Journal of Marketing. Sep2011, Vol. 75 Issue 5, p120-133. 14p. 1 Color Photograph, 1 Diagram, 6 Graphs.
CUSTOMIZATION, PRODUCT design, MARKETING research, TARGET marketing, WILLINGNESS to pay, and CONSUMER behavior research
While interest in customization is growing among consumers and academics, researchers have focused on consumers designing products for themselves. Many customization firms, however, are successfully positioning themselves as key sources for unique gifts. In this research, the authors examine whether factors under the firm's control (i.e., the level of design support provided and the presence of a strong brand) are differentially effective when consumers design products for themselves or as gifts for others. Using participants drawn from the relevant target market, they report two studies involving real customization tasks undertaken on fully functioning customization websites. The findings lead to the surprising conclusion that design support is less effective for consumers designing products intended as gifts rather than for themselves, raising expectations without a corresponding rise in evaluations. However, the results offer some good news to firms targeting gift-giving consumers. Both Studies 1 and 2 reveal that gift-givers place a higher value on their own time and effort and thus report a higher willingness to pay than those designing for themselves. This effect is diminished, however, when a strong brand is present and consumers share credit with the brand for the product's design. [ABSTRACT FROM AUTHOR]
Bolander, William, Bonney, Leff, and Satornino, Cinthia
Journal of Marketing Education, v36 n2 p169-181 Aug 2014. 13 pp.
Business Administration Education, Sales Occupations, Salesmanship, Hypothesis Testing, Education Work Relationship, Curriculum, Undergraduate Students, Success, Consultants, Interpersonal Relationship, and Educational Benefits
Sales education is on the rise and for good reason. Statistics say that sales jobs will continue to grow at a rapid rate over the next few years. Many universities are preparing their students to start their careers in the professional selling function through the inclusion of sales education in their business curriculum. Yet little research exists that investigates the relationship between sales education and sales performance on graduating from a college of business. This article seeks to fill this void in the sale pedagogy literature by assessing, empirically, the relationship between what is learned in university sales programs and the actual selling behaviors of recent graduates from these programs (vs. students who did not receive formal sales education in their undergraduate programs). Likewise, the relationship between sales education and extrinsic and intrinsic performance indicators is investigated. The findings suggest that university sales education is a significant contributor to sales rep performance. However, the results on the behaviors taught and those used in day-to-day selling were mixed.
Agnihotri, Raj, Bonney, Leff, Dixon, Andrea Leigh, Erffmeyer, Robert, Pullins, Ellen Bolman, Sojka, Jane Z., and West, Vicki
Journal of Marketing Education, v36 n1 p75-86 Apr 2014. 12 pp.
Sales Occupations, Recruitment, Higher Education, Personnel Selection, Goodness of Fit, Job Placement, Undergraduate Students, Undergraduate Study, Business Administration Education, Colleges, College Faculty, Employers, Stakeholders, Educational Objectives, Goal Orientation, Student Attitudes, Teacher Attitudes, Marketing, Job Satisfaction, and Career Choice
With growing industry demand for sales professionals, recruitment at colleges and universities that have a sales education focus has increased remarkably over the past few years. However, results indicate that hiring organizations face an uphill task in filling sales positions. Recruiters and students struggle to build critical person-job fit during a relatively brief period of interaction. To address these issues, the present article presents a two-staged ideal recruitment process based on a stakeholder perspective. A set of 16 propositions is provided for improving key outcomes of the sales student recruitment process.
Journal of Marketing Theory & Practice. Fall2007, Vol. 15 Issue 4, p335-347. 13p. 1 Diagram.
Customer services, Interpersonal relations, Sales personnel, Consumer behavior, Business models, Customer relations, Retail stores, Purchasing agents, and Investments
Relationships between buying and selling firms have been characterized by many scholars as being conceptually similar to marriages, or committed relationships between two people. Prior research has explored the question of how relationships between buyers and sellers are formed and maintained. This paper takes a well-tested model of interpersonal attraction, the Investment Model, and applies it to the relationships between organizational buyers and salespeople in an attempt to understand their decisions to either remain in a business relationship or to terminate that relationship. [ABSTRACT FROM AUTHOR]
This paper presents a learning strategy that demonstrates how integrated business simulations can be used to enhance accounting education. The Pathways Commission report takes a broad view of the accountant's role in society and argues that accountants serve in a variety of capacities, including advising businesses, assisting management in understanding and monitoring operations, and facilitating the efficient and effective deployment of resources, among others. With experience, accountants have a competitive advantage over many business professionals because they embrace numbers and develop solutions to difficult problems for the benefit of their clients and the businesses they serve. Business simulations help accounting students refine that competence by leveraging their affinity for financial and non-financial numbers as well as their willingness to analyze problems in a structured fashion. Simulations also challenge students to work in unstructured situations, developing their tolerance for and appreciation of ambiguity. The learning strategy further demonstrates how the activities described can be used for course-embedded assessment. Student performance is documented by the business simulation and instructor via objective measures as well as rubrics, examples of which are included herein. The compiled data provide within-course and programmatic feedback that can be used to improve teaching and learning outcomes. [ABSTRACT FROM AUTHOR]