This study investigates the extent to which educators address direct and interactive marketing concepts in undergraduate introductory marketing courses. As practitioners seek more accountability from their marketing efforts, so too must academia respond with more relevant content. Results from textbook content analysis suggest that direct and interactive marketing content coverage has grown significantly over the past decade, but survey results from marketing faculty indicate coverage in the classroom lags. This study establishes a baseline of the related topic coverage in introductory marketing courses and suggests a variety of teaching resources to integrate direct and interactive marketing content to improve curricular currency without trying to add more to an already “saturated sponge.”
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