Dr. Bruce Jahandideh

My name is Bruce. I am a Sessional Lecturer and Teaching Academic at some Sydney-based Business Schools Like UNSW, USYD, UTS and MQU, and I hold a PhD in Marketing and Management. Drawing from 11 years of industry experience, including consulting for industry leaders like Cisco, I offer my students a well-rounded education. I use fresh teaching methods to help them develop both hard and soft skills, preparing them for adaptable and impactful careers. Beyond the classroom, I actively research in the areas of Creativity, Innovation, and Sales and publish my findings in prestigious journals. This research not only fuels my passion but also enriches my teaching.

I'm Bruce Jahandideh, with a Ph.D. in marketing and management from Macquarie University. I specialize in teaching courses like Marketing Research and Business Strategy. My teaching hinges on a unique, layered model that directly correlates with real-world applications.

Drawing from years of teaching experience, a solid educational foundation, and invaluable mentorship, I've developed a unique model to articulate my teaching philosophy. In essence, at the core of my teaching philosophy is the belief that education should be personalized, active, and deeply connected to real-world experiences. I aim to create a dynamic balance between student-centric learning, robust teaching methods, diverse assessments, and continuous growth for both students and myself. As we delve into this document, I'll unpack each layer of this holistic teaching model, which is specifically designed to combine academic rigor with practical value:

Core: Student-Centered Learning

At the heart of my teaching lies each individual student. To get a thorough understanding of their unique needs and goals, I send out a survey at the start of the semester. This survey helps me learn about their course expectations, career aspirations, and previous experience in business. Armed with this knowledge, I can offer more personalized guidance, focusing on helping each student improve based on their specific challenges and aspirations.

First Layer: Teaching Methods

Active Learning Strategies:

Active learning is the cornerstone of my teaching approach, and this is vividly illustrated through real-world case studies. You can take a look at the attached case study to see this in action. These studies are rooted in genuine data and business challenges, often focusing on well-known companies like Cisco, Dulux, Boral, Wolters Kluwer, Forever Projects, and Toyo Tires, among others. To take the learning experience a step further, I invite experts from these very companies to engage with students. You can refer to the flyer (see figure 2) attached for our most recent guest speaker event. This interaction allows students to offer their solutions to real-world business problems while gaining valuable feedback from industry professionals.

In workshops, keeping students actively involved in their learning is my top priority. I frequently change team arrangements and foster a dynamic environment. Here, I ask questions, offer answers, challenge existing ideas, and provide plenty of encouragement. This approach ensures that every student feels both motivated and valued, making the classroom an energetic hub for effective learning.

Technology Integration:

In my teaching, I effectively utilize the various technologies available in the university classroom, such as presentation and collaboration tools and software. In addition, I employ Mentimeter for real-time quizzes to keep the class engaged. The learning extends beyond the physical classroom with our "Online Social Cafe." In this digital space, students discuss current topics and trends, the job market, and other topics of interest in a casual setting.

Work-Integrated Learning:

I design assessment tasks in consultation with companies, incorporating their real issues and data. This specific work-integrated learning model allows students to apply classroom knowledge directly to business challenges, while also networking with industry professionals. This approach makes the learning experience both relevant and actionable for students.

Inclusive & Equitable Environment

In my classroom, I act as a facilitator to encourage conversation and healthy debate among diverse viewpoints, taking into account different cultural behaviors and norms. Specifically, I keep in mind the distinct approaches to communication and interaction among Chinese and local students. By doing so, I aim to create an environment where everyone feels free to contribute, learn, and make mistakes, all while respecting the unique perspectives that come from varied cultural backgrounds.

Second Layer: Multi-Faceted Assessment & Evaluation

Multi-Dimensional Assessments

I create a variety of assessments, including individual and group written reports, and oral presentations. In designing the rubric and marking, content accuracy is just one factor. I also give significant weight to critical thinking, problem-solving skills, and the practical application of theoretical knowledge. This approach offers a more comprehensive view of each student's skills and development.

360-Degree Feedback

I implement a 360-degree feedback system, where students receive insights from multiple sources — themselves, their classmates, tutors, lecturers, and even industry professionals involved in our projects. This multi-source feedback enriches the learning experience and provides students with a well-rounded understanding of their performance and areas for improvement.

Third Layer: Student Support System

Personalized Guidance

I begin by understanding each student's unique needs and preferences. Based on this insight, I offer specific, targeted advice to overcome academic challenges. Regular check-ins and tailored teaching approaches ensure students receive the most effective guidance.

Emotional Support

To foster a positive learning environment, I consistently use soft and uplifting language in both online and face-to-face interactions. I choose to teach subjects where my expertise and passion lie, instilling confidence and enthusiasm in my students.

Inclusive & Equitable Environment

In my classroom, I act as a facilitator to cultivate meaningful dialogue that respects cultural norms. For example, Chinese students often value group cohesion, so I commend the whole team, not just the presenter. This specific attention contrasts with how I engage local students, who typically value individual contributions. This is only one example, and I adapt my approach to consider cultural specifics for all students from different cultural backgrounds. The aim is a balanced space where all can contribute and thrive, regardless of their background.

Ongoing Professional Development

 I don't just receive feedback; I actively seek it out. This input comes from both students, via anonymous surveys, and esteemed colleagues. I pay close attention to every comment, making adjustments to my teaching methods as needed. Among my mentors, special thanks go to Associate Professor Michael Volkov (La Trobe Business School), Professor Scott Koslow (Macquarie Business School), and Pardis Mohajerani (Macquarie Business School). Their valuable insights have been pivotal in my growth, pushing me to refine and excel in my teaching approach. Alongside this, I also attend workshops and training programs to stay updated with the latest teaching methods. 

Industry Awareness

To make sure my classes stay up-to-date and meaningful, I focus on two key areas: the rapidly evolving field of education and the ever-changing business world. I actively seek out workshops on teaching methods and delve into academic research to enhance my educational approach. Meanwhile, in the business realm, my strong professional network provides me with invaluable insights. I not only keep in touch with industry leaders but also conduct interviews and research to stay updated on market trends. This balanced focus ensures my teaching is both academically sound and practically relevant.

Journal Manuscripts in the Final Preparation Stage

1. Jahandideh, B., Koslow, S., Communication mode, creativity, and performance in B2B relationships, Industrial Marketing Management, (ABDC: A*).
2.  Jahandideh, B., How salespeople job transition enhances their creativity: Industrial Marketing Management, (ABDC: A*)
3. Jahandideh, B., Service employee training: Can Belief in Training Enhance Creative Performance? Journal of Service Research (ABDC: A*).
4. Jahandideh, B., Koslow, S., Soaring with the Birds, Zipping with Dragonflies, Swimming with the Fishes: Unravelling the Creative Dynamics of KAMs, Journal of the Academy of Marketing Science (ABDC: A*).