Teaching & supervision experience I have extensive teaching experience across of a variety of course topics, ranging from research methods to core marketing/brand management courses and venturing into other areas such as sustainability - at the undergraduate, graduate and executive levels. A section in my CV lists all of the courses that I have taught during my academic career. With the majority of courses, I have served as the principal instructor with all the related responsibilities: syllabus development, assignment building, lecture preparation and delivery, recruiting guest speakers, designing assignments and exams, tracking student participation, and grading student deliverables. I have experience from a variety of classroom environments - from large lecture halls to smaller classrooms, seminars and student groups. I have been supervising bachelor’s and master’s theses (on average 10 students per semester): I mainly supervise theses that are concerned with (digital) marketing/brand management or sustainability and follow different methodological approaches (e.g. statistical analysis or qualitative methodologies). I also have experience in supervising theses in other areas such as marketing controlling or anthropology. Further, I actively coach three PhD students in their dissertation process by offering assistance in research design, theoretical positioning & data analysis and by jointly writing journal publications. Teaching philosophy My teaching approach is based on the idea of student centered learning, i.e. students as active learners instead of passive listeners. To this end, I mix student projects (individually or in class), out-of-class excursions, case studies, essays, students’ presentations (in front of the class or by producing video recordings), traditional lectures, peer grading, flipped classroom, guest lectures, workshops and blended learning approaches in order to engage students through various learning activities. I believe especially in the power of teaching with case studies and I employ case studies to stimulate the real world business challenges that the students will face. I review and revise my lecture plans yearly and adapt them to current developments and trends (e.g. customer journey, digital transformation or sustainable brand management) by balancing seminal/classical works with the newest research in the respective field and up-to-date company/brand examples. My objective is to equip students with such skills, knowledge, insights and a toolbox that prepare them for a successful career in industry/consulting or enable and motivate them for an academic career. I believe that a structured teaching approach with a clear outline and measurable learning objectives enhances students’ take away. I utilize assignments that highlight different leaning styles and I structure my classes with interactive and relaxed listening activities in order to keep attention and foster information transfer. Across my classes, I have worked with multiple-choice questions, open ended questions, essays, oral examinations and case studies to assess the performance of the students. Pedagogical education and teaching development In 2017, I completed a year long lecturer training program for the University level at the University of Southern Denmark (> 270 hours) including several one day workshops on diverse teaching issues (e.g. using rubrics for assessment and student learning, uncovering your bias with students), internal and external supervision and the development of own small teaching projects. This pedagogical training offers me a toolbox for enhancing students’ learning that I successfully apply across my classes. I continuously develop my teaching approach through feedback from internal and external supervisors and student evaluations. For instance, the first year that I took over the advanced brand management class at the University of Southern Denmark, student evaluations indicated an unclear learning goal and purpose regarding the mid-term exam. After redesigning the mid-term exam (from students’ presentations in front of the class to animated videos produced by students), students clearly stated their perceived learning outcome in the evaluation at the end of the class. As one student said: “The midterm exam was an interesting way to connect theory and practical application. It showed me that knowing a theory well can help explain phenomena in Business in a profound way.” (student evaluation, advanced brand management, fall 2017). Other recent developments in my teaching comprise the writing of own teaching case studies (e.g. brand management in the digital age), the introduction of blended learning approaches facilitating on-demand learning for students and peer-to-peer interaction and the usage of digital tools (e.g.,