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To advance marketing research and practice, this study aims to examine the application of the innovative, mobile-applicable neuroimaging method – mobile functional near-infrared spectroscopy (mfNIRS) – in the field of marketing research, providing comprehensive guidelines and practical recommendations.

A general review and investigation of when and how to use mfNIRS in business-to-consumer and business-to-business marketing settings is used to illustrate the utility of mfNIRS.

The research findings help prospective marketing and consumer neuroscience researchers to structure mfNIRS experiments, perform the analysis and interpret the obtained mfNIRS data.

The application of mfNIRS offers opportunities for marketing research that allow the exploration of neural processes and associated behaviour of customers in naturalistic settings.

The application of mfNIRS as a neuroimaging method enables the investigation of unconscious neural processes that control customer behaviour and can act as process variables for companies.

This is one of the first studies to provide comprehensive guidelines and applied practical recommendations concerning when and how to apply mfNIRS in marketing research.

Research on college student leadership is evolving, with more scholars studying the influence of social identities on the development of student leaders. The evolving literature includes research on how race influences the leadership identity development of college students, which can support their retention and graduation from postsecondary institutions. Gaps exist in the literature on how the definitions of leaders and leadership influences leadership identity development for many social identities in numerous institutional contexts, including for Latino men. Using a case study methodology, we studied the how definitions of leaders and leadership influenced the leadership identity development of Latino men and how that influenced their placement in the LID model (Komives et al., 2005). Thirteen Latino men in the Southeastern U.S. were interviewed. Participants’ definitions and perspectives of leaders and leadership placed them all in the Leader Identified stage of the LID model. Implications for leadership educators regarding practice and research are provided.