Today's global society challenges the talents and imagination of even the brightest students. Like never before, they face a competitive environment that demands creative, innovative, market-driven solutions to new problems and new opportunities. Graduates of today's colleges and high schools must be prepared to understand the demands of others, to analyze fast-changing events, and to formulate responsive, rational, and proactive approaches to decision-making.

Economic survival in the 21st century will demand a fundamental understanding of the marketing concept and the ability to execute basic marketing skills in nearly any setting. Whether they choose law, medicine, or business, professionals of the coming century will use marketing skills throughout their lives. Entrepreneurs, be they electronics technicians or lawn-care specialists, will use fundamental marketing skills to develop their dreams, or fail in their efforts. Marketing specialists, from researchers to copywriters, professional sales technicians to customer service specialists, will play an increasingly critical role in the businesses, professions, and public services of the next century.

Job outlook studies recognize marketing as one of the highest potential occupations for viable career options in the foreseeable future. Because of its diversity, marketing jobs are available to a wide range of students.

Broad Range of Jobs. Employment opportunities abound at all points within the production and distribution channel --- both domestic and international. As they gain experience, graduates find opportunities with major manufacturers, non-profit institutions, large-scale service providers, and their own small businesses.

Opportunity for Growth. As students continue their education and develop additional marketing skills, advancement in the business community can be dramatic. It is not uncommon to find recent high school graduates managing retail or service outlets with thousands of dollars in gross revenue. As they gain maturity, experience, and supervisory skills, graduates frequently progress into management, upper-level merchandising roles, or industrial sales and marketing careers.

Income Potential. Marketing students participating in cooperative work experience or internship programs often begin at minimum or above-minimum wage. For the serious student, however, salary increases can be rapid and significant. Marketing professionals can easily expect to earn an annual salary equal to a thousand dollars for each year of age.

Executive-Level Potential. A very high percentage of corporate chief executive officers come from the ranks of marketing professionals. Similarly, a high percentage of entrepreneurs begin their careers in a marketing role.

Most high school and many two-year college programs utilize a variety of applied learning experiences, often incorporating direct involvement with the business community. These work-based assignments help ensure that the program addresses real-life marketing issues ranging from customer service to locally based advertising projects. In addition to real-life experiences with local businesses, schools frequently utilize simulated work environments (e.g., computer or retail labs).

Planned, Managed Experiences. If students, particularly younger students, are to work, they are most likely to benefit when school-based curricula and work-based experiences are closely correlated, offering students opportunities to learn specific employment skills, to "experience" elements of the curriculum as they are applied by businesses, and to develop critical school-to-work transitional skills. Many Marketing Education programs offer internship, apprenticeship, or co-op experiences to smooth the school-to-work transition. Elements of these managed experiences include:

• Identification of work sites and assignments with instructional value
• Collaborative involvement of educators and business to ensure quality educational experiences
• Documentation of the intent of the employment: education and training
• Company agreement to invest in the long-term development of the student
• Written documentation of training expectations
• Written documentation of learning outcomes from employment
• Designation of a mentor-supervisor at the place of business