Special Topics Spring 2018: JOUR 490.A Marketing to Latino Consumers

Special Topics Spring 2018: JOUR 490.A Marketing to Latino Consumers

When it comes to registering for classes, there are many options that can lead to stressful decisions. To help you glide through it, here’s a look at what’s in store this Spring for Ezequiel Korin’s Marketing to Latino Consumers class that will take place Mondays and Wednesdays from 1 to 2:15 p.m.

1) What students should take this class?

This class provides an invaluable resource for any student with an interest in Latina/o consumers/publics. There is no doubt students in both strategic and visual communication should take this course, while those in journalism may very well benefit from it, particularly if interested in a more entrepreneurial route after college. Students interested in management, strategic planning or marketing will find the course tremendously useful – perhaps, even interesting – as those focalized on Latina/o studies and/or issues will find that it provides them with useful and essential tools for understanding Latinidad through consumer/publics research. Finally, students with an interest in Spanish will have the opportunity of learning how to design and conduct real-world Spanish-language instruments and techniques that are used every day in the decision-making process.

2) What will I get out of this class?

Students will learn about Latina/o consumers/publics in general and, in specific, about the Latina/o consumers/publics in our community. As an added perk, for this inaugural version of the course, we will be focusing on Latina/o music consumption… so, students will also have the chance to explore and become familiarized with the Latina/o music market in Reno and on a national scale.

3) What skills will I leave the semester with?

Students in this course will learn the how & why of conducting in-depth interviews, ethnographic interviews and participant observations, focus-group sessions, and basic questionnaires and surveys. They will also learn to read secondary data and develop a consumer-centric research perspective.

4) How will this class shift my thinking?

You can find many definitions of consumer/publics research. Invariably, all of them tend to the same central ‘goal’: providing decision-makers with actionable results. Before becoming a scholar, I did it all in the consumer research process: from conducting telephone interviews to designing and coordinating multinational consumer research projects for transnational corporations operating in Latin America. I see consumer/publics research as a pathway to untapped, tremendously rich, and certainly fascinating learning process – about consumers, publics, and social groups… but also about the greater context in which these processes take place. In short, there is no way in which this class will not be a transformative experience.

5) Why does Ezequiel Korin want to teach this class?

“Oh if I had only known then what I know now!” is a phrase too often heard, no matter in what area. When dealing with consumers & publics, ‘not knowing’ translates to not undertaking appropriate research. Consumer research can be a tremendously invigorating area, both from a professional (job-readiness) perspective as well as from a personal perspective  (understanding of one’s condition as a consumer). I find it thrilling to open those doors for our students.

6) How will this class prepare me for the workforce?

Students will walk away with skills that can be further developed into a viable and lucrative career path in consumer research or serve as a solid ground for translating research findings into actionable decisions, a very attractive set of skills commonly sought by employers. As such, it provides students with a decisive advantage in their future professional endeavors.

7) How is this class different than others?

First, understanding consumer/publics research process differently, I think students will enjoy this course… I like to think that students can actually learn to hack the process not only to satisfy and exceed ethical commitments that bind researchers and the usage of research, but also to continuously learn something with every new project.

Second, students will be actively engaged in research processes. That means that they will be asked to conduct different types of fieldwork to gather data: from attending open-air celebrations to sitting down with a single participant and chatting about a sensitive topic. Our classroom will extend from the campus into the community, and vice versa.

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