Several studies in the business press and in the marketing literature point to a "transformation" of marketing caused by the availability of large amounts of data for marketing analysis and planning. However, the effects of the integration of technology on entry-level jobs for marketing graduates have not been fully explored. This study examines the knowledge, skills, and personal attributes in listings for entry-level marketing jobs in the United States and the accompanying salaries. Our analysis of job postings reveals shifts in the knowledge, skills, and personal attributes desired by employers of marketing graduates. This study includes recommendations for curricular and cocurricular adjustments for marketing graduates seeking jobs at various salary levels.

This study examines the skills and conceptual knowledge that employers require for marketing positions at different levels ranging from entry-or lower-level jobs to middle-and senior-level positions. The data for this research are based on a content analysis of 500 marketing jobs posted on Monster.com for Atlanta, Chicago, Los Angeles, New York City, and Seattle. There were notable differences between the skills and conceptual knowledge required for entry-, lower-, middle-, and upper-level marketing jobs. Technical skills appear to be much more important at all levels than what was documented in earlier research. This study discusses the implications of these research findings for the professional school pedagogical model of marketing education.

No abstract

This article uses Merrill and Reid’s classification of social styles as drivers, analyticals, expressives, and amiables to examine differences between the personalities of different business majors and student choices of favorite professors. Significant differences were found in the social styles of different business majors. Furthermore, one’s major interacted with his or her gender to have a significant effect on the student’s social style. Students relied on cues both inside and outside the classroom to determine a professor’s social style. They were fairly accurate in guessing a professor’s level of assertiveness and responsiveness and, to a lesser extent, a professor’s specific social style. Students’ social styles and specific majors had a significant effect in preferences for specific faculty chosen as “favorites.” Recommendations are included on how marketing professors can develop a classroom persona to minimize personality conflicts in courses containing a mix of business majors.

This article has two objectives: to describe how business schools have implemented mentoring programs and to provide some insights on the success of such programs. A national sample of 154 universities and colleges was surveyed by phone to determine the proportion of business schools with mentoring programs and the structure of these programs. To obtain a better understanding of the interpersonal dynamics between mentors and mentees, in-depth interviews with 15 mentoring program administrators and five career development counselors were also conducted. These follow-up interviews provide a qualitative understanding of the characteristics that make mentoring programs successful. Mentor program administrators provide several recommendations for attracting and retaining mentors, for developing greater rapport between mentors and mentees, and for generating greater satisfaction with the mentoring program. The article points to the lack of broad-based research on the effectiveness of mentoring programs in business schools and suggests directions for future outcomes assessment research.