The state of marketing education has been discussed a great deal in the discipline. Unfortunately, very few empirical studies have examined the actual perceptions of marketing academicians. To better understand these perceptions, a study was conducted that examined the interaction of individual differences in marketing faculty and instructional style. Results propose an "instructional style typology" consisting of three distinct types of teaching approaches. In addition, the results suggest individual differences do not seem to have a major influence on method of teaching.

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In writing this article, we wanted to provide advisors practical means with which to optimize their relationships with advisees. First, we describe behavioral microskills that can be used by advisors to enhance advising sessions. Attending behaviors (eye contact, vocal cadence and tone, verbal tracking, body language) and listening skills (asking questions, observing, guiding discussion, reflecting feelings) are two core microskills that advisors can practice. Use of these microskills has been shown to improve session effectiveness and strengthen the advisee-advisor relationship. Second, we present the results of a small-scale experiment that suggests that even modest training in microskills can benefit advising sessions. Relative emphasis: * practice, theory, research

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In an attempt to utilize the Macinnis and Price (1987) framework, an experimental design manipulating the concreteness of wording and familiarity of the stimulus Is conducted using a print ad. Concreteness is found to affect attitude toward the ad and toward the brand; whereas familiarity is not found to affect these variables. The l~plica tions of these results as well as suggestions for enlightened future research are provided by the authors.