Dr John Cusack

My research examines how markets develop over time and how marketing contributes to (and is shaped by) the long-term social processes that make market formation possible. I am particularly interested in marketisation as an historically contingent and often unplanned transformation; one that emerges from shifting interdependencies among organisations, institutions, and social groups, rather than from straightforward economic intent or top-down design.

Working primarily through the theoretical lens of figurational sociology, I explore markets as evolving configurations of interdependent actors whose power balances change gradually across time. This perspective allows me to analyse market formation as a processual phenomenon: markets do not simply appear when demand exists; they are produced through sequences of social developments involving inclusion and exclusion, shifting norms, institutional regulation, and the gradual routinisation of practices. I am especially concerned with how established/outsider dynamics, changing standards of legitimacy, and the formation of collective identities shape participation, access, and commercial opportunities.

A central strand of my work focuses on the relationship between marketing and marketisation. Rather than treating marketing as a primary driver that “creates” markets, I examine how marketing practices frequently become effective only when wider social and infrastructural conditions have already made a market receptive. This includes attention to third-party actors and intermediaries; entities that may not initially be “within” the market but who nevertheless shape its development by controlling access, attention, mobility, infrastructure, or symbolic value. This approach brings into view the often-overlooked ways that market trajectories are redirected by actors whose initial aims are not the creation of a market as such, but the pursuit of adjacent strategic interests.

I also explore the importance of pacified social spaces as a precondition for stable market development. From this perspective, markets depend upon forms of social regulation that reduce uncertainty and enable routine participation, exchange, and trust. When pacified conditions are disrupted (by conflict, instability, or polarised intergroup relations) market formation can slow, fracture, or take different paths entirely. This line of inquiry connects to broader questions about how power monopolies, security, governance, and collective emotional climates interact with commercial development, particularly in contexts where identity formation and intergroup tensions remain salient.

Across my work, questions of democratisation are central: how shifts in access and legitimacy across class, gender, religion, and other social divisions reshape who is able to participate, how participation is interpreted, and what forms of value are produced. I am interested in how inclusion is rarely linear or frictionless, and how attempts at exclusion can have unintended consequences (such as intensifying desire, reinforcing symbolic capital, or accelerating the very diffusion that established groups sought to prevent). This perspective is especially useful for understanding how markets expand through changing social meanings, rather than through price mechanisms alone.

Conceptually, my research sits at the intersection of figurational sociology and wider network-oriented approaches in Business & Management. I am particularly interested in the points of connection (and productive tension) between figurational thinking and perspectives such as Actor–Network Theory and the Industrial Marketing & Purchasing (IMP) tradition. While these approaches share an emphasis on interdependency and networks, I explore how a figurational lens foregrounds power ratios, conflict, and unintended outcomes in ways that can strengthen network-based market analysis and produce more reality-congruent explanations of market development.

My teaching is grounded in a social constructivist pedagogical approach, which views learning as an active, relational, and context-dependent process. I design my modules around the principle that students do not simply acquire knowledge passively, but instead construct understanding through interaction with ideas, peers, industry contexts, and their own lived experiences as consumers, citizens, and emerging professionals.

Across modules including International Marketing, Consumer Behaviour, Marketing Strategy, PR and Media Relations, The Marketing of High-Tech Products and Innovations, Entrepreneurial Marketing and Strategy, Digital Marketing, and Business Research Methods, I place strong emphasis on helping students understand marketing as a social and cultural practice, not merely a technical or managerial function. Students are encouraged to critically interrogate how markets, consumption, and communication are shaped by wider social processes, power relations, and cultural norms, and how these dynamics influence both strategic decision-making and ethical responsibility.

In practice, this social constructivist approach is operationalised through:

• Problem-based and inquiry-led learning, where students work with real-world scenarios, live briefs, and industry-informed challenges
• Collaborative learning environments, where discussion, debate, and peer feedback are central to meaning-making
• Reflective assessment design, encouraging students to connect theory to their own consumption practices and professional development
• Scaffolded skill development, particularly in strategic writing, critical analysis, and applied decision-making

Rather than positioning myself as a sole authority, I act as a facilitator of learning, guiding students as they test assumptions, negotiate different perspectives, and justify their strategic choices. This approach is particularly effective in modules focused on consumer behaviour, digital marketing, entrepreneurial strategy, and professional communication, where understanding emerges through the integration of theory, practice, and reflection.

Industry engagement is also a key component of my teaching practice. Guest speakers, consulting-style projects, and applied assessments are used not to “simulate” professional practice, but to expose students to the complexity, ambiguity, and constraints that characterise real marketing environments. This supports students in developing professional judgement, confidence, and ethical awareness.

I place a strong emphasis on assessment for learning, designing assignments that prioritise clarity of thinking, quality of written communication, and the ability to justify strategic decisions. Feedback is treated as dialogic rather than corrective, supporting students in refining their thinking over time rather than simply meeting static criteria.

I have recently had the honour of being nominated for a DCU President’s Award in the New Lecturer category, which recognises excellence and innovation in teaching and learning. This nomination reflects my ongoing commitment to student-centred pedagogy, curriculum design that bridges theory and practice, and the creation of inclusive, intellectually challenging learning environments.

Overall, my teaching aims to develop graduates who are not only technically competent marketers, but also critical, reflective, and socially aware practitioners capable of navigating complex contemporary markets with confidence and responsibility.