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Yi Zheng

Title: Assistant Professor

Department: Marketing

College: College of Business

Curriculum Vitae

Curriculum Vitae Link

Education

  • PhD, University of Texas at Arlington, 2023
    Major: Business Administration
  • MS, University of Oklahoma, 2019
    Major: Management Information Systems
  • MS, Nanjing University, 2013
    Major: Marketing
  • BA, North China Institute of Science and Technology, 2009
    Major: Marketing

Current Scheduled Teaching

MKTG 4890.001Applied Marketing ProblemsFall 2025
MKTG 3010.001Foundations of Selling and CommunicationFall 2025
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 4890.001Applied Marketing ProblemsSpring 2025 Syllabus SPOT
MKTG 3010.002Foundations of Selling and CommunicationSpring 2025 Syllabus SPOT
MKTG 4890.001Applied Marketing ProblemsFall 2024 Syllabus SPOT
MKTG 3650.004Foundations of Marketing PracticeFall 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

    Journal Article

  • Zheng, Y., Wang, Q., Wang, X., Yang, Z. Contract Framing and Supplier Learning. Organization Science. Informs.
  • Zheng, Y., Zang, Z., Grisaffe, D.B., Miao, F., Wang, X. (2023). Going beyond fit (misfit): Enhancing sales performance based on salespeople's self-construal. Industrial Marketing Management. 115 339-354.
  • Zheng, Y., Liao, H., Schrock, W., Zheng, Y., Zang, Z. (2023). Synergies between salesperson orientations and sales force control: A person-organization fit perspective on adaptive selling behaviors and sales performance.
  • Miao, F., Zheng, Y., Zang, Z., Grisaffe, D.B., Evans, K. (2022). Managing differential effects of salespersons’ regulatory foci–a dual process model of dominant and supplemental pathways. Journal of The Academy of Marketing Science. 50 563–585.
  • Zheng, Y., Liu, D., Zheng, Y., Zang, Z. (2021). Contingent conditions on the effectiveness of salesperson acquisition-retention ambidexterity: the motivation–opportunity–ability framework.
  • Wang, X., Li, P., Zheng, Y., Jiang, L., Yang, Z. (2021). Salespersons’ self-monitoring, psychological capital and sales performance.
  • Wang, X., Wang, G., Zheng, Y. (2014). Investing in guanxi: An analysis of interpersonal relation-specific investment (RSI) in China. Industrial Marketing Management. 43 659-670.
  • Wang, G., Zheng, Y., Li, R. (2014). The impact of relation-specific investments on channel performance: Focusing on mediators. Journal of Marketing Channels. 2 87-99.

Contracts, Grants and Sponsored Research

    Grant - Research

  • Zheng, Y. (Principal), "UNT RCOB summer research grant," University of North Texas, $5000 Funded. (2025 - 2025).
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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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