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Abstract
Assistant marketing professors begin their careers with the objective of becoming productive researchers, effective teachers, and capable servers. This article reports results of a study undertaken with 83 of the marketing discipline’s newest faculty members. These educators were asked to evaluate the preparation they had received as doctoral students and provide suggestions for improving the doctoral student to faculty member transition. Results indicate assistant marketing professors feel significantly better prepared for the challenges associated with research than they do teaching. Respondents’ suggestions for improving doctoral program preparation in regards to both teaching and research are also summarized.
