‐practitioner divide” for postgraduate marketing education in terms of informing objectives, chosen scope and structure and service provision.

Data were collected on 60 programmes at 45 UK higher education institutions (HEIs) by desk research and from 129 PG students enrolled at five British Universities by means of a questionnaire.

It was found that these were close parallels between PG and UG programmes in the UK. From the perspective of students intending to become marketing practitioners, five key strengths and weaknesses of current marketing education provision were identified.

Data on current PG marketing programmes was only collected from a sample of UK HEI's and not internationally. Data from students was collected only from five UK Universities.

Suggestions are made for the ways and means by which PG programmes can be enhanced pedagogically and made more relevant to practice. Brief proposals are also made in respect of improving input into programme and class design by current practitioners – especially programme alumni.

It is hoped that all sections of this paper will be of value to postgraduate programme leaders in directing, leading and developing their courses strategically and tactically.

There has been considerable recent discussion about the relevance of critical theory to management discourse and its implications for the education of managers. Within this debate, marketing, and by implication, marketing academics, have been extensively criticised by those outside the discipline for failing to embrace more critical theoretical approaches in their work. Unfavourable parallels have been made with management accounting which has a similar academic/practitioner profile but where critical theory was embraced over two decades ago. The objectives of this paper are threefold: to attempt to account for the lack of critical theory in the discipline; to provide a critical evaluation of the usefulness of critical theory in marketing discourse; and to assess some of the practical implications associated with the implementation of critical theoretical approaches in teaching, research and publishing.