Abstract
The introductory marketing course plays a key role in the marketing curriculum and in the curricula of other business maj}ors. This article reports the findings of a study designed to elicit marketing educators' views regarding (1) the relative emphasis currently being placed on various conceptual content and experiential areas in the undergraduate introductory course; (2) the ideal level of emphasis that should be placed on each area; and (3) the desirability of a two-course sequence in the introductory marketing course. Findings suggest that the concept of a two-course sequence has support among some marketing educators and that it should be carefully examined.
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