Four questions of entrepreneurial marketing education: Perspectives of university educators

2020 ◽  
Vol 113 ◽  
pp. 189-197 ◽  
Author(s):  
Audrey Gilmore ◽  
Andrew McAuley ◽  
Morgan P. Miles ◽  
Hugh Pattinson
2021 ◽  
Vol 13 (1) ◽  
Author(s):  
Adhi Setyo Santoso ◽  
Jony Oktavian Haryanto ◽  
Hanif Widyanto ◽  
Hari Suryanto ◽  
Lina Rosmawati

2021 ◽  
Vol 22 (2) ◽  
pp. 95-112 ◽  
Author(s):  
Mohammad Rashed Hasan Polas ◽  
Valliappan Raju

2018 ◽  
Vol 40 (2) ◽  
pp. 101-116 ◽  
Author(s):  
Andrew J. Dahl ◽  
James W. Peltier ◽  
John A. Schibrowsky

Marketing educators have long espoused the importance of critical thinking as a means of developing students’ higher-order problem-solving skills. In this article, we utilize an historical approach to investigate how educators have defined, operationalized, and empirically evaluated the critical thinking construct. To accomplish this, we review the critical thinking literature from three prominent marketing education journals and the leading management education journal. In doing so, we summarize extant critical thinking research across varied pedagogical topics, review empirical findings, and present a conceptual framework for motivating future research.


1998 ◽  
Vol 8 (2) ◽  
pp. vi-vi
Author(s):  
Dale A. Lunsford

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