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Open research questions in Management and Marketing Education

602 unresolved questions extracted from the limitations and future-work sections of 4,435 Management and Marketing Education papers in our library. Each links back to the study that raised it.

What the literature leaves open

  • The challenge of designing a programme that remains relevant in the face of rapid technological disruption and labour market volatility. The need to prepare students for a future shaped by Artificial Intelligence. The imperative to demonstrate accountability, efficiency, and transparency in academic programming.

    Curriculum Mapping as a Tool for Continuous Improvement of the Business Studies (BS) Curriculum in a Digital-First University · 2026 · DOI

  • The lack of a systematic approach to curriculum design and continuous improvement in higher education. The need for a comprehensive framework that integrates theoretical and practical aspects of curriculum mapping. The imperative to prepare students for a future shaped by Artificial Intelligence.

    Curriculum Mapping as a Tool for Continuous Improvement of the Business Studies (BS) Curriculum in a Digital-First University · 2026 · DOI

  • BACKGROUND: Despite expectancy theory's widespread appeal and influence as a framework for motivation in organizational and educational settings, studies that have examined the theory's validity for performance-based outcomes, particularly with academic performance as the criterion, have been characterized by inconsistent results.

    Assessing the predictive validity of expectancy theory for academic performance · 2024 · DOI

  • The committee’s efforts at developing a rank ordered, typical, three-hour, core, MBA-level graduate business communication course were accepted by the ABC Board of Directors at the 1985 International Convention. At that time it was also decided to disseminate the course outline to the ABC menibership. See Appendix B for the syllabus. Members of the committee, on an elective basis, are preparing a research article on the need for such a course, on the design of their course, and on the survey of practi- tioners. It is hoped that the article will be published in such a form and location that deans of business colleges will have an opportunity to view it. Upon such publication, reprints of the article may be sent to the deans. Table 1 MBA-LEVEL BUSINESS COMMUNICATION COURSE In early 1984 the ABC Graduate Studies Committee* identified the need for a carefully designed, well-thought- out, graduate-level business communication course out- line. Over the next two years, through numerous iterations of the Delphi Technique, the committee developed a course syllabus with six sections and many subsections. The outline, and its various parts were then rank ordered by importance. In developing the course syllabus, a 3-hour, semester- long, MBA-level core business communication course was the target. For the committee’s ranking of the topics, see the &dquo;Faculty Rank&dquo; column of Table 1. SURVEY OF MBAS To verify that the academic view of the business commu- nication course was appropriate, the committee surveyed 517 recent MBA recipients or management development program participants. Respondents were asked to rank order the topics the committee had identified as impor- tant, and to add new topics as appropriate. Some question- naires were distributed face-to-face while others were mailed. A total of 296 responses were received, or 57 percent. The survey responses were quite close to those of the committee and support the committee’s original design. See the &dquo;Survey rank&dquo; column in Table 1. SUPPLEMENTARY MATERIALS The committee examined the need to identify additional supporting materials for the course, such as cases, audio and visual support, experiential activities, and bibliographies. It was felt that many of these materials are based on individual instructor preferences and should not be defined in this activity. On the other hand, a bibli- ography was developed with both general and specific divisions. Any member could submit citations to the bibliography and no citations were removed by committee members. Thus the bibliography has some strong indi- vidual preferences not tested against the combined com- mittee reaction. The bibliography was designed around the concept of &dquo;important citations for instructors or stu- dents of this graduate course.&dquo; &dquo; See Appendix A for the bibliography. *Members of the Committee were: Donald C. Cassiday, Aurora College; Steven Golen, Arizona State University; Martha J. Haun, University of Houston; Frank Jaster, Tulane University; William J. Lord, Jr., University ofTexas; David H. Lynch, Arizona State University; Howard J. Scheiber, University of Texas, El Paso; Larry Smeltzer, Louisiana State University; and John Waltman, Eastern Michigan University

    A Graduate Business Communication Course Outline · 1986 · DOI

  • This study suggests that future research is needed which explores the level and type of teaching adjustments that are recommended when significant numbers of adult students are enrolled in a course.

    Adult Students in the Classroom: Attitudes and Teaching Practices of Marketing Faculty · 1987 · DOI

  • The gap between what business schools teach and the demands placed on graduates. The lack of a shared standard for responsible management principles in business education. The difficulty in capturing the multidimensional nature of responsible management.

    Crafting educational programs in modern business schools · 2026 · DOI

  • There is a gap in the understanding of the association between responsible management education and financial outcomes among firms that have remained operational. Prior research has focused on intentions, attitudes, or curricular design, while fewer studies examine outcomes after graduation.

    Crafting educational programs in modern business schools · 2026 · DOI

  • There is a gap between marketing theory and practice in university curricula. The gap affects the development of quantitative skills in marketing students.

    RFM-Based Customer Segmentation: A Pedagogical Case Study for Marketing Analytics Education · 2026 · DOI

  • One challenge is the potential lack of interest in the subject among students. Another challenge is the difficulty in measuring the effectiveness of PBLs in increasing student engagement and retention.

    Personal Brand Logo and Student Course Engagement in Undergraduate Introductory Marketing Courses · 2026 · DOI

  • Future research could explore the long-term effects of PBLs on student engagement and retention. Future research could investigate the use of PBLs in different educational settings.

    Personal Brand Logo and Student Course Engagement in Undergraduate Introductory Marketing Courses · 2026 · DOI

  • Future research should focus on refining the elements of the Transformative Ethical Pedagogy Model (TEPM) to ensure that doctoral education not only informs but also transforms. The paper suggests that future research should investigate the challenges that arise when incorporating TCR and macromarketing into PhD programs.

    Integrating Macromarketing and Transformative Consumer Research Into Doctoral Business Education · 2026 · DOI

  • The practice must balance trust-building efforts within the Orthodox Jewish community and the ongoing needs of its primary target market. The community's conservative and technology-averse nature presents a challenge for marketing efforts. The practice must determine the optimal marketing strategy to reach the Orthodox Jewish community.

    Teaching Case: Straightening Smiles and Strategies: Orthodontist Targets New Markets Amid Population Shifts · 2026 · DOI

  • The optimal marketing strategy for Bosonac Orthodontics is uncertain. The effectiveness of newspaper advertising in reaching the Orthodox Jewish community is unknown.

    Teaching Case: Straightening Smiles and Strategies: Orthodontist Targets New Markets Amid Population Shifts · 2026 · DOI

  • Prior research has treated empowerment and engagement independently. There is a lack of empirical evidence on the joint effects of empowerment and engagement on voluntary student participation in marketing education.

    Unravelling Voluntary Student Participation: Empowerment and Engagement as Driving Forces · 2026 · DOI

  • Future studies could examine it more systematically, for example by developing specific measures or by exploring experimental designs that manip- ulate factors such as peer judgment, instructor approach- ability, physical layout, discussion formats, or error-han- dling approaches to test whether these dynamics influence the empowerment-engagement pathway. Future studies could investigate whether students’ perceptions of developing relevant future competence op- erate as an independent driver of engagement, especially in courses that students initially perceive as less challenging, such as marketing. Future research could examine how similar dynamics operate in other business subjects and assess whether these patterns hold across different educational systems and cul- tural contexts. First, psy- chological safety emerged as a critical but underexplored contextual condition in the relationship between empow- erment and engagement.

    Unravelling Voluntary Student Participation: Empowerment and Engagement as Driving Forces · 2026 · DOI

  • Prior research has focused on the deep approach to learning, with limited consideration for the strategic approach. There is a need to understand the relationship between students' learning-approach preferences and their perceptions of academic program quality.

    The Relationship Between Perceptions of Academic Quality and Approaches to Learning: Implications for Principles of Marketing Instructors · 2026 · DOI

  • The challenges faced by students in their future marketing career in Tunisia, such as lack of recognition concerning marketing value and lack of career advancement opportunities. The need for businesses to adapt to the evolving marketing sector.

    When Marketing Education Meets Artificial Intelligence: Boosting Students’ Career Optimism in Tunisia · 2026 · DOI

  • The need to evaluate the effect of new methods on students' confidence in training and their capacity to generate new work opportunities in Tunisia. The lack of understanding of the relationship between students' level of optimism and their future aspirations.

    When Marketing Education Meets Artificial Intelligence: Boosting Students’ Career Optimism in Tunisia · 2026 · DOI

  • There is a gap in literature on the employment status of BSBA Marketing Management graduates. The study aims to address this gap and provide insight that could inform curriculum development and enhance educational strategies.

    TRACING THE EMPLOYMENT STATUS OF BACHELOR OF SCIENCE IN BUSINESS ADMINISTRATION MAJOR IN MARKETING MANAGEMENT OF SAINT COLUMBAN COLLEGE · 2026 · DOI

  • The field of marketing has experienced significant transformation due to rapid technological advancements and changing consumer behaviors. Industry collaboration remains the area most in need of improvement.

    Alignment of CBPA Marketing Curriculum with Industry Needs and Learning Outcomes · 2026 · DOI

  • The study identifies a gap in the alignment of the CBPA Marketing Curriculum with industry needs and learning outcomes. The gap is in the area of industry collaboration.

    Alignment of CBPA Marketing Curriculum with Industry Needs and Learning Outcomes · 2026 · DOI

  • The rapid pace of technological change poses a challenge for educational institutions to keep up with the latest developments. The lack of practical digital skills among university students is a challenge for companies and employers.

    Mapping the digital marketing hard skills of university students in the visegrad region · 2026 · DOI

  • The study only focuses on university students in the Visegrad region. The sample size is limited to 1200 respondents. The study relies on self-reported data from the online survey.

    Mapping the digital marketing hard skills of university students in the visegrad region · 2026 · DOI

  • The compilation of textbooks and the revision of course outlines follow their own revision cycles, resulting in outdated operational guidelines. Teachers lack systematic experience in cross-border marketing practice. The willingness of enterprises to participate in cooperative education has been declining.

    A Study on Innovative Approaches to Teaching Cross-Border Marketing Courses in Higher Education Institutions in the Context of Digital Transformation · 2026 · DOI

  • The gap between curriculum objectives and industry competency standards. The lack of alignment between current courses and job competency requirements. The need for a structural shift in educational paradigms.

    A Study on Innovative Approaches to Teaching Cross-Border Marketing Courses in Higher Education Institutions in the Context of Digital Transformation · 2026 · DOI

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602 open questions have been extracted from the limitations and future-work passages of 4,435 Management and Marketing Education papers in our library. Each one below links back to the study that raised it, so you can read the original claim in context.

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