The 'inside-out' approach used in this paper describes the implied educators' perceptions of integrated marketing communication (IMC). From an analysis of 87 IMC course syllabi from six countries, and in-depth conversations with IMC programme directors and developers, we sought to determine whether those who teach IMC have reached a consensus on what IMC is; whether they embrace, reject or simply tolerate this new - discipline area; and, specifically, how they are presenting IMC to the next generation of practitioners and scholars. The findings suggest that what is being taught around the world continues to be what would traditionally be considered promotions strategy, advertising management or marketing communication with minor IMC theory or content. For the most part, the syllabi we evaluated neither drew from the key constructs of IMC, nor were the key writers and published disciplinary research included in the course offerings. This gap - between what IMC writers have put forth, the established industry practices and what is being taught to the next generation of practitioners and academics - presents a significant challenge. This is a particular challenge to the scholars and teachers who are charged with the responsibility of encouraging best practices, presenting the most current and relevant applications and research approaches, and including the most current theory in their course delivery.
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