Robert Winsor, Ph.D.

Professor of Marketing, College of Business Administration

  • Los Angeles CA UNITED STATES

Contact

Biography

You can contact Robert Winsor at Robert.Winsor@lmu.edu.

Robert Winsor is a professor of marketing and business law at Loyola Marymount University. He earned a Ph.D. in marketing and management from USC, and has taught at UCLA, University of Alabama and USC. Dr. Winsor has published over 120 peer-reviewed articles and book chapters on a wide variety of business topics including pricing, competitive strategy, business ethics, franchising and marketing theory. His research has been published in the top marketing and entrepreneurship journals, and has been frequently cited in both academic and industry outlets. Dr. Winsor has experience in the retail and wholesale industries, and has advised a number of both large and small companies on marketing and management topics. He has received multiple teaching awards including the LMU President’s Fritz B. Burns Teaching Award, and was named by the Princeton Review as one of the “Best 300 Professors” and one of the top three marketing professors in the country.

Education

USC

Ph.D.

Marketing and Management

1989

Claremont McKenna College

B.A.

Psychology

1983

University of La Verne

B.A.

Business Administration

1982

Social

Areas of Expertise

Pricing
Competitive Strategy
Branding
Business History
Franchising

Industry Expertise

Advertising/Marketing
Consumer Services
Supermarkets Food Retail and Distribution
Retail
Market Research
Consumer Goods

Articles

Improving Student Presentation Skills Using Asynchronous Video-Based Projects

Journal of Management Education

Aidin Namin, Seth C. Ketron, Velitchka D. Kaltcheva, Robert D. Winsor

2021-01-08

Given the central role that excellent presentation skills plays in management, methods for better developing these skills represent an important area of focus in business education. Rapidly evolving distributed (distance) technologies have compelled businesses to reimagine practices in most areas, and presentations are no exception. In the present study, we examine the potential advantages of video presentations—not from the perspective of the audience, but rather from the perspective of the student as immersed in the process of developing individual presentation skills. We crafted a course project where students collaborate to create a video presentation, replacing a more traditional in-class presentation. To test the effectiveness of this new approach, we conducted a study in which measures from multiple course sections using either the new video creation approach or the traditional presentation approach were compared. For the former, we found a significant improvement in students’ presentation skills on five dimensions (central message, supporting material, language, organization, and delivery) as evaluated with the authoritative Oral Communication VALUE Rubric developed by the Association of American Colleges and Universities. We describe the project and the study, and end the article with lessons learned and recommendations for expanding the project’s applications to other courses.

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An Integrative Framework of Buyer-Supplier Negative Relationship Quality and Dysfunctional Interfirm Conflict

Journal of Business to Business Marketing

2016-09-22

Problems of relationship quality and interfirm conflict in business-to-business settings are serious concerns that need to be addressed. Thus, the authors have engaged in an extensive review to promote an understanding of these complex issues. This article develops an integrated framework for analyzing wide-ranging relations between individual representatives and patterns of interfirm incompatibility for managerial control. The article outlines a causal chain from interpersonal agent dissimilarities to dysfunctional buyer–supplier relations, and provides concrete indicators that operationally define ideas and enable or improve measurement for empirical modeling.

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Knowledge and Skills Transfer between MBA and Workplace

Journal of Workplace Learning

2015-06-07

This paper uses goal-setting theory to explain the transfer of knowledge and skills between master of business administration (MBA) and the workplace. Using an online survey of MBA students enrolled in at four US graduate business schools, this research shows that multiple goals of reciprocal knowledge and skills transfer may bein harmony and mutually reinforcing. In principle, each goal is more likely to be attained with greater economy of effort than might be surmised. Additionally, the same forces may act similarly to facilitate attainment of two well-integrated goals, in this case transfer between MBA studies and work, as well as between work and MBA studies.

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