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Fernando R. Jiménez, Ph.D., is an Associate Professor of Marketing and Management at the Woody L. Hunt College of Business. He has taught at UTEP for more than 13 years. In his time at the Ãå±±ÂÖ¼é, he has taught more than 100 classes at the graduate and undergraduate level and has served the college as Associate Dean of Academic Affairs. His research interests include branding, cross-cultural marketing, and research methodology.

Jiménez shares his teaching style, recommends his favorite business electives for students and tips for generating a successful workflow when transitioning to distance learning with the Woody L. Hunt College of Business News.

How would you describe your teaching style?

I employ a purposive learning approach. In purposive learning, students first learn the purpose for the course and the consequences of their effort. For every topic, students must clearly understand: Why is building a skillset in this topic relevant, not only to me, but to a business? When students realize that the purpose of their education is to serve others, solve business problems, and improve society, they become more motivated and engaged.

To reinforce the sense of purpose, students complete mini-cases. The cases include real-life business problems. The cases allow students to apply what they learned and see how their learning can solve a business problem.

In some instances, students collaborate with local businesses in service-learning activities. In service-learning, managers share a business problem with the students and then students have to propose a solution. Students are more motivated to study and learn when they see that their effort matters to someone else. Students enjoy learning and working with purpose.

What inspired you to become an educator?

I have always been curious about the world. I enjoy learning, finding solutions to problems, and identifying opportunities. Discovery by challenging boundaries in knowledge is what education is about. I enjoy teaching, but I enjoy more learning from students, businesses, and colleagues.

Can you describe some of your current research?

My research focuses on helping firms understand how consumers evaluate brands.

For example, in a recent paper published in the Journal of Global Marketing, my co-authors and I found that consumers’ attitudes towards Chinese brands in electronics are changing. Consumers used to consider Chinese brands to be of poor quality, but good value for the price. Now, consumers consider Chinese electronics to be of acceptable quality.

For this reason, our paper finds that consumers – in Mexico and the United States – begin to evaluate Chinese brands based on social considerations such as prestige and status. Thus, managers of Chinese brands could now consider re-positioning their brands or launching new brands to more affluent consumer segments. American firms targeting higher-end segments in electronics should prepare for Chinese competition.

Of the courses you teach, which topic are you most excited to teach your students?

Principles of Marketing (MKT 3300) is one of the most exciting courses to teach. In the beginning of the semester, many students cannot tell the difference between marketing and advertising. Students typically express that marketing is about “convincing people to buy something they don’t need.” By the end of the semester, students not only value the marketing function in a business, but also consider marketing as a career option.

I enjoy watching students broaden their perceptions about the purpose and relevance of the marketing in a firm. Some students discover their passion and change their major. Making an impact on students’ careers is exciting and rewarding.

Which electives do you recommend for students?

I recommend two electives. Selling and Sales Management (MKT 4305): Everyone has to sell ideas, skills, and projects; and Buyer Behavior (MKT 3302): Students learn how to become more socially responsible buyers.

Do you have any advice for students who are adjusting to distance learning?

1. Prepare your equipment.

Make sure your internet connection is strong and stable. Device is fully charged or plugged in. 

2. Schedule time for school.

Create and follow a schedule. Spread out the work. Don’t try to cover all sessions at once.

3. Separate home from school.

Close the door in the room and put a sign to let others know you are in session.

4. Avoid distractions.

If you start a session, finish it. Turn off social media, TV, music, and any other distractions.

5. Eat well and exercise.

Make sure you eat well before going over a session. If you can exercise before the session, do that too. A healthy routine will help you concentrate, stay focused, and memorize content. 

Given the current situation, what are some unique ways professors can engage with their students online?

It’s early to say. The current transition is not the “typical” online course experience. Given the current COVID-19 situation, professors had to provide unusual levels of flexibility. In a typical online course, students self-select to the course. Accordingly, in regular circumstances, students prepare time, space, and technology for an online course ahead of time. In those cases, professors can expect a high level of online engagement from students.

In the current situation, faculty and students were not ready for the transition. Students and faculty have to share device, space, and time with family members inside the household. Some students even lost their jobs or had to adjust to different work schedule and format.

To help students alleviate the stress of this unique situation, the Ãå±±ÂÖ¼é asked faculty to be mindful of students’ access to online resources. For this reason, faculty limited the required amount of interaction with devices. With limited interaction comes limited engagement.  

However, amid the challenges, here are some unique ways professors are engaging with students online (in the current situation).

1. Writing instead of exams

Because not all students have computers and webcams, faculty cannot expect all students will be able to take online exams. Instead, faculty are beginning to assign more essay-type assessments. Writing assignments increase the quality of the interaction and engagement between faculty and students. Students don’t have to memorize stuff. Students can think and speak their mind. This interaction is richer and allows faculty to engage in a deeper and more meaningful way. Rather than just assigning a grade in a multiple choice exam, faculty can engage in rich conversations with students about a topic.

2. Chat rooms 

During live sessions, students can write chat posts. Typically, in class, students are shy about raising their hand or interrupting a speaker with a question. In chat rooms, students can ask questions at any time. Professors have better feedback as to what students are thinking, or what students are learning. Better feedback leads to high quality engagement. 

3. Facilitators

Professors that rely on lectures have to transition to become facilitators. Organizing content, preparing videos, exercises, and monitoring students’ feedback, professors now become coaches to facilitate students’ learning. Students don’t engage with faculty in the same way. Students are empowered.  Yes, students become more accountable for their own learning, but teachers are there to help them.  

What are some additional tips professors can use to engage students online?

1. Send out weekly communications to students.

Each week (at least), send out announcements, remind students of virtual office hours, live lectures, and set weekly learning goals.

2. Hold Virtual Office hours.

Set and promote office hours.  Each week, send students a note to remind them of your availability. 

3. Create and remind students of a tentative schedule.

Some students need guidance on their progress. If you post a calendar of activities and materials online, offer a schedule too. In your weekly letter, remind students what they were supposed to cover last week and what they are expected to cover the upcoming week.  Remind them of exam dates and exam material. 

4. Hold “live” review sessions.

Offer exam reviews “live.”  Don’t wait until the day before the test. You can do two review sessions during office hours. 

5. Create discussion boards.

Discussion boards allow peer-to-peer interaction. Students can help other students. Having input from another student is helpful as they navigate the same software, UTEP services, and find ways to study and collaborate.