Changes in college student composition and implications for marketing education: revisiting predictors of academic success Sarath A. Nonis a, * , Gail I. Hudson a , Melodie J. Philhours a , Joe K. Teng b a Department of Management and Marketing, Arkansas State University, Box 59, State University, AR 72467, USA b Barry University, Miami, FL, USA Received 23 April 2003; accepted 3 June 2003 Abstract The composition of marketing students has changed in the last few years [J. Mark. Educ. 21(1999) 206; Mark. Educ. Rev. 9 (1999) 1]. Available literature seems to indicate that today’s college-bound students are academically ill prepared [Telegram and Gazette. Entrance exam scores hit plateau: ACT student skills test results at same level for third year in a row (August 18) A3, 1999]. This study attempts to identify predictors of academic success and argues that marketing programs need to do a better job of preparing students for academic studies and a career in marketing if the discipline is to grow. Evidence from a sample of college students indicates that American College Testing Assessments (ACT) composite score, achievement striving, and feelings of inferiority significantly correlate with academic performance. Study findings and implications for marketing education are also discussed. D 2003 Elsevier Inc. All rights reserved. Keywords: College student composition; Academic success; Marketing education 1. Introduction Several key trends have had a major impact on colleges and universities in the last few years. The most notable of these have been in technology, globalization, modes of learning, and student composition (Smart et al., 1999a,b). While each of these trends pose challenges and opportuni- ties for higher education, changes in the demographic, attitudinal, and behavioral composition of college students’ have been the most drastic. There have been numerous articles in such journals as The Journal of Marketing Education and Marketing Education Review that have dis- cussed the influence of technology and globalization on marketing education, while the influence of changing stu- dent composition on marketing education has been largely ignored. While some emphasis has been given to changes in the demographics of college students and their implications for higher education (Cubeta et al., 2001; Strauss and Volkwein, 2002), there is a paucity of research that inves- tigates student composition in terms of abilities or skills, attitudes, and opinions (Lamont and Friedman, 1997; Smart et al., 1999a,b). It is these variables, more than demograph- ics, which are likely to explain why some students succeed in college while others do not. The first objective of this study is to fill this void by highlighting key developments in the composition of today’s college students with an empha- sis on marketing students. The second objective of this study is to empirically investigate plausible predictors of the academic success of college students. A good understanding of those factors that influence student success will help responsible parties design appropriate academic programs and supporting activities. 2. Trends influencing the composition of today’s college-bound students Approximately one-third of freshmen at the University of California and more than two-thirds of freshmen at Cali- fornia State University do not have the requisite skills (e.g., college-level reading, writing, or mathematics) to engage in college-level work and are therefore classified as ‘‘unpre- pared’’ (Legislative Analysis Office Report, 2001). In addi- tion, nationwide, between 1967 and 1994, the average SAT verbal score declined from 466 to 423, while the average SAT math score declined from 492 to 479 (Post Secondary 0148-2963/$ – see front matter D 2003 Elsevier Inc. All rights reserved. doi:10.1016/j.jbusres.2003.06.001 * Corresponding author. Tel.: +1-870-972-3430; fax: +1-870-972- 3833. E-mail address: snonis@astate.edu (S.A. Nonis). Journal of Business Research 58 (2005) 321 – 329