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With the increased emphasis on emotions in negotiation, an exercise is presented which can be used with a simulated negotiation to develop emotional skills. Linking research on the role of emotions in negotiation to emotional intelligence, we propose a set of activities to develop greater awareness, understanding, and ability to manage emotions while negotiating. The teaching note explains how to use two worksheets, one before and one during the simulation. Headings on the worksheets correspond to levels of emotional intelligence. Suggestions for debriefing along with supporting literature are provided.

In the years following the publication of A Theory of Consumption (1923), Hazel Kyrk’s book became the flagship of the field that would later be known as the economics of consumption. It stimulated theoretical and empirical work on consumption. Some of the existing literature on Kyrk (e.g., Kiss & Beller, 2000; Le Tollec, 2020; Tadajewski, 2013) depicted her theory as the starting point of the economics of consumption. Nevertheless, how and why it emerged the way it did remain largely unexplored. This chapter examines Kyrk’s intellectual background, which, we argue, can be traced back to two main movements in the United States: the home economics and the institutionalist. Both movements conveyed specific endeavors as responses to the US material and social transformations that occurred at the turn of the 20th century, notably the perceived changing role of consumption and that of women in US society. On the one hand, Kyrk pursued first-generation home economists’ efforts to make sense of and put into action the shifting of women’s role from domestic producer to consumer. On the other hand, she reinterpreted Veblen’s (1899) account of consumption in order to reveal its operational value for a normative agenda focused on “wise” and “rational” consumption. This chapter studies how Kyrk carried on first-generation home economists’ progressive agenda and how she adapted Veblen’s fin-de-siècle critical account of consumption to the context of the household goods developed in 1900–1920. Our account of Kyrk’s intellectual roots offers a novel narrative to better understand the role of gender and epistemological questions in her theory.

Women and marketing have had a complicated relationship for a considerable time. They have often been involved with marketing‐type practices for longer than we have appreciated to date. Against considerable odds, some have carved out careers in academia and practice that have to be admired. The purpose of this paper is to explore the work of two pioneer contributors to marketing.

This paper engages in a close reading of the work of two female contributors. Their writing is placed in historical context which helps reveal the obstacles they had to overcome to succeed.

Female teachers, lecturers and practitioners had an important role to play in theorising consumer practice and helping people to successfully negotiate a complex marketplace replete with new challenges, difficulties and sometimes mendacious marketers seeking to profit from the limited knowledge consumers possessed.

This paper explores the writings of a practitioner and scholar respectively whose work has merited only limited attention previously. More than this, it links the arguments that are made to the papers that appear in the rest of the special issue.

The purpose of this paper is to provide a biographical sketch of Pauline Arnold focusing on her pioneering contributions to the field of market research.

Archival source material included the Pauline Arnold Collection at the University of Minnesota and the Lucy Sallick Papers including correspondence, unpublished documents, and the transcript of a 1995 oral history interview with Matilda White Riley, who was Pauline Arnold's stepdaughter. Primary historical source material includes the scholarship, both published and unpublished, of the subject. An important primary, published source for this study is the periodical, Market Research, to which Arnold contributed under the auspices of the Market Research Corporation of America from 1934 through to 1938.

Pauline Arnold's contributions to the field of market research are documented.

Pauline Arnold has been cited as having made important but neglected contributions to market research, including her advocating an understanding of customers' motives, needs, and wants. However, there is no published account of Arnold's life and work.

This editorial aims to review the contents of the special issue, situating it within appropriate historical context.

A close reading of the contents of the special issue is provided.

This special issue reveals the important contributions of a number of previously forgotten female pioneers in marketing, advertising and consumer research.

This introduction adds further historical detail about the structures and biases that have limited the opportunities available to female contributors to marketing theory, thought and practice.

The purpose of this paper is to look at the role played by home economists in providing information to consumers about household products. The work of home economist and educator Martha Van Rensselaer is reviewed, specifically her time as editor of the homemaking department of women's magazine Delineator from 1921‐1926.

The paper used qualitative analysis of the content of the homemaking department under Van Rensselaer as well as quantitative analysis of the advertising during those years. Documents from several manuscript collections were used as well.

Content analysis showed a shift over the years from 1921‐1926 from broader social themes to greater emphasis on specific homemaking tasks. Ads were regularly placed next to related editorial content, but under Van Rensselaer no brand names were mentioned editorially.

Since this research focused on one magazine, comparison with homemaking departments in other women's journals at this time would provide useful context.

The specific example provided illuminates the evolving relationship between advertisers, home economists, media and consumers.

This paper aims to contribute to the project of recognising the contribution of female scholars to the development of marketing thought. The paper presents a biography of Elizabeth Ellis Hoyt, a home economist, who contributed to the shaping of contemporary ideas about consumption and the consumer.

Source material used includes the Elizabeth Ellis Hoyt Papers (1884‐2009) in the Iowa State University Archives. The collection contains a variety of materials, of which the most important for this paper were news clippings, personal diaries (1907‐1918), and published and unpublished manuscripts (1953, 1964, n.d.). Also important for this study were two sources published by Alison Comish Thorne, Elizabeth Hoyt's PhD student. These include Thorne's autobiography Leave the Dishes in the Sink and her entry on Elizabeth Hoyt in the Biographical Dictionary of Women Economists.

The paper documents Elizabeth Hoyt's development of marketing thought, focusing on her early work on the cost of living index and subsequent contributions to an expanded theory of consumption and consumer learning.

Elizabeth Hoyt is one of a group of female home economists who pioneered consumption economics in America in the 1920s and 1930s yet who have been neglected in published accounts. Notwithstanding a short biographical note in the Biographical Dictionary of Women Economists, Hoyt's life and work are not yet documented.

The purpose of this paper is to develop and assess a faculty development program targeted at pedagogically sound integration of technology by faculty into their courses.

The paper developed a program that combines a summer training institute and a yearlong faculty learning community. This program is supported by instructional technology and faculty development experts, and rewards the participants both with a stipend and with acknowledgement. To assess the effectiveness of this program, the paper used electronic anonymous surveys during the middle and end of the program.

Self-reported evaluations suggests that the alumni of the 2011-2012 cohort will continue to develop and adapt technologies in their course, and would encourage their colleagues to do the same. In addition, the majority report that the program has changed the way they see and use technology in the classroom. Additional observations about the program alumni's involvement in continuing efforts to improve teaching with technology indicate that this program may be having an effect beyond the individual participants.

Assessment of the program was limited to only one year, and needs to continue to evaluate the program and the faculty after they leave the program.

This program provides a possible model to implement change at a university, on teaching with technology, or other teaching- and learning-related topics.

In a world where there are increasing expectations of technology in teaching, a successful model of faculty development which produces an increase in pedagogically sound faculty adoption of teaching technology is a valuable one to higher education.