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This paper aims to examine the felt need for new products in organizations, the nature of the new product development (NPD) discipline, and the usefulness of NPD education, in order to show the importance of the paper's analysis of the dearth of NPD courses in AACSB‐accredited schools. It seeks to offer suggested changes for both academics and practitioners.

A content analysis of AACSB‐accredited institutions' online catalogs determined a scarcity of NPD courses. Z‐tests and t‐tests revealed some differences among the types of schools offering NPD courses.

There is a scarcity of NPD courses, with only 9 percent of schools offering one. Regarding the likelihood of offering a NPD course, no differences were found between public and private schools or between doctoral‐ and non‐doctoral‐granting schools. Comparing schools offering and not offering a NPD course, no difference was discovered in the number of marketing courses available, number of marketing electives available, and number of full‐time marketing faculty.

Analysis was based on catalog titles and course descriptions; specific course content was not ascertained. Hence, courses including significant NPD content might remain unidentified. This descriptive research only speculates on reasons for the paucity of NPD courses. Additional research should determine influences on educators to offer a NPD course and identify specific actions to increase the adoption of NPD courses. A number of recommendations for overcoming impediments to instituting NPD courses are offered.

This is the first study to empirically verify the low availability of NPD courses and to recommend rectifying courses of action for both academics and NPD practitioners.

The purpose of this study is to determine the availability of pricing courses in AACSB‐accredited undergraduate programs, determine what curricular trends are happening in the area of pricing, ascertain the status of price in the curriculum, and discuss the future direction for pricing in the curriculum.

The population examined consisted of institutions with undergraduate programs accredited in business by the AACSB. At the time the study was conducted, the AACSB's list of accredited schools numbered 443. The data for the study were obtained from the online versions of each school's catalog which could be accessed. The sample consisted of 363 (81.9 percent) of the accredited schools. The marketing offerings of each qualifying school were examined to determine the existence of a course devoted specifically to pricing or including pricing as a significant component.

The paper finds that a only 33 schools (9.1 percent) list a course in their online catalog that demonstrates a significant emphasis in pricing, and only 14 schools (3.9 percent) offer a course dedicated solely to the topic of pricing. Comparing this study with previous studies leads to the conclusion that the availability of pricing courses has not increased as anticipated, and has actually decreased.

Numerous papers have concluded that students majoring in marketing would benefit from taking a course in pricing. This paper asks why so few courses are offered given the interest in, and attention to, the topic. Business educators should be raising questions about the content of curricula being offered.

This study should raise awareness about the lack of attention toward pricing in the business curriculum. The study also indicates that additional research is needed to compare the curricula of programs not offering a stand‐alone pricing course with schools offering these courses, and begin to address this concern.

This study aims to assess the profiles of faculty teaching entrepreneurship courses in a sample of entrepreneurship programs in the USA for the years 2007‐2008.

A questionnaire was developed and mailed to entrepreneurship programs directors to provide information for answering questions concerning the following: educational backgrounds, primary teaching focus, research interests, publications in academic journals, and entrepreneurial experience brought into the classroom.

The results of the study demonstrate that only one‐fifth of the faculty members in the sample held a PhD in entrepreneurship or in combination with another field in a business discipline. Three out of four faculty members concentrated their teaching in the field of entrepreneurship. More than one‐third of the faculty members had a research interest in the field of entrepreneurship. One‐fourth of faculty sampled had published in entrepreneurship journals. The majority of the faculty brought entrepreneurial experience to their classrooms.

The fact that the study depended exclusively on the data available from 218 “non‐ranked” entrepreneurship programs in the USA represents a distinct limitation. Future research is needed to compare study results with a sample incorporating top ranked entrepreneurship programs in the country.

This study will assist administrators and institutions in preparing new faculty to embrace the field of entrepreneurship education.

A creative identity, the incorporation of creativity into self-definition, is associated with creative outcomes. Given the importance of creativity to organizational success, understanding creative identity and in particular creative identity work (the formation and maintenance of creative identity) can be useful in understanding creatives within organizations. To be considered creative, individuals need to not only produce unique artefacts, but these artefacts need to be assessed by legitimate judges as being creative. Judges may be within an organization (e.g., senior researchers within a laboratory) or may be external to an organization (e.g., award judges in international advertising competitions). Underpinning creative identity work is the creative assessment, however this assessment is ambiguous and contextual. In other words, what is considered creative in one context or by one judge may not be considered creative in another context or by different judges. The ambiguity of the creative assessment makes creative identity work a precarious undertaking. Based on two case studies – a R&D laboratory and an advertising agency – this research explores the strategies which creative individuals employ in their creative identity work in response to the ambiguity of the creative assessment. This research contributes to the growing area of creative identity research by unpacking three specific strategies used as part of identity work of creatives: defending, emotional distancing and differentiating. These strategies assist the creatives in maintaining a coherent sense of who they are within the organizational context despite the unpredictability of the creative assessment.

UK best practice guidelines for the treatment for people with schizophrenia recommend the use of psychoeducational approaches. The purpose of this paper is to describe the introduction of psychoeducational groups for people with an intellectual disability and co-morbid mental illness within forensic settings.

“Staying Well”, a psychoeducational programme for people with an intellectual disability and co-morbid mental illness was based in part on a group programme from Ashworth Hospital, but adapted and developed to be suitable for people with intellectual disability. Input from a very experienced speech and language therapist was of great importance. Five groups with a total of 20 participants (15 different individuals) with mild to moderate intellectual disability and co-morbid mental illness were run over a two-year period. At the end of each group, an individualised “Staying Well Plan” was devised, to reduce the risk of future relapses.

The group was very positively welcomed in the two pilot hospitals, by participants and members of the clinical teams. The key measure of the success of the programme is that the “Staying Well Plans” developed for the individuals are still in place two years after the completion of the first groups.

The authors believe that this approach is of benefit to both the participants and their carers, stimulating positive engagement, open discussion about mental illness and reinforcing strategies for “Staying Well”.

This paper shows how a psychoeducational approach to severe mental illness in individuals with an intellectual disability is both possible and well received.