Unh Associate Professor Goksel Yalcinkaya

The hardest part of teaching a marketing class-- engaging with your group. To do that, my solution is [INAUDIBLE] finding the applications that come from market directly that can relate to their knowledge. Knowing you're buying a car, you look for the attributes, and these attributes are pretty much in place-- And in today's class, we look at some of the positioning of the cars in the marketplace. OK, if I give you the money right now, you have all kinds of different options, it's a crowded marketplace. What are the ones that you're going to go with it, and when you make that decision what is really the most important attribute? How we can boost up the variance [INAUDIBLE]. Jackie. If you look at the diagnostics tab, you can see if switching to a three dimensional map-- So that's how I try to do it, creating the really good application coming from the marketplace, and relating to the subject as much as possible. Would increasing the number of respondents increase the explained variance? I feel like I'm responsible for my students. I try to excel myself on the teaching and the research end. What I would hope from them is once they step out of this class, is they get a chance to bringing the art and science of the marketing. We usually spend on the art side of it, kind of neglect the science side of the marketing, and I am just trying to bring those two together. And I'm hoping that at the end, they can come up with some decision making for many subjects.