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This thesis research aims to define, identify, and promote community theatre as a “third space” for disadvantaged youth. A third space is defined by the Oxford dictionary as “...the in-between, or hybrid, spaces, where the first and second spaces work together to generate a new third space. First and second spaces are two different, and possibly conflicting, spatial groupings where people interact physically and socially: such as home (everyday knowledge) and school (academic knowledge)” (Oxford Dictionary, 2021). For disadvantaged youth, the creation of a third space in the theatre can give them a safe environment away from issues they may have at home or at school, it can further their learning about themselves and others, and it can also help those youth feel a sense of belonging to a community larger than themselves. Because of these benefits, it is clear that performing arts programs can offer a great impact on disadvantaged youth; however, many theatre companies struggle to market their programming to said communities. This may be in part, due to low marketing budgets, no specificity in labor resources dedicated to youth programming, or ineffective marketing strategies and tactics.<br/>In order to ideate marketing recommendations for these organizations, primary research was conducted to determine the attitudes and beliefs revolving around youth participation in community theatre, as well as the current marketing strategies and tactics being utilized by programmers. Participants included program managers of youth theatre programs, as well as youth participants from several major cities in the U. S. The secondary research aims to better understand the target demographic (disadvantaged youth), the benefits derived from participation in arts programming, and marketing strategies for the performing arts. Following data analysis are several recommendations for the learning, planning, and implementation of marketing strategies for theatre programmers.
Micro influencers have become extremely powerful in terms of swaying buying patterns among consumers. This thesis examines the greater impact that micro influencers have on brand marketing. This was completed through a literature review that highlights the evolution of marketing, influencer marketing, discussing reach, relevance, and resonance, and Generation Z’s purchasing decisions. In addition, we conducted an online survey through Qualtrics that allowed us to analyze the impact social media influencers have. The results of our research indicate that TikTok is used most frequently, but Instagram is where social media influencers are followed most. From our data, we concluded that Generation Z is most influenced by authentic, genuine content created by influencers regardless of follower count. We recommend that a brand interested in reaching Generation Z (we refer to the brand as “Brand X”) use micro influencers, as our research shows that genuine relationships are valued among this generation. We believe that micro influencers are the most valuable to use as they are able to create meaningful relationships with consumers due to their reach, relevance, and resonance with the individuals their content reaches.
The research begins with the history of standards, starting with traditional outcome-based standards. It then delves into the Partnership for 21st Century Skills (P21), which highlights the type of skills 21st century students are expected to develop and master by the time they enter college and careers. Next, it explores the hot topic of Education to this date: Common Core State Standards. In the midst of educational reform, these standards seek to add consistency across the nation in regards to what students should know at each grade level and also encourage teaching of the 21st century skills. This section briefly details the content of Common Core English Language Arts and Mathematics standards.
After summarizing P21 and Common Core, this report shifts into its focused 21st century skill: collaboration. As one of the 4 C’s that P21 and Common Core emphasize in their standards, it is imperative to research critical elements of collaboration as they relate to groups and teams of all ages. Even more specifically, collaboration is a practice that is becoming more and more standard in business across all industries, so it is a skill that is highly in demand for students to acquire. In regards to collaboration, Executive Vice President of Verizon, Bob Mudge, states, “companies are able to innovate much more quickly and even create solutions to problems that may not be prevalent issues yet” (Mudge 1). The standards expect that students will be prepared to collaborate in college and careers, so key elements of collaboration in those settings—in-person or virtual—need apply or be simplified to K-6 collaborative environments. This section also analyzes a case study experiment on young children about how technology functionality and design enables, encourages, or enforces collaboration.
Next, this thesis reviews three case studies that represent evolution in our understanding of technology’s role as a support system in teaching and learning collaboration. The first case study shows how simple handheld devices assisted in correcting weaknesses in a variety of collaborative and organizational skills. The second study utilizes interactive tabletop technology to realize the idea of tracking collaborative ability in real time through synchronized audio and touch recording. Finally, researchers assess the effectiveness of one student to one device (1:1) initiatives by gathering student-reported data before and after the program’s implementation, which largely speak to the direction of many schools’ technology strategies.
To supplement all of the secondary research above, the researcher of this thesis conducted interviews with nine K-6 teachers to gather their insights on collaboration and how they facilitate it. They explain how they use technology in their classroom to enhance the learning environment. Additionally, they give opinions on what could be done to make collaboration more easily taught and facilitated, as well as what would better develop their students’ collaborative skills.
The compilation of this information then leads to implications of what needs to be present, from a technology standpoint, to more effectively teach collaborative skills to our schoolchildren. This includes a brief industry analysis of a program that already exists, as well as recommendations for new technology that considers the research conducted throughout the paper. Another implication addressed centers on the instruction and facilitation of technology and the digital divide that can result from varying competency among teachers, which brings to light the need for proper technology development programs for educators.
Make-A-Wish America has a world-renowned reputation as one of the best nonprofits in the world, and is widely known amongst many individuals looking to support or donate to nonprofits. Their work is not only a fundamental part of human services care within the nonprofit world, but their unique online platform and social media presence is a differentiating factor among many other nonprofits and for-profit businesses alike. The purpose of this study is to research Make-A-Wish America’s brand management and marketing strategies as a nonprofit, including secondary research on the brand itself, analyze all environmental factors that affect its marketing strategy, assess their market segmentation, targeting, and positioning, and evaluate their integrated marketing communications strategy. Additionally, I conducted interviews with Make-A-Wish America professionals working within the brand management department at the national office. The individuals were interviewed with various marketing backgrounds within the brand department to gain a deeper insight into their individual experiences and assessments of Make-A-Wish America’s brand management and marketing strategy. My specific thesis goals include utilizing my marketing recommendations to grow Make-A-Wish America’s profits, specifically in actions to increase fundraising. Also, my thesis goal is to find recommendations to outperform competition in gaining supporters and donors as well as, more recently, analyzing the effects of the COVID-19 pandemic and making recommendations on how they can grow despite this economic tragedy. The results suggest that there are common themes amongst my secondary research and primary research, resulting in marketing recommendations that Make-A-Wish America can utilize to better market to donors and supporters in the future, giving them competitive advantage over other nonprofits and combatting the effects of COVID-19. Recommendations for Make-A-Wish America include investing in their own research and development in terms of customer relationship management tools, online fundraising campaigns, and technology to better inform donors of their mission, vision, and values, diversifying their donor profile and targeted communities, and taking advantage of their point of parity within their social media online platform.
Through research from case studies and professional interviews, it can be shown that those who fail and become victim to the e-commerce giants are those who do not allocate enough budget and resources to allow e-commerce to succeed; they do not correctly utilize data throughout the creation of their e-commerce site nor their marketing, have a vast lack of knowledge, and ultimately do not adapt to trends in e-commerce.
E-commerce giants are those who lead in the world-wide e-commerce revolution. They have entered a market and have caused/are continuing to cause instability for those who have not adapted or changed. These e-commerce giants do not have to be “giant” in size; rather, they are making giant changes that allow them to be successful within the industry. They are the prime examples of how e-commerce and data-driven marketing can be successful.
My research shows in order to successfully practice e-commerce, companies must adapt the best practices shown by these giants: owning your data, developing a strong budget for data-driven marketing, investing in the technology and people needed to implement a sound strategy, training employees in basic data, utilizing data in all aspects of marketing, creating an easy online experience that using AB Testing, hosting post mortem meetings to identify successes and failures, understanding your customers, creating the appropriate customer segmentation, nixing the “one fits all” strategy, and never getting too comfortable. If a company is stagnant, they are behind.
We conducted a survey to test consumer's perception and understanding of advertisements promoting financial instruments to see if advertisements that have run without contest from the Federal Trade Commission still have the ability to be deceptive or lack disclosure. We provided a variety of advertisements for markets such as automobiles and rent-to-own businesses. Each one of these advertisements dealt with a different financial instrument so that we could accurately test the knowledge of respondents. We collected 95 complete responses and 23 partial responses from our distribution of this survey.
Advertisements for financial instruments such as car loans, title loans, and rental agreements create the complex problem of presenting substantial loan agreement terms while also keeping an advertisement light and inviting. There are two main types of rules concerning how these advertisers can promote their products: regulation and guidance. Regulation is the official set of laws governing what can or must be said in an advertisement. Guidance is official suggestions of proper advertising practices that is not tied to written laws. The Consumer Financial Protection Bureau (CFPB) controls regulation for the required disclosure in these advertisements and requires all material loan terms to be stated “clearly and conspicuously; however, advertisers still put important loan information in hard to see fine print, making it difficult for the consumer to understand the advertisement. The Federal Trade Commission (FTC) is in charge of creating guidance, enforcing advertising regulation and preventing advertisements from becoming deceptive, but, due to the ambiguous nature of disclosure formatting requirements, many transgressions go uninhibited.
We conducted a survey to test consumer's perception and understanding of advertisements promoting financial instruments to see if advertisements that have run without contest from the Federal Trade Commission still have the ability to be deceptive or lack disclosure. We provided a variety of advertisements for markets such as automobiles and rent-to-own businesses. Each one of these advertisements dealt with a different financial instrument so that we could accurately test the knowledge of respondents. We collected 95 complete responses and 23 partial responses from our distribution of this survey.
The results show that the average consumer does not have a complete understanding of financial instruments in the context of these advertisements. These results also demonstrated that consumers are not completely comprehending the information provided to them by these advertisements. We found that in some cases, it was the way that information was provided to the consumer that was causing them to have misconceptions about the information presented. We concluded that there were enough respondents that did not correctly interpret these advertisements to support that there is some misleading and deception by these advertisements despite the lack of context by the FTC. As such, we suggest that current federal guidance be made into official regulation to further prevent these transgressions and further attempts be made to locate and prevent deceptive advertisements.