Hello, Arjun. Good afternoon. Sure we can start.

Please start by introducing your professional journey in academia

Good afternoon. I'm Doctor Muhammad Asadullah.

I completed my PhD from Aligarh Muslim University in 2000 and.

After the completion of my PhD, I was working with. Illegal Muslim University, Kishantan centre for two years.

Okay, so you completed your PhD at Aligarh Muslim University in 2000—can you share what first drew you to teaching marketing, and what you find most rewarding about working with students in the classroom?

Then for Amity University Lucknow conference, I was working there for three years.

Alright, so after your PhD you spent two years at the Kishantan centre of Aligarh Muslim University. What was your teaching environment like there—were you mostly handling large lecture halls, smaller discussion groups, or a mix?

Alright, so after Amity University Lucknow, you mentioned working there for three years. What was your favorite marketing concept or foundational topic to teach during that period, and why did it resonate with you?

I published. About 9. Scopus publications that includes. 3 ABDC, a category publication.

Okay, so you've published nine Scopus-indexed papers and three in ABDC A category journals since joining Salem University. What would you say is your favorite foundational marketing concept to teach, and why does it stand out for you?

Apart from that. Overall list 7. 8 publications that includes both. YouTube.

Alright, you mentioned seven to eight additional publications including YouTube—can you clarify what you meant there? Are these video lectures, or research disseminated via online platforms?

Apart from UH PLDS scholars, I have guided close to 100.

Okay, so you’ve supervised three research scholars, with one about to submit their PhD, and guided close to a hundred others. Can you share one specific moment or approach in your teaching where you felt you really helped a student grasp a difficult marketing concept?

With their final dedication report. And about see. BBA students.

For their research project. My teaching interview. Include integrated marketing companies.

Alright, so you've guided nearly a hundred students with their final reports and worked with a significant number of BBA students as well. Can you share a teaching method or approach that you find especially effective in helping undergraduates grasp difficult marketing concepts?

Brand Internet marketing strateg. Et cetera.

Alright, you mentioned your teaching interests include integrated marketing companies. Can you walk me through how you introduce that topic to students who are encountering it for the first time?

As a part of my research interest, I have been working on SU. Marketing. Consumer behavior and young consumers.

Alright, so you introduce topics like integrated marketing and internet marketing strategy to your students. When you first present these ideas, what's your go-to example or case study to make them click for students who might not have industry experience yet?

So, your research interests include marketing, consumer behavior, and young consumers. When you're teaching these topics, what's one technique or example you use to help students really grasp the core idea of consumer behavior?

One year after the completion of my. All about my introduction.

Alright, so you mentioned a mix of industry experience and a strong academic publishing record, plus guiding a large number of students. When you think about your classroom—whether teaching integrated marketing or consumer behavior—what's one foundational concept you genuinely enjoy introducing to new students, and why?

How will you talk about teaching any people for that matter, integrated marketing commun? Or advertising.

Any paper that is basically related to the domain area that I come from that is marketing?

You’re asking how I’d talk about teaching integrated marketing communications or advertising. Since you raised it, how do you introduce the basic concept of integrated marketing communications to students who might only know traditional advertising?

What is important is it is the. That the. Idea of what marketing is.

Okay, so you’ve taught a range of marketing courses and guided a very large number of student projects. When you’re evaluating student work—say, a final research report or a BBA project—what’s your main criterion for judging whether a student has really understood the core marketing concept, as opposed to just repeating what they read?

To be communicated or should be made very clear in the very first interaction that I have with the students, whether it. When we talk about the core idea of marketing.

Okay, so you're emphasizing the importance of grounding everything in what marketing really means. When you're in the classroom, how do you get students to move beyond textbook definitions and actually connect with what marketing is in practice?

Right, you're emphasizing that students need to grasp the essence of marketing itself before anything else. In your experience, how do you guide students who struggle to move past just memorizing definitions and actually get them to apply marketing principles to real-world cases?

We have when we have, say for example, the product, we talk about product price.

Alright, you were talking about the classic marketing mix—product, price, and so on. When you introduce those elements to students for the first time, how do you make the concept feel relevant to their everyday experience, not just theory?

For that matter, or a strategic marketing. The first concept that is important for students to understand or. That try to uh. Share their students.

Is the idea of what marketing is. So again, again when we talk about marketing, when we talk about. Either of these subjects that. Just talked about.

Okay, so you make sure students really grasp the fundamental purpose of marketing before diving into frameworks like the marketing mix. When you introduce, say, the elements of the marketing mix in that first class, how do you help students link those abstract concepts to something in their own lives?

You keep coming back to the idea that students must first really understand what marketing is, beyond just learning frameworks like the marketing mix. In your experience, Professor, when students are stuck thinking of marketing as just selling or advertising, how do you help them shift to a broader, more strategic view?

Going to the.

So that is how I tried. The foundational concept of the. Idea of what marketing is.

Okay, we're shifting topics now. Rather than foundational marketing concepts, I want to talk about your research. Can you tell me about a specific research project or publication you've worked on—maybe something in consumer behavior or integrated marketing—and how you’ve brought insights from that research into your classroom teaching?

You circled back again to making sure students first really internalize what marketing is, before getting into any frameworks or topics. That foundational emphasis is clear. Now, you mentioned your research in areas like consumer behavior and young consumers — can you walk me through a concrete example of how findings from your own research have directly influenced the way you design or deliver a classroom session?

Now I think that is. That talks about sustainability.

Right, you're connecting your research on food leftover sharing and sustainability to what you teach. When you present this research to undergraduates, how do you make the topic of sustainability in consumer behavior feel tangible and relevant for students who might not see the immediate connection to marketing practice?

What actually we are not consuming the. Non gradable resources in a way that it becomes diminished for the future generations to come.

That relates to my research. Food leftover, how the food that we live. Again, this is the part of the UNS.

Alright, you’re connecting your research on sustainability and resource conservation to your classroom teaching. Thinking about your thesis work—can you tell me about a time you had to simplify those ideas for students who didn’t have a marketing background?

Your sustainable development. Also that the food should be made available. Call those for them. For whom it is very difficult to have.

Alright, so you’re tying your research on food waste and sustainability to the United Nations’ goals and showing how that shapes your teaching. Let’s shift for a moment: you’ve mentioned research and teaching undergraduates, but I’m curious—can you tell me about a specific time you guided students through a research project or supervised their work, and how you balanced giving them direction with letting them make their own discoveries?

Okay, now let's talk about your research productivity and how it could serve as an asset to the institution. Given your background in consumer behavior and sustainability, where do you see the most fundable research directions over the next few years, and what kinds of grants or external funding would you pursue to support that work here?

It reaches the people who are actually in need of that.

So you're integrating your research on food leftovers, sustainability, and the TPV framework into your teaching, especially by connecting it to the UN Sustainable Development Goals and how organizations can ensure resources reach those in need. Thinking about fiscal sustainability, when you worked on that food leftover project, did you pursue any external funding or grants to support it, and if so, how did you approach the grant writing process?

New India Marketing. Ensuring that. The resources are used to us. In an optimal way. So that it does not get. It does not get a. Used up in totality, that is. So that nothing is.

So that talks about the practical application of the. Classroom teaching.

Okay, so you're making the sustainability piece tangible for students by tying it to both food resource optimization and the United Nations Sustainable Development Goals, and you mentioned extending the TPV theory. When you worked on that study, how did you actually go about securing funding or support—did you write a grant for it, and if so, what was your approach?

Ugg class or.

Okay, so you're emphasizing practical applications of sustainability from your research, connecting it to resource optimization and actual brand behavior in the classroom. On the research side, Professor, can you share a detailed example of your experience in grant writing for marketing-related projects, and how you’d approach securing similar funding success at VIT?

Okay, so you’re making the sustainability theme very practical by connecting your research on food leftovers to organizations’ resource use and the UN goals. Now, thinking about the long-term impact for a university like VIT, what kinds of fundable research directions do you see emerging from your work over the next three years [interrupted]

As part of the research direction that emerged from my current work. Core idea that. Working on if. Young Alzheimer's. With India. Moving towards a younger population by the year 2040.

Majority of the folks in more than half. The population being less than. 35 years of. That.

So you’re thinking ahead to India’s demographic shift and how young consumers will play a bigger role, especially around topics like sustainability and resource use. Shifting gears, Professor, can you share a specific example from your experience in grant writing for a marketing-related project, and how you’d try to replicate that kind of success at VIT?

So you're clearly thinking about India's young demographic and how that's shaping your research, especially regarding consumer behavior and sustainability. Now, Professor, can you share a detailed example of your experience in grant writing, specifically tied to a marketing-related project? How would you replicate that kind of grant success at a place like VIT?

He meets their requirements. Now that when we talk about. As one of the core ideas of. The. It is. It becomes imperative that they understand. What young country? The money.

A lot of young consumers as a part of the target audience, it is important that they are able to. How did the young consumers focus on? What is? Consider important.

So you’re tying your research direction to understanding the evolving needs and values of India’s younger demographic, especially as organizations adapt to serve that group. Shifting focus, Dr., can you share a detailed example of your experience in grant writing, ideally for a marketing-related project, and explain how you’d replicate that kind of success at VIT?

Right, so your research is tying the needs of young consumers to organizational behavior—especially as India’s demographics shift. Dr., can you walk me through a specific example of a marketing-related grant you've written or secured, and how you’d replicate that sort of success at VIT?

From obviously focusing on online. And sustainability, sustainable marketing that.

You’re clearly focused on the intersection of young consumer behavior and sustainability, especially as India’s demographics shift. Thinking practically, can you share a detailed example of your experience in grant writing for a marketing-related project, and what strategies you’d use to replicate that success at VIT?

Then there might for example.

Uh, there might be projects from other funding agencies.

So you’re thinking about how foreign institutions and emerging demographics shape research and marketing strategies, especially with a younger population in mind. Let’s shift a bit—Professor, can you share a detailed example of your experience in grant writing for marketing-related projects, and how you’d try to replicate that success at VIT?

Okay, so you’ve highlighted the importance of funding agencies and international collaboration in building research projects, especially those that address young consumers and sustainability. Let’s switch gears — at VIT, there’s strong emphasis on innovation in academic leadership. How would you contribute to the creation or redesign of a Marketing program or curriculum to keep it relevant to modern industry demands?

That is something that I I.

So you're connecting sustainability research with funding possibilities, especially from government agencies, and mentioning you've written a proposal before but it didn't get funded. Can you walk me through that prior grant writing experience—what was the project, what did you learn from the process, and how would you increase [interrupted]

The project basically initially when we started that project. Applying for the ICC. Project it was actually related to. Educational institutions. It was related to the. That teacher student interact. And then at the classroom teaching.

So that proposal on teacher-student interaction didn't get funded. Given that experience, if you were building a new research group at VIT focused on young consumer behavior and sustainability, what would you do differently to improve your chances of securing significant external funding?

That the intention to. The. Technology helps in actually transferring that knowledge.

To get a broad. So that is something that was. That study, that is something that was the project that we had tried to come up with.

Okay, so the project proposal you wrote was about technology-enabled teacher-student interaction in education, but it didn't secure ICC funding. Let's shift a bit—given how fast marketing technology and analytics are evolving, how would you redesign or create a Marketing curriculum at VIT to ensure it's truly preparing students for the latest industry needs?

Related to. The teacher student or the faculty student relationship. In higher education.

Okay, so you’ve been at the intersection of research, tech, and student engagement. Let's talk about your actual classroom experience. Suppose you're teaching a core Marketing Analytics course at VIT, and you can't use slides—just the whiteboard and markers. How would you run a session that gets 200 students actively thinking and participating, not just listening?

That we we might come up with a. Modified version of that applying. To a grant that is related to the domain that in which the. That is something that can be.

So you developed a project around technology-enabled teacher-student interaction in higher education, but it didn't secure ICC funding. Now, thinking about your own classroom practice—imagine you're teaching a core Marketing Analytics course with 200 students, and you're not allowed to use slides or traditional lecturing. How would you design a session that gets students actively engaged with the material?

Alright, so you’re considering modifying your earlier research on faculty-student interaction for a new grant in a more relevant marketing domain. Shifting to classroom practice—suppose you’re teaching a large Marketing Analytics class and can’t use slides or traditional lectures. How would you design a session that keeps 200 students engaged and actively learning the material?

But yes, considering that I have dealt. Students of UH. Close to.

And then after the requirement, considering that I'm not allowed to have. Uh, lectures or slides?

So you haven't really focused on Marketing Analytics in your teaching or research interests, but you mentioned working with large groups of students. Let's shift to curriculum design—if you were asked to help redesign a core Marketing program at VIT to keep it relevant for today's industry, what specific innovations would you introduce to move beyond traditional lectures?

Right, you mentioned teaching large groups and adapting to changing requirements, even if Marketing Analytics isn’t your primary area. Let’s pivot—if VIT asked you to redesign a core Marketing curriculum to keep it aligned with current industry trends and student needs, what’s one specific change or innovation you’d introduce, and why?

What we saw. In other part of the. Innovative. So we divide the group into the class group, the students into a smaller groups, and then. We have the topic for.

Based on that discussion. What the students are allowed to different topics and then they come up. There, be quiet on that.

So you break a large class into small groups and assign topics for discussion—makes sense. How do you actually check if this group work results in real learning, not just students going through the motions?

The daily group may be consisting of different types of students. Some of them might be very good in coming up with the. Some of them might be very good in terms of the. Some of the very good in.

It helps it peer-to-peer.

So you divide students into groups, assign topics, and they present or discuss—got it. When you run these sessions, how do you determine if the quieter students, the ones who rarely speak up, are actually learning and not just letting others carry the group?

So you emphasized the value of peer-to-peer learning when slides or activities aren’t possible, and you use group discussions with assigned topics. When you run these sessions, how do you make sure that even the quieter students, the ones who rarely speak up, are actually learning and not just fading into the background?

The group. Dynamics app. Peer-to-peer LL. Apart from that.

Apart from that, we may have. Again, that is something that is related to assessment or. Part also so we.

Alright, shifting gears to your role beyond teaching and research—accreditation cycles can be demanding. If you joined our department and noticed that outcome assessment data was inconsistent across different marketing courses, how would you approach fixing that?

So you’re highlighting how peer-to-peer group dynamics allow students with different strengths to support each other. When it comes to department-level responsibilities—like serving on curriculum committees or participating in program reviews—what role do you see yourself playing beyond teaching and research?

May I have the product assessments like Kahoot? So that all. The are divided into. Again, the class is divided into smaller groups depending on the size of the. Talking about and then.

Right, so you’re connecting group dynamics to assessment, especially how mixed-ability groups can support each other. When it comes to broader responsibilities—say, serving on a curriculum review or accreditation committee—what specific steps would you take to make sure the Marketing program at VIT stays aligned with national accreditation standards year over year?

Is the effective way of conducting an online quiz. We may have that quiz conducted also in. On that we may have a. Related to the different top. That we are discussing.

Alright, let's shift gears. Imagine this situation: a student files a formal complaint claiming your grading was biased on a major project, and at the same time, your department head is pressuring you to improve overall pass rates for the course. How would you handle that tension between maintaining academic integrity and responding to institutional pressure?

So you mentioned using tools like Kahoot for group-based online assessments, and dividing students into smaller groups for engagement. Let’s shift to something that comes up in academic life—a colleague approaches you to co-author a marketing paper, but when you review their dataset, you notice some inconsistencies that could indicate data manipulation. How would you handle that situation?

So that helps us. Also, and that makes a class more interesting and engaging.

Okay, so you're emphasizing how tools like Kahoot and group work help when you can't use slides, and that makes the class more interactive. Let's shift to a situation you might face as a faculty member—imagine a colleague asks you to co-author a marketing analytics paper, but you notice some of their data looks questionable. How would you handle that?

And if the data looks questionable as per the question that has been raised.

Author marketing analytics paper.

Right, you’re reiterating the situation — a colleague asks to co-author a marketing analytics paper. Let’s say you notice some data in their draft looks off and could impact the integrity of the results. What steps would you actually take before agreeing to put your name on that paper?

Is the good that either? 1st the data is refiled.

Okay, switching focus. Given your experience teaching at the University of Houston, do you have any industry connections or collaborations that could help VIT students access real-world marketing projects or internships?

So that it is. It is.

Right, you said if the data looks questionable, you'd want it revisited. Can you give me a specific example from your own experience—have you ever had to push back or request a data audit in a real research or industry collaboration?

So, you're saying if the data looks questionable, you'd want it re-examined before proceeding. Have you actually faced a situation where you had to push back or request a data review during a marketing research project—can you walk me through what you did?

Adding to that point when we are talking about. Into marketing analytics.

Alright, so you mentioned that when dealing [interrupted]

As might be a little different to. Say for example an analytics.

Alright, you were talking about the differences in marketing analytics and how institutional processes like data approval committees play a role. Switching gears, Dr., can you tell me about any industry connections or collaborations you've built—maybe during your time at the University of Houston or elsewhere—that could help VIT students access real-world marketing projects or internships?

It's to ensure that the data is generated. Data genuinity is most important to ensure that the. The data then obviously.

But ensuring that. So I I might suggest to him or her to. Even if it takes some more time to collect Delvin data.

Alright, so you're stressing that data genuineness is critical before moving forward with any analytics research. Let me pivot for a moment — VIT University expects faculty to connect students with industry. Can you give a concrete example of how you've worked with businesses or external organizations to bring real-world marketing problems or projects into your classes?

And then?

Alright, so you’re saying you’d encourage your co-author to collect more reliable data, even if it takes extra time, because data integrity is essential for the validity of marketing analytics research. Let’s shift a bit—VIT University expects faculty to actively connect classroom learning with real industry needs. Can you give one concrete example of how you’ve helped students engage directly with industry—either through projects, collaborations, or exposure to real-world marketing challenges?

Right, so you emphasized that even if it takes more time, you'd push for genuinely collected data to ensure the research stands up to scrutiny. Shifting to another aspect — given your background in marketing analytics, do you have any industry connections or collaborations that could help students access internships or placement opportunities?

My background. Grounded related to I did my PhD, the topic of my pH. Your customer relationship.

E Marketing. Cell reference to Indian banking.

Alright, so your PhD was centered on customer relationship management, not directly in marketing analytics. Let's focus on VIT's emphasis on industry alignment — can you share any concrete ideas for how you'd redesign or update a marketing curriculum to keep it relevant for the skills today's employers expect?

Alright, so your research is more focused on e-marketing and customer relationships in banking, not directly marketing analytics. Let me ask—at VIT, there's a strong emphasis on innovating the marketing curriculum to keep pace with industry trends. How would you help redesign a marketing program or course to make sure students are learning the skills that employers actually want today?

And then, uh. I've been into Primix.

Example generally like.

Alright, so you were describing your research focus on customer relationship management and e-marketing in the context of Indian banking. Given that, if you were tasked with redesigning or updating a Marketing curriculum at VIT to better reflect current industry trends, what would you prioritize and why?

So I do not have too much of a background in marketing analytics per se.

Okay, so your research has been grounded [interrupted]

Alright, so you’re being candid about not having a direct background in marketing analytics. Given your research focus on e-marketing and customer relationship management in Indian banking, how would you contribute to the redesign or creation of a Marketing curriculum at VIT to ensure it stays relevant to current industry needs?

I work with. I work with the State Bank.

Spend any years now. In the academic journey that I have been undergoing since. The CSR. Here I mean as a part of my current assignment also.

So you mentioned working with State Bank — can you give a specific example of how that collaboration has impacted your teaching or created opportunities for students?

So you mentioned working with State Bank and connecting that to your current academic assignments, including CSR activities. Can you give me one concrete example where that industry connection directly benefited your students—maybe through a project, a guest lecture, or internships?

They have to share their knowledge. Contacts in the Internet.

Okay, so you’ve worked with State Bank and have invited industry experts to share knowledge and contacts with your students. Can you give me a concrete example of a time when that engagement led to an internship, a project, or a tangible outcome for your students?

Excerpt connects to.

Okay, Dr., let's talk about your practical teaching experience. When you design and teach a laboratory course in marketing—say, a hands-on analytics or digital marketing course—how do you structure the sessions to make sure students actually learn the concepts and can apply them?

Again, coming to this question of hands on analytics or digital marketing.

So you were about to give an example of how you approach hands-on marketing labs, but it sounded like you stopped mid-thought. Can you walk me through one specific lab session—what students actually do, how you structure it, and how you check that they're really understanding the material?

This is something. Thing that I have not done. Is not I have thought earlier.

Digital marketing or analytics?

Alright, you were saying lab sessions in digital marketing or analytics aren't always mandatory or are more limited. Can you walk me through a specific example—maybe a session you did run—where students engaged hands-on, and what exactly they did in that class?

But it was that I have done. Updated to dedicated marketing company.

Alright, since hands-on digital marketing labs haven’t really been part of your teaching, let’s shift focus. For courses where you do evaluate students—like exams or assignments in your marketing classes—how do you design your assessments so they actually measure whether students understand the underlying concepts, not just memorize facts?

Alright, you mentioned industry connections and inviting experts, but I want to pivot. When it comes to evaluating students—like setting, proctoring, and grading exams or major assignments in your marketing courses—what's your approach to making sure your evaluation is both fair and actually measures what students have learned?

For the assessment part or the evaluating part, what we usually do?

Alright, you've given me a sense of your engagement with industry, but let's shift to your own research. Can you talk about one of your publications in a reputed journal—what was your main research question, and what impact do you think that work had on the field?

Now that internal. You can see different components. Have temptations? We have case studies.

So you break up internal assessment into components like case studies—got it. Can you give me an example of how you grade a case study? What do you look for when you read student submissions to decide on the marks?

People that I needed to make the Classmodel. That we have.

Did you get that we talked about? Certificate. Internal company.

You mentioned breaking up internal assessment with case studies and making a "Classmodel"—can you clarify what you mean by that? Specifically, when you grade a student's case study, what are the main things you focus on to decide if they've truly understood the material?

You mentioned certificates and internal company involvement—sounds like you incorporate some external validation or partnerships in your process. Can you clarify how you use these certificates or industry connections as part of student evaluation, if at all?

Again that.

Right, you were talking about ensuring students can apply conceptual learning with practical, real-life examples and sometimes bringing in industry validation. Let’s touch on your role guiding student research—when a student comes to you with a project idea in marketing that’s not fully formed, how do you help them shape that idea into a rigorous, researchable question?

Howard Studies. They might also relate to. Over enough of them.

Applications from B. He referred to.

You brought up Harvard case studies and industry relevance—so it sounds like you’re aiming to bridge practical and conceptual learning. For your student research mentoring, can you give an example of how you’ve guided a student through a marketing research project, especially when they got stuck or lost focus?

That will be part of the internal assessment care studies. Presentations are based on certain topics that relate to the culture. I've learned in the class.

Information that relates to business.

You referenced Harvard case studies and connecting theory to practical industry applications, but your answer trailed off. Can you give me a concrete example of a student project or case study you've guided, where you saw students really apply marketing concepts to a real-world scenario?

Okay, you talked about drawing from business information and real-world examples, but let's shift. For your own research, can you share one publication you're most proud of and walk me through the main question you investigated and what impact it had on the field?

We are talking about integrated marketing communication.

Alright, so your internal assessments use business information, case studies, and presentations tied to real-world topics and company culture—makes sense. Shifting to your own research for a moment: can you tell me about one publication you're particularly proud of and what the main contribution was?

Alright, you're using internal assessments like case studies, presentations, and tying topics to real business situations—sounds like you want students to connect theory to practice. When you're guiding student research projects, can you give me an example of a project you supervised and how you helped the student refine their question or approach?

What they are? Different kind of appeals.

Okay, so you mentioned integrated marketing communication and different appeals like rational appeal. Let’s switch. For your own teaching—how do you approach running a theory course versus a laboratory or hands-on course in marketing?

Usually divided 6050.

Okay, so you mentioned the internal assessment is usually split around sixty-forty or fifty-fifty, with components like case studies, presentations, and tasks that integrate conceptual and practical skills, [interrupted]

We are talking about two different assessions. Assessment Methods.

So we say, for example, we are assessing a presentation that again is a. Group. Usually in a group mode.

Right, so you've outlined that there are two distinct assessment methods—can you clarify what those two are, and how you decide which method to use for a given topic or course?

Alright, so for group presentations as one assessment method, how do you ensure that each student's individual contribution is fairly evaluated within the group setting?

That in the number of sides. Asked to come up with. They have put that in. Whatever last day.

So we talk, content, we talk. What do you talk about?

Alright, so when you’re assessing a group presentation, you’ve got parameters like content and clarity, as well as constraints around slides and deadlines. How do you handle situations where one group member isn’t pulling their weight—do you have a process for identifying and addressing free-riding within student teams?

And then the. Communication. Explain why they have come up with.

Okay, so you're highlighting that for group presentations, content and clarity are key parameters, and you also set expectations around things like the number of slides and deadlines. When you evaluate the clarity aspect, what are the specific indicators you look for during a student's presentation?

Question and answer with the concern faculty.

Right, so you're emphasizing things like content, communication, and having students explain the rationale behind their group presentations. When you're assessing communication skills specifically, how do you distinguish between a student who simply presents the material and one who demonstrates deeper persuasive or engaging delivery?

Assessing the limitations that the student.

Alright, so besides presentations and internal assessments, I want to switch gears for a moment. Can you walk me through a time when you guided a student project or supervised student research, and explain how you balanced providing direction with encouraging independent thinking?

Alright, so you’re considering how to assess students’ limitations during the Q how do you address that—do you intervene during the session, [interrupted]

There are all the questions at the end.

That is something that usually is there for the students to answer.

Play the classroom discussion also on that.

Right, so all the questions are handled at the end of the presentation. When you're designing these assessment methods, especially with group work and presentations, how do you ensure your evaluation criteria actually capture both the quality of the group's overall work and the individual learning outcomes for each student?

Right, so you clarified that students answer all the questions at the end of their group presentations—so during that Q and A with faculty, how do you make sure you're evaluating both the group's collective understanding and individual contributions fairly?

Right, so you're saying the classroom discussion is part of how you assess, beyond just the Q and A at the end of presentations. When you run those discussions, how do you encourage quieter students to participate and make sure their understanding is being captured fairly?

Apart from that. From. Economic Times.

Alright, you brought up using Economic Times as a resource beyond classroom discussion. When you're integrating current events or articles like that into your teaching, how do you connect them back to core marketing concepts for your students?

That cannot be. Modified but.

From that, whatever they can write.

Okay, so you’re saying that students have to use data exactly as it’s given—they can’t modify it. In a situation where a student’s analysis leads to an unexpected or incorrect conclusion because of a flaw in the provided dataset, how would you evaluate their work?

Okay, so students have to use the raw data as given and can't modify it, and you expect them to write whatever conclusions they can draw from that. When you grade these assignments, how do you distinguish between a student who's simply repeating the data and one who's demonstrating real analytical insight?

Study talks about related to. And then?

Assessing case studies and presentations.

Okay, so you want students to express conclusions in their own words, showing their writing skills and ability to interpret the study. When students struggle to make those connections—say, they're unable to relate the study to the broader marketing concepts—how do you support them without giving away the answer?

Alright, you brought up assessing case studies and presentations as part of your evaluation methods. When a student presents a case study and their analysis misses a key marketing insight, how do you handle that in your feedback—do you address it privately, in class, or through grading comments?

When you are whenever we are talking about presentation. They are group assessment, group based activities that. That is done individually. They are at an individual level.

Okay, so you’re saying group presentations are assessed at an individual level, not just as a group. Can you walk me through how you separate individual contributions—do you use peer evaluation, your own observation, or some other method to ensure fairness?

And individual feedback. It's at an individual level. Considering that example, one student was very good in. Communicating.

But he or she wrote.

Related to the. Actually wanted to address or the marketing insight that you. CS GO so in that.

Okay, so you had a student who was strong in communication and you gave individual feedback. When you have a student who’s very quiet or struggles to articulate their points during presentations, what’s your strategy for helping them improve their communication in future assignments?

Okay, so you’re describing a situation where one student excelled in communication, but you were about to comment on something they wrote. Can you finish your thought—what was the issue with their written work, and how did you address it in your feedback?

Play good to address that concern at an individual. Making it Making it. Comment at a public level. On the purpose and.

Alright, so you were talking about a student who communicated well but their written answer didn’t address the marketing insight you expected. When you see a gap like that between a student’s presentation skills and their written analysis, do you adjust your grading criteria, or do you address it in your feedback to help them bridge that disconnect?

Apart from that individual. Students might have different, might have individual concerns.

Alright, sounds like you’re careful about how you address performance gaps, sometimes commenting publicly on purpose but mostly giving individual feedback. Switching gears—how do you approach guiding student research projects, especially when students are struggling to define a research question or find direction?

So if they. We should go yesterday night.

Right, so you're noting that students' concerns can be quite individual even within group work setups. Shifting focus a bit—when you're guiding student research projects, how do you help a student who’s struggling to narrow down a marketing research question into something specific and researchable?

Oh, if I. Point to tell that particular individual student. So that is done at an integrity.

Okay, so you're highlighting how students may have individual circumstances and even scheduling differences — like someone needing to be absent or reschedule. When a student approaches you with concerns about missing a group presentation or needing an accommodation, how do you balance fairness to the group with the needs of that individual?

You’re describing a scenario where you address feedback with integrity and respect for the student’s situation, especially if there’s a personal point to be made. Switching topics—how do you incorporate marketing analytics into your teaching, especially when most students are more comfortable with qualitative approaches than with quantitative data?

They have not taught till now, but yes.

Okay, so you haven't taught marketing analytics yet, but it's clearly on your radar. Let's talk about services operations management—imagine you're teaching a class where students need to map out a service blueprint for a local business. How would you guide them through identifying bottlenecks or service gaps in that process?

Whenever we are talking about numbers.

What happens is when we are talking about qualitative data.

So you were saying that incorporating numbers and quantitative data into marketing analytics is something you haven't taught yet, but it's on your mind. If you had to introduce marketing analytics to a class next semester, what's one hands-on assignment you'd design to help students get comfortable working with quantitative marketing data?

Alright, you emphasized handling points with integrity and focusing feedback at the individual level when needed. Shifting to a different area—how do you approach teaching theory and laboratory courses in marketing, especially when students have mixed backgrounds and some might not have prior exposure to core concepts?

Coming up is limited. Start talking about quantitative data so next.

Conduct is. We are talking about. Getting the feedback from insights from the social media. Social media analytics, as we say.

Alright, you were saying that when you start bringing in quantitative data, the level of connection or understanding from students can be limited compared to qualitative discussions. Can you give me a concrete example of a class activity or assignment where you introduced quantitative marketing data, and explain how you helped students engage with it?

Alright, [interrupted]

Go to test a number of respondents. Information or feedback or responses?

You mentioned collecting responses from a number of people using social media analytics data — let's shift. When teaching a course that involves services operations management, how would you get students to map out and analyze a real-world service process, not just in theory but using actual operational data?

So again, quantitative data. If it is feasible.

So you're saying if quantitative data is feasible, you'd gather responses from enough people to really understand the information you need—basically, you'd use analytics to get better insights. Let's switch gears: when it comes to teaching theory and lab courses in marketing, how do you ensure students actually connect the theory to practical, hands-on tasks?

So. In that case, a majority of them if they are into marketing. It is better to go for quantitative data because then you will be getting. Larger than from.

So you’re saying for MBA students heading into marketing internships, you’d lean toward quantitative approaches since you can get broader data and stronger insights. Let’s talk about your experience teaching theory and lab courses—when you’re running a practical marketing lab, how do you ensure students actually connect the theory to real-world applications?

Qualitative. Then again it becomes.

Our students at this level. Issues in getting SO.

Alright, [interrupted]

And the limited number of respondents.

You were saying that for your students, especially at the MBA level, gathering quantitative data often gives them broader and more actionable insights, but there are issues with getting solid responses sometimes. Shifting gears — when you’re teaching theory and lab courses, how do you make sure students actually engage with the practical parts and not just memorize concepts?

So it sounds like you recognize the challenge your students face when respondent numbers are limited, especially for qualitative analysis at the MBA level. Switching gears, when you teach services operations management, how do you make sure students engage with the practical side of service delivery, not just the theoretical concepts?

Getting the address. Feedback call. Social media analytics in the. Social media.

So you've emphasized using quantitative data, especially through social media analytics, to gather broader feedback for marketing students, and you mentioned MBA and BBA students facing challenges with limited respondents. Now, switching to services operations management—imagine you're teaching a theory and lab course on this topic [interrupted]

Operational. Its actual service improvement.

Now, when we have, whenever we are. Talking about the. The service up.

Right, so you’re highlighting that when you have a limited number of respondents, especially in a service operations context, quantitative analysis can give you a broader, more actionable picture for improvement projects. Shifting gears—can you give me an example of a lab exercise you’d run in a services operations management course that helps students connect theory to real-world service improvement?

You’re highlighting that with limited respondents, analysis can get tricky, which is why you lean toward quantitative methods for students. Switching gears — when you’re guiding student research projects, especially those with real industry partners, how do you ensure students are actually learning to handle ambiguity and not just following a checklist?

So the quality of. It will be optimal. There are certain parameters that should be there.

You mentioned that certain parameters are [interrupted]

That there should be a. It should be obvious.

Right, you're saying some service quality parameters should be obvious, so students should recognize them when improving operations. If you were running a lab session and a student group missed an essential parameter in their service improvement plan, how would you guide them to spot and address that gap without just giving them the answer?

All these areas are important.

What idea basically remains the same? We started our discussion with that whenever. We are talking about.

So you're saying the service should always be delivered within a defined timeframe, and every key quality parameter must be clear to both students and the provider. If you were evaluating a student's exam answer on service operations, what's one specific thing you'd look for to know they grasped this concept?

If that is something that is. Products and the extent that. Is traditional three piece tub. That people process evidence.

Alright, so you’re saying the core idea is consistent whenever we talk about service operations—timely delivery and clear quality parameters are always critical. Now, for your own teaching approach: when you run theory and lab courses, how do you make sure students actually connect the theory of service operations to what happens in real-world service delivery?

To ensure parameters.

That we talk about in the general traditional marketing mix.

You’re connecting service operations back to the classic three Ps—people, process, and physical evidence—so you’re clearly grounding your teaching in foundational marketing frameworks. Shifting gears a bit, Professor, when you’re teaching a theory or lab course, how do you structure the hands-on component so that students actually practice applying these frameworks, not just memorize them?

Alright, so you're emphasizing the importance of clear service parameters and the classic three Ps—people, process, and physical evidence—to ensure students grasp how to operationalize and measure quality. Shifting focus now, when you're teaching both theory and lab courses, how do you design a lab activity that helps students directly connect marketing analytics concepts with real business data?

Alright, since you've connected your thinking back to the traditional marketing mix, let's shift. Can you walk me through how you design and evaluate student exams in your marketing courses—what's your process for creating fair, reliable assessments?

I think that they are taking.

And the the vendors I mean the. Does they come along? They keep on coming back.

You're tying it back to the traditional marketing mix and stressing the importance of clear parameters—so students understand how each element supports overall service quality. Now, shifting focus, when you’re guiding student research projects in marketing, how do you help a group that’s struggling to narrow down their research question or choose a suitable methodology?

So you're saying vendor relationships matter because consistent service brings them back—you're linking loyalty and repeat business to service quality. Shifting gears, when you're guiding student research projects or consultancy assignments, how do you ensure students develop both independent thinking and practical application skills?

And then talking about. Students developing that independent thinking.

Usually that can say whenever we are guiding, say for example, the dissertation of a. Masters is a PGA student or the project of a UG student.

You're focusing on students developing independent thinking, which is vital for research. When you're guiding them on a project with real-world clients or vendors, how do you structure your supervision so they learn to frame researchable questions and not just execute instructions?

Right, you were reflecting on vendors returning due to effective service operations, and how students develop independent thinking through real projects. Let's switch focus a bit—can you describe how you've integrated marketing analytics into your teaching, maybe with a specific example of how you had students use data to draw actionable insights in a classroom or project setting?

In marketing. Particularly NBA PGA.

Project a dissertation in marketing. Under my guidance. Now that happens.

Alright, you've shared your perspective on students developing independent thinking during research and project guidance. Let's pivot—can you walk me through a practical example where you applied marketing analytics to improve a real campaign or classroom exercise?

Alright, so you were reflecting on how vendor relationships and repeat business connect to quality service, but let's go in a different direction. Can you share an example of how you've applied marketing analytics tools or techniques to evaluate the effectiveness of a campaign or initiative, either in your teaching or research work?

They want to. In a generic. Poor idea that they. This is something clear that independence.

You were describing how students have a clear core idea and independence when choosing topics like advertising or PR for their projects. Shifting focus, can you give me an example of how you've managed services operations in an academic setting—say, organizing a large seminar or workshop—and what challenges you faced along the way?

Or they want to add.

To certain brands. So that is.

You were saying in some studies students want to add or clarify something at the end, [interrupted]

So you were talking about students choosing certain brands for their projects and the importance of letting them clarify or add their own insights—sounds like you value their ability to shape the direction independently. On a different note, Professor, can you describe your approach to managing [interrupted]

How to develop an academic integrity? I will never talk about whenever we are assessing the other part of the internal assessment that.

To address that concern of ensuring uh. Integrity.

When we talk about the Delta Magnum. Example uh students. The question that they have been asked to.

Okay, so you brought up academic integrity in the context of assessment and internal evaluation. Can you give a concrete example of how you've enforced or promoted academic honesty among your students during project work or exams?

Alright, you brought up addressing integrity concerns in internal assessment—so when a student submits a project that feels a little too polished or beyond their typical work, how do you verify it's genuinely their own effort without undermining trust?

Okay, you were sharing an example with the Delta Magnum case and students being asked certain questions—sounds like you're trying to ensure integrity by focusing on how they respond to specific prompts. Switching gears, can you tell me about a time you've contributed to research that's been published in a reputed journal, and what your role was in that process?

But what is important is. Able to understand the poor.

And then in addition to that. Is never caught in the context of services market.

Alright, you were saying it's important that students understand the core idea in their own words, [interrupted]

That is something that becomes important at the top of the assessment.

To supplement their answers.

Okay, so you see supplementing answers as a way for students to deepen their understanding—especially when the context isn't naturally about services marketing. Alright, we're wrapping up. Is there anything you'd like to ask about the role or the team?

Okay, so you see it as essential for students to supplement their answers, especially at the top of the assessment, to demonstrate real understanding rather than just memorization. Alright, we're wrapping up. Is there anything you'd like to ask about the role or the team?

We are trying to ensure. A conspirate exam process that goes on. Also. University.

Okay, so you see ensuring a fair exam process as an important part of your responsibilities, especially with university oversight. Alright, we're wrapping up. Is there anything you'd like to ask about the role or the team?

The students day.

You brought up the students' day—if you're asking about how the daily schedule works for students in this role, that's usually structured around a mix of lectures, [interrupted]

Optimal.