Say the true thing simply.

Clarity is a test.

A boardroom may let a vague slide pass. A room of students will not. If I cannot make an idea useful to someone who owes me nothing, I do not understand it well enough.

Teaching strips the jargon away. What remains is the part that can be used: how demand forms, how pricing changes a decision, and how growth becomes a system.

The loop runs both ways. Practice supplies the cases, research supplies the discipline, and teaching sends the thinking back into both rooms in clearer form.

AI-generated image

“If an idea can’t survive a lecture hall, it isn’t ready.”

The syllabus links concepts to decisions. Open a course to see the questions behind it.

• Marketing Seminar A discussion-led format: a real problem, worked end to end. Applied · seminar Running since Q4/26

  A smaller, discussion-led format: students work a real marketing problem end to end and defend their thinking out loud. The closest thing to a boardroom I can put in a classroom.

  • 6 students, one cohort
  • Seminar, discussion-led

  Course materials for enrolled students →
• AI in E-Commerce How AI is reshaping discovery, merchandising and retention. Advanced Taught · Q3/26

  How AI is rewiring discovery, merchandising and retention in commerce: with a grounded read on what works and what is only hype. One of the advanced electives I was brought in to build.

  • 61 students, one cohort
  • Advanced elective
• Marketing I How demand is built and a brand earns attention. Marketing · foundations Taught · Q2/26, again Q3/26

  The first marketing course students meet: how demand is created, how a brand earns attention, and why most of what people call ‘marketing’ is really positioning. Built to give a cohort with no background a working mental model that lasts beyond the module.

  • 12 · 58 students, two cohorts
  • Core, foundations
• Marketing II Segmentation, positioning and the marketing mix in practice. Marketing · strategy Taught · Q2/26, again Q3/26

  Where marketing becomes decisions: segmentation, targeting, positioning and the mix. Students leave able to take a real strategy apart and rebuild it.

  • 12 · 58 students, two cohorts
  • Core, strategy
• Pricing Willingness-to-pay, price models, and the psychology of cost. Monetisation Taught · Q2/26

  The most underrated lever in business. Willingness-to-pay, price models and tiers, and the psychology of what a number signals. The course students most often say changes how they see every purchase afterwards.

  • 13 students, one cohort
  • Elective, pricing policy
• Growth Hacking The AARRR funnel, experimentation and retention loops. Growth · evaluated Taught · Q4/25

  The AARRR funnel, experimentation, retention and viral loops: growth as a repeatable system. Case-driven and hands-on.

  • 10 / 10 instructor rating
  • 9.9 / 10 course rating
  • 14 students, one cohort

  Official IU course evaluation, 2025 Q4 · n=11

  Read the student feedback →

The evidence from the classroom.

An ongoing lectureship at IU International University. The first course ran in 2025; teaching now spans six modules across marketing, pricing and growth.

10 / 10

Instructor rating on Growth Hacking, course rated 9.9 / 10.Official IU course evaluation, 2025 Q4 · n=11

1 to 6

Modules taught, scaled from a single course to the whole marketing and growth track.

6–61

Students in every cohort: taught end to end, from foundations to advanced electives.

Guest lectures and talks.

A short note can outline the room, the topic and the timing.

Institution or organisation

The host of the lecture

Programme or audience

For example MBA, undergraduate or exec ed

Format

In person, online or hybrid

Location or platform

A city, or the platform if online

Date or term

For example a winter term, or March 2027

Topic

Marketing, pricing, growth and AI in e-⁠commerce

Write about a guest lecture →