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Establishing Human
Brands: Determinants of Placement Success for First Faculty
Positions in Marketing
Close, Angeline G., Julie
Guidry Moulard and Kent Monroe (2010). "Establishing Human Brands:
Determinants of Placement Success for First Faculty Positions in
Marketing,
" Journal of Academy of Marketing Science, forthcoming.
Close, Angeline G.
and Julie Guidry (2007), “What Impacts First Faculty Placements in
Marketing?,”
Enhancing Knowledge Development in Marketing,. Chicago:
American Marketing
Association, forthcoming. (extended abstract)
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In this paper,
based on primary data spanning five years, we examine factors that
influence the entry-level placement of marketing doctoral
candidates at U.S. universities and colleges.Contributing to the
emerging research on human brands, we identify marketing doctoral
candidates‘ intrinsic and extrinsic brand cues that influence
their number of AMA interviews, campus visit offers, and starting
base salary. The strongest brand cue is the research productivity
of candidates‘ doctoral degree-granting departments. A related cue
that also predicts initial salary is the candidates‘ advisors‘
research record. Further, when beginning the job search, doctoral
students who have a top research publication, a dissertation
proposal defended with data, and who have attended the AMA-Sheth
Foundation Doctoral Consortium receive a substantial entry salary
premium. Based on branding frameworks and theories of academic
rewards, this study adds to the emerging knowledge on both the
concept of human brands as well as the growing literature on
issues relating to marketing academia.
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Placements" Full Text
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Chalkboards to Cybercources: The Internet in Marketing Education
Close, Angeline G., Ashutosh Dixit,
and Naresh Malhotra (2005), “Chalkboards to
Cybercources: The
Internet in Marketing Education,”
Marketing Education Review,
15 (2) (Summer),
81-94.
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Electronic environments such as the
Internet lead the way to ever-changing concepts in marketing
education. The changing state of technology necessitates an
equally rapid synthesis of literature. Our study serves as an
investigation of research concerning the Internet and marketing
education. We synthesize 80 articles featuring the Internet
and marketing education and classify the literature into seven
components. These areas include: 1) active learning, 2) Internet
marketing degree requirement, 3) marketing department websites, 4)
pedagogical obstacles, 5) student benefits and obstacles, 6)
distance learning courses, and 7) the future of marketing
education. We then systematically identify gaps in the research,
in order to provide streams for future study in this evolving
area. The emerging gaps include: e-ethics in marketing, collapsing
international boundaries, technology and marketing department
value, and the infinite “Internet2”. We ultimately address
the state of Internet-based education, and how the state of the
field relates with the gaps in literature. Our research targets
the marketing professor, doctoral students in marketing, and
educational institutions, as each may be profoundly impacted by
the body of knowledge that has emerged as marketing environments
evolve from the “chalkboard to the cybercourse”.
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Cybercources" Full Text
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to Cybercources"
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A Content
Analysis of Content Analyses
in Marketing
Austin, Graham,
Angeline G. Close, Sunil Contractor, JiHee Song, and Qiyu Zhang
(2004), “A Content Analysis of Content Analyses in Marketing, "Enhancing
Knowledge Development in Marketing, 15 (L. Bernhardt, J.S.
Boles, and P.S. Ellen, ed.). Chicago: American Marketing
Association, 192-194.
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Marketing communication often involves
examination of communication processes--with the Internet as a
tool. Content analysis is a method for studying communication
forms (Yale and Gilly 1988), and here, we explore its use in
marketing research. We review all content analysis studies
published in select marketing journals from 1977 to 2002. We find
content analysis is not a widely used method in marketing
research. The method has gained sophistication as an analytical
tool over the past twenty-five years, as evidenced by the Internet
and content analysts’ heightened reliance on theory to inform
research design and interpretation of findings, and by their
increasing use of advanced statistical methods to analyze data.
However, many content analyses still rely on simple percentages to
interpret their data. We call for researchers to uphold more
rigorous standards in content analyses in order to improve its
efficacy as a research method in marketing.
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Scientific Presentations in Marketing
Finney, R. Z. and Angeline Grace Close (2005),
“Scientific Presentations in Marketing,” Journal
of the Academy of Marketing Science,
(Book Review Section) 33 (2) (April), 37-38.
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“[Lectures] depend entirely for
their value on the manner in which they are given. It is not the
matter, not the subject, so much as the man.” --Michael Faraday,
1864
For marketing scholars,
presentations are a must in the academic marketplace. During the
course of our careers, we present (or co-present with technology)
at conferences, on campus visits, to obtain grants, and to teach.
And yet, in spite of the importance of these lectures, many
scholars receive little formal instruction regarding how they can
improve their presentations. We review
a framework built
for scholars to become more effective presenters to academic and
practitioner audiences alike. Key areas are the use of technology
for technology's sake, interactivity, and making use of the
communication process.
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Text
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