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Yunus Kalender

Title: Teaching Fellow

Department: Marketing

College: College of Business

Curriculum Vitae

Curriculum Vitae Link

Education

  • , ,
    Major:

Current Scheduled Teaching

No current or future courses scheduled.

Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Previous Scheduled Teaching

MKTG 3660.407Advertising ManagementSpring 2026 Syllabus SPOT
MKTG 3720.002Digital Marketing FundamentalsFall 2025 Syllabus SPOT
MKTG 3651.002Foundations of Marketing Practice for Non Business MajorsSpring 2025 Syllabus SPOT
MKTG 4330.002Strategic Brand ManagementFall 2024 Syllabus SPOT
Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Published Intellectual Contributions

    Book Chapter

  • Tarı-Kasnakoğlu, B., Türe, M., Kalender, Y. (2020). Generation Z in Turkey: A Generation with High Hopes and Big Fears. The New Generation Z in Asia: Dynamics, Differences, Digitalisation. 167-179. Emerald Publishing Limited. https://doi.org/10.1108/978-1-80043-220-820201017

    • Journal Article

  • Kalender, Y., Guzman, F. (2025). How consumer-brand interactions differ in the metaverse versus physical, social media, and web environments. Journal of Product & Brand Management.
  • Kalender, Y., Guzmán, F. (2025). What Drives Consumers to Engage in Immersive Technologies? A Consumer Metaverse Engagement Motivation Model. Other. 42 (3) 921-950. Wiley. https://doi.org/10.1002/mar.22158
  • Tari Kasnakoglu, B., Kalender, Y. (2025). Loyalty to amateur sellers in the online second-hand market. Asia Pacific Journal of Marketing and Logistics. Emerald. https://doi.org/10.1108/apjml-07-2024-0869
  • Tarı Kasnakoğlu, B., Kalender, Y., Gökkaya, H. (2022). Types of Consumer Operant Resources and Co-creation in Dialogical Service Relationships. Service Science. 14 (3) 254-271. Institute for Operations Research and the Management Sciences (INFORMS). https://doi.org/10.1287/serv.2021.0296
  • Kalender, Y., Tari Kasnakoglu, B. (2022). Understanding Hajj travel: a dynamic identity perspective. Other. 20 (4) 565-582. Informa UK Limited. https://doi.org/10.1080/14766825.2021.1953046
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Overall
Summative Rating		 Challenge and
Engagement Index		 Response Rate

out of 5
out of 7		 %
of
students responded
  • Overall Summative Rating (median):
    This rating represents the combined responses of students to the four global summative items and is presented to provide an overall index of the class’s quality. Overall summative statements include the following (response options include a Likert scale ranging from 5 = Excellent, 3 = Good, and 1= Very poor):
    • The course as a whole was
    • The course content was
    • The instructor’s contribution to the course was
    • The instructor’s effectiveness in teaching the subject matter was
  • Challenge and Engagement Index:
    This rating combines student responses to several SPOT items relating to how academically challenging students found the course to be and how engaged they were. Challenge and Engagement Index items include the following (response options include a Likert scale ranging from 7 = Much higher, 4 = Average, and 1 = Much lower):
    • Do you expect your grade in this course to be
    • The intellectual challenge presented was
    • The amount of effort you put into this course was
    • The amount of effort to succeed in this course was
    • Your involvement in course (doing assignments, attending classes, etc.) was
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