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With the recent publication of the UK Research Assessment Exercise (RAE) results, the issue of an institution’s scholarly reputation looks set to play an increasingly important role in the fortunes of many higher education institutions. While the conditions of the early 1990s benefited many of the former polytechnics, the future environment would seem less favourable. Inter alia there is the issue of the concomitant increase/decrease in research funding following the RAE. Many of the new UK universities have performed less well on the RAE which has a number of financial implications. This paper presents some exploratory work into sixth‐formers’ perceptions regarding the former polytechnics’ change in status. Although more able students are still opting for traditional universities, young people generally support the practice of a unitary system and are ignorant of the research differences. The paper concludes by presenting some ideas as to how the new universities might seek to position themselves in order to attract successive generations of students.

The purpose of this paper is to report the views of UK marketing educators about critical issues in teaching and learning of university‐level marketing education, and to compare these views with the views of other stakeholder groups.

An online survey was administered to members of the UK Academy of Marketing; 51 completed, usable questionnaires were returned.

Respondents believe that teaching international students, plagiarism and providing feedback to students are the three top‐priority issues in teaching and learning. Perhaps surprisingly, e‐learning and the use of virtual learning environments are considered to be relatively low‐priority issues.

The low‐response rate is a limitation of the study. The study detected some interesting similarities and differences of opinion between marketing academics and deans of business schools, between pre‐ and post‐1992 universities, and between professors/readers and those in lecturing positions. Notably, the lack of agreement between marketing educators and deans over the importance of relating research to teaching (educators allocate this greater importance) and e‐learning (deans allocate this greater importance) suggests areas for careful consideration in the development of teaching and learning policies.

The paper is unique in examining the views of university‐level marketing educators about teaching and learning issues. University marketing educators are an important stakeholder in the marketing education process.