Marketing and Publicity
Job title: Lecturer (Assist. Professor) in Management
Institution: Ivey Business School, Western University (London, Canada)
Jury Gualandris joined the IPSERA Executive Committee in March 2016. He is currently an Assist. Professor at Ivey Business School, Western University (London, Canada). Before accepting this appointment, he was permanent faculty member at UCD Michael Smurfit Graduate Business School (Dublin, Ireland).
In his responsibility of Marketing and Membership Lead on the IPSERA executive committee, he enjoys working with IPSERA members and friends to gather and responsively diffuse material information that may support our research and teaching endeavors.
Jury’s research focuses on exploring the dynamic relationship between supply network’s design, functioning and effectiveness. This research is primarily concerned with how organizations (both for-profit and not-for-profit) shape the networks through which they exchange products and services, and how such networks enhance (or hinder) their individual and collective ability to thrive and positively impact society and the natural environment. Jury has received several research awards from POMS and IPSERA. His research has appeared in leading outlets including ‘Journal of Operations Management’, ‘Supply Chain Management’, the ‘Journal of Purchasing and Supply Management’, ‘Business Horizons’ among others. Jury is an Associate Editor of JPSM and seats in the Editorial Review Board of the ‘Journal of Supply Chain Management’.
Jury’s ambition is to become a well-rounded researcher and subject area expert. Thus, his teaching is often in synergy with his research and mainly covers areas such as ‘Supply Chain Analytics’, ‘Project Procurement’ and ‘Corporations and Society’. Jury’s teaching philosophy resolves around individualized learning through an inclusive and interactive sense-making/giving process. He aims at providing a safe, encouraging and challenging environment to his international students. He is keen to combine case studies discussion and role-play simulations to advance students’ learning and facilitate the development of know-why (scientific or causal knowledge) and know-how (procedural knowledge).