Purpose-The publication of papers in scholarly journals is an important channel for the dissemination of academic knowledge. Analyzing academic content provides useful insights into how services marketing evolves over a selected time frame. The purpose of this paper is to determine key trends published in the Journal of Services Marketing during the recent 11-year period from 1998 to 2008. Design/methodology/approach-This paper presents a content analysis of the papers published in the Journal of Services Marketing during the period 1998-2008. A total of 417 papers, excluding book reviews, were analyzed. Descriptive statistics provide an overview of the research contributions. Findings-The main finding is that most of the papers published in the Journal of Services Marketing during the recent 11-year period are researchbased papers. Other findings include a trend towards co-authorship, the use of surveys and empirical data, adults as research subjects, factor analysis, structural equation modeling, and analysis of variance as the most popular statistical techniques. Based on a keyword analysis most papers are related to service quality and customer service. Practical implications-Researchers who wish to publish in this journal can use the findings as a guideline in preparing for their submission. The study gives an overview of the types of papers published in this journal. The analysis also shows that there is no preference for a particular topic for publication which stimulates new and varied contribution from researchers. Originality/value-This is the first content analysis conducted of the scholarly contribution to this journal that shows the trends in services research topics.

There are compelling reasons for educators to consider incorporating virtual worlds (VWs) in their marketing curriculum. That said, the ways in which VWs can be implemented into the teaching curriculum are many and varied. This article reports on two studies in which notionally similar graduate classes are taught about marketing in Second Life (SL). The degree of student and instructor immersion is intentionally varied: One class is taught entirely in SL, by a technically expert instructor, while novice/intermediate instructors teach the second class in an interactive tutorial setting. Taken together, these studies offer marketing educators insights into developing “full” and “lite” approaches to teaching in SL, thereby lowering the barrier to uptake of the technology by catering to a broader spectrum of both instructor and student competencies, interests, and abilities.

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The objective of this study is to examine what drives visitor retention in successful businesses operating in online virtual world environments. The study draws motivation from increasing anecdotal evidence reporting on high profile corporate brands withdrawing from operations in Second Life - citing low visitor traffic as their motivation. Early adopter corporations that established business operations in Second Life did so anticipating benefits from the new technology akin to the quantum leap made when they embraced the World Wide Web. While disappointingly low visitor numbers left many virtual world operations looking like desolate ghost towns, there are businesses enjoying active repeat customers. Drawing on Oldenburg’s Theory of Third Place, this study seeks to quantify the reasons for high customer retention in successful virtual communities. To this effect, a questionnaire is developed and administered by a team of avatar researchers who interviewed over 250 avatars in Second Life. Website stickiness measures are reviewed and applied to virtual world sites. Conclusions are drawn and future research directions proposed.

The rise in interactive digital media has catapulted faculty-student contact abilities from the traditional Web 1.0 model to a post-Web 2.0 world where students and faculty can have much more interaction in classroom exchanges. Since business cases have long been a pedagogy of choice among professors concerned with training the next generation of decision makers, the intent of this exploratory teaching execution was to gain insight into the case teaching experience in Second Life (SL). SL is a virtual world developed by Linden Lab that enables its users to interact with each other through avatars (virtual representations of the self). While online classrooms in SL are not new (a number of universities throughout the world have set up virtual campuses), business education scholarship is lacking as related to the use of virtual worlds for educational purposes. The aim of the execution was not to suggest that SL case teaching should displace the traditional case classroom interactions. Rather, the exercise found that a case-based class can be held and attended independent of time, distance, and location should the need arise. Case teaching in SL offers an availability alternative or supplement to the traditional case teaching and learning approach.