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- All Subjects: Marketing
- Creators: Barrett, The Honors College
Description
I've spent the last four-plus years in Arizona studying to earn a degree that hopefully will get me an interesting and well-paying job. Unfortunately, I'm not sure that my Filmmaking Practices degree will adequately describe what I've done with my time at Arizona State University. In addition to studying film, I spent my first year in the Walter Cronkite School of Journalism and Mass Communication; I wrote for, acted in, and later directed and hosted the webshow Devil's Chowda for The State Press; I did marketing for companies including HBO and RAW Rolling Papers; I performed improv comedy every week with Barren Mind Improv for two semesters; I wrote and acted in Farce Side Comedy Hour sketch comedy this past semester. It is clear that my interests do not lie in one area \u2014 my education is mostly in film, my resume is mostly marketing, and my extra-curricular interests lie mostly in comedy. To best prepare myself for the job market post-graduation, I believe that I need an example of my work to show a prospective employer that I have knowledge beyond how a camera works and the films of Steven Spielberg. To do this, I have chosen to create two spec advertising campaigns for large companies: Heinz and Burger King. This allows me to use my knowledge in film, marketing, and comedy all at once. The Heinz campaign revolves around real-world experiences of children using their French fry as a utensil rather than a food item. The Burger King campaign is based around a limited-time offer to get an entry code into a contest for a bathtub full of chicken nuggets. Each campaign is fleshed out with video advertisement storyboards, audio advertisement scripts, print advertisement mock-ups, and social media hashtags and plans.
ContributorsMiller, Daniel Jordan (Author) / Haggins, Bambi (Thesis director) / Himberg, Julia (Committee member) / Barrett, The Honors College (Contributor)
Created2015-12
Description
Tech2Learn, a privately owned tutoring company, serves students in kindergarten through eighth grade at its Phoenix location. The company's founding mission "is for every child to build individual competence and confidence in essential skills." It accomplishes this mission by providing a safe, fun, and engaging environment where children feel comfortable learning. In addition to tutoring in traditional subjects such as math and reading, Tech2Learn also offers a dyslexia reading lab, and a High School Placement Test prep course. The goal of this plan is to find a low cost and easy to manage way for Tech2Learn to market its services and encourage referrals. To achieve this goal, I conducted both an external and internal analysis. In order for Tech2Learn to remain competitive in the industry, it must be aware of trends such as the rapidly evolution of teaching technology, new government mandates on curriculum, and parents' desire to be involved in their children's education. While these trends create opportunities for growth, there are also threats that arise. One threat to Tech2Learn is a large number of competitors in the market. The company relies on its strengths of human capital and unique teaching approach to minimize these threats. The tactics and strategies recommended in this plan are intended to reduce the company's weaknesses. Specifically, tactical recommendations target Tech2Learn's digital presence through the creation of a Facebook page, consolidation of company owned web domains, and updating business information on both owned and earned online sites. Additionally, strategic suggestions aim to prepare Tech2Learn for future growth through the implementation of a formal training procedure, consideration of an additional office location, and differentiation through the early adoption of new technologies, such as virtual reality.
ContributorsCunningham, Sinead Bridget (Author) / Ostrom, Amy (Thesis director) / Giles, Bret (Committee member) / Cummings, Deborah (Committee member) / Department of Marketing (Contributor) / Department of Management (Contributor) / Barrett, The Honors College (Contributor)
Created2015-12
Description
Branding is one of the most important tools a business can use. Whether consumers know it or not, every purchasing decision that they make – be it for a product or service – is rooted in the brand. Thus, it is somewhat of a surprise that branding for individuals did not become popularized until 1997, with Tom Peters’ article “The Brand Called You.” In his article, Peters remarks on how changes in the marketplace and technology make developing a personal brand more accessible, as well as more important. The increasingly competitive marketplace combined with the rise of social media means that personal branding is even more important and more attainable today. Thus, it is vital for students entering the workforce to develop a brand that will allow them to distinguish themselves. This research examines whether or not students understand what personal branding is and if they have taken the steps to develop their personal brand. The research questions are as follows:
• Do students understand what personal branding is?
• Are students able to define their skills?
• Do students have a career plan?
• Do students have a plan to promote their brand?
A pilot study was first distributed to students of Arizona State University which found that students lack an understanding of what personal branding is and have a need for the knowledge and tools to develop a personal brand. A workshop was then developed to address these issues. This workshop was held three times: first, for a Landscape Architecture class, second, for a marketing class, and third, for a student sales organization. The workshop discussed branding, personal branding, and then the participants were able to begin working on developing their own personal brand. The students in the first workshop had two sessions and were able to complete their own personal brand process with the workshop leader, while participants from the second and third workshops completed it on their own, after only a single workshop session. After completing the in-person workshop, participants shared their brand with their fellow students in a Google Plus page. Finally, participants completed an exit survey. This exit survey was used to measure the research questions.
The first workshop proved to be most effective, even though the participants in the first workshop were all landscape design students and the majority of the participants in the second and third workshops were business students. It was found that unless the students’ own brand development process was finished during the workshop or affected the students’ grade, it would not be completed. It was also evident in all of the workshops that slides with imagery were more effective at starting discussions than the text-heavy slides. As such, future workshops should be designed with a greater time allowance, the intent of the students’ own brand development process to be completed during the workshop, and the presentation should be redesigned to better initiate discussion among participants.
• Do students understand what personal branding is?
• Are students able to define their skills?
• Do students have a career plan?
• Do students have a plan to promote their brand?
A pilot study was first distributed to students of Arizona State University which found that students lack an understanding of what personal branding is and have a need for the knowledge and tools to develop a personal brand. A workshop was then developed to address these issues. This workshop was held three times: first, for a Landscape Architecture class, second, for a marketing class, and third, for a student sales organization. The workshop discussed branding, personal branding, and then the participants were able to begin working on developing their own personal brand. The students in the first workshop had two sessions and were able to complete their own personal brand process with the workshop leader, while participants from the second and third workshops completed it on their own, after only a single workshop session. After completing the in-person workshop, participants shared their brand with their fellow students in a Google Plus page. Finally, participants completed an exit survey. This exit survey was used to measure the research questions.
The first workshop proved to be most effective, even though the participants in the first workshop were all landscape design students and the majority of the participants in the second and third workshops were business students. It was found that unless the students’ own brand development process was finished during the workshop or affected the students’ grade, it would not be completed. It was also evident in all of the workshops that slides with imagery were more effective at starting discussions than the text-heavy slides. As such, future workshops should be designed with a greater time allowance, the intent of the students’ own brand development process to be completed during the workshop, and the presentation should be redesigned to better initiate discussion among participants.
ContributorsBinsfeld, Jacqueline Rose (Author) / Montoya, Detra (Thesis director) / Gray, Nancy (Committee member) / Department of Marketing (Contributor) / W. P. Carey School of Business (Contributor) / Barrett, The Honors College (Contributor)
Created2015-12
DescriptionAn artistic film about a girl piecing together memories in search of meaning and hope.
ContributorsFarina, Chiara Rosa (Author) / Chiara, Farina (Thesis director) / Janaki, Cedanna (Committee member) / Scott, Jason (Committee member) / Department of English (Contributor) / School of Film, Dance and Theatre (Contributor) / Barrett, The Honors College (Contributor)
Created2015-12
Description
This study examines the differences in presence and perception of the Samsung and Apple brands in Spain compared to the United States. Primary research was collected on-site in Spain and comparatively analyzed to experiences in the United States from the perspective of an American citizen. Qualitative data in the form of observations and interviews was collected as well as extensive secondary research. The study will conclude international implications of these two brands in Spain.
ContributorsNeerhof, Samantha Noel (Author) / Gray, Nancy (Thesis director) / Giard, Jacques (Committee member) / W. P. Carey School of Business (Contributor) / Department of Marketing (Contributor) / School of International Letters and Cultures (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
This study aimed to extend beyond existing research on the male-grooming industry to examine the reality of marketing an everyday cosmetic product to men. This thesis contains a two-part original research study involving a qualitative, exploratory study (Study 1) clarifying college-aged men's attitudes toward male grooming products and makeup for men; and a quantitative, experimental study (Study 2) created to test theories developed from Study 1. Study 1 discovered a pattern among male participants of citing functional/medicinal qualities of male-grooming products as their justification for purchase. Study 2 tested whether this could be applied to makeup by comparing the effects of two advertisements for male cosmetic products on the likelihood of purchase of the product advertised. The main implications of this research suggest that one way to integrate makeup for men into the mainstream market is to release products in free trials before releasing them for sale, since men in the study were somewhat likely to use a free sample of the product in the test advertisements, but unwilling to purchase it. Additionally, the presence of acne in the participants moderated the effects of the ads such that men without acne were more likely to try a cosmetic product when presented with the medicinal benefits of the product in addition to the appearance-enhancing benefits, rather than appearance-enhancing benefits alone. Overall, men with acne were more willing than men without acne to use the product, regardless of the advertising appeal.
ContributorsGibson, Jessica Lajoie (Author) / Eaton, Kathryn (Thesis director) / Lisjak, Monika (Committee member) / Department of Marketing (Contributor) / W. P. Carey School of Business (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
Popular culture has a longstanding tendency for being affected by, and reversely affecting, politics. Films, in particular, can exist as either purse “escapism” or heady pathways for political commentary. During the Second World War, governments in both the United States and Great Britain used film as a vessel for their own messages, but after the war ended, the two nations allowed their respective film industries more free expression in commenting on wartime and post-war politics. Film also provided particularly vivid political commentary during, and in the years immediately following, the Cold War. Though film has a longstanding history of being a force for political commentary, the medium’s specific engagement with the Cold War holds particular significance because works produced by the two nations’ film industries paralleled the social trend toward political activism at the time. While films produced in the UK and the United States in the 1960s addressed a wide range of contentious political issues, a huge body of work was spurred on by one of the most pressing political tensions of the time: namely, the Cold War.
The United States and Great Britain were major, allied forces during the Cold War. Despite their allied positions, they had unique politico-social perspectives that greatly reflected their immediate involvement in the conflict, in addition to their respective political histories and engagement in previous wars. As the Cold War threat was a large and, in many ways, incomprehensible one, each country took certain elements of the Cold War situation and used those elements to reflect their varied political social positions to a more popular audience and the culture it consumed.
In turn, filmmakers in both countries used their mediums to make overarching political commentaries on the Cold War situation. This analysis looks at five films from those countries during the 1960s, and explores how each representation offered different, often conflicting, perspectives on how to “manage” Cold War tensions, while simultaneously reflecting their conflicted culture and political decisions. The films analyzed reveal that each country focused on contrasting perceptions about the source of the threat posed by Soviet forces, thus becoming tools to further promote their distinct political stances. While the specifics of that commentary changed with each filmmaker, they generally paralleled each country’s perspective on the overall Cold War atmosphere. The British message represented the Cold War as a very internal battle—one that involved the threat within UK borders via the infiltration of spies the tools of espionage. In contrast, the American films suggest that the Cold War threat was largely an internal one, a struggle best combatted by increasing weaponry that would help control the threat before it reached American borders.
The United States and Great Britain were major, allied forces during the Cold War. Despite their allied positions, they had unique politico-social perspectives that greatly reflected their immediate involvement in the conflict, in addition to their respective political histories and engagement in previous wars. As the Cold War threat was a large and, in many ways, incomprehensible one, each country took certain elements of the Cold War situation and used those elements to reflect their varied political social positions to a more popular audience and the culture it consumed.
In turn, filmmakers in both countries used their mediums to make overarching political commentaries on the Cold War situation. This analysis looks at five films from those countries during the 1960s, and explores how each representation offered different, often conflicting, perspectives on how to “manage” Cold War tensions, while simultaneously reflecting their conflicted culture and political decisions. The films analyzed reveal that each country focused on contrasting perceptions about the source of the threat posed by Soviet forces, thus becoming tools to further promote their distinct political stances. While the specifics of that commentary changed with each filmmaker, they generally paralleled each country’s perspective on the overall Cold War atmosphere. The British message represented the Cold War as a very internal battle—one that involved the threat within UK borders via the infiltration of spies the tools of espionage. In contrast, the American films suggest that the Cold War threat was largely an internal one, a struggle best combatted by increasing weaponry that would help control the threat before it reached American borders.
ContributorsNelson, Taylor Lynn (Author) / Miller, April (Thesis director) / O'Flaherty, Katherine (Committee member) / Walter Cronkite School of Journalism and Mass Communication (Contributor) / School of Historical, Philosophical and Religious Studies (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
Over the last several decades, young adult literature has been growing in popularity. In 1997 there were a total of 3,000 young adult books published. In 2009 that number jumped to 30,000 with sales exceeding $3 billion (Brown The Atlantic). Today, Generation Z is the target young adult genre audience. Members of Generation Z are ages 12 to 17, or people born between about 1995 and 2009. This generation is accustomed to and grew up with ready access to technology. In order to garner the attention of this generation, marketers have to be more creative and focus on storytelling in their digital marketing methods. In a field saturated with titles, what methods do publishers use to distinguish their titles from others? In this thesis project I examined what visual and rhetorical elements marketers are using to draw in the young adult crowd. Visually, I utilized the criteria outlined by Dr. Frank Serafini in his book Reading the Visual. Rhetorically, I utilized the concepts of logos, ethos, pathos, and kairos. I conducted a visual and rhetorical analysis of the marketing methods implemented by young adult publishers on their young adult web platform, Twitter, Facebook, Goodreads, and on the physical book. I selected 5 novels based on webpage placement, i.e. which novels were placed furthest up the webpage, to the left, and the largest. The webpages I examined were the ones used by the Big Five publishing houses, Penguin Random House, Simon & Schuster, Hachette, Macmillan, and HarperCollins, to push out their young adult titles. Based on placement my novels were Morrighan: A Remnant Chronicles Novella by Mary E. Pearson, Other Broken Things by C. Desir, A Gatlin Wedding by Kami Garcia and Margaret Stohl, Anna and the Swallow Man by Gavriel Savit, and Glass Sword by Victoria Aveyard. This study found that pathos, or emotionally charged language, is the most utilized rhetorical technique. A lot of the time these emotional appeals centered on nostalgia, as 4 out of my 5 novels were part of a series. In addition there was a lot of language evoking feelings of female empowerment. Visually, all of the covers featured objects instead of people. This way, larger portions of the target audience can associate with the main character and envision themselves in that role. Finally, 2 out of the 5 books were novellas, which are companions to a series and available exclusively electronically. This shows that marketers are in some cases choosing to push out cheaper, novellas. Future studies could look at which marketing technique, since each platform varied in its medium focus, yielded the most sales. This would help marketers tailor their future efforts to Generation Z. For example, what yields more sales focusing on Twitter or Facebook? In addition, studies should look at why there is such a push for female empowerment. Since male members of Generation Z are not the target market on the publisher's website, Twitter, Facebook, Goodreads, and physical book, where are they being targeted? It is important to figure out how teenage boys select their books, as well.
ContributorsRath, Morgan Wilhelmina (Author) / Wendy, Williams (Thesis director) / Frank, Serafini (Committee member) / Alice, Hays (Committee member) / Department of Marketing (Contributor) / Walter Cronkite School of Journalism and Mass Communication (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
Arizona State University students are currently out of the loop when it comes to hearing about events being held in their community. This is because there is no established service that provides an inclusive list of both on and near campus events. What's worse is that the current methods for event marketing rely heavily on who one knows. Currently, ASU students hear about events through word of mouth, email chains, Facebook pages, and posters around campus. Thankfully, there is now an event marketing method that is available to everyone. UniEvents is a newly developed event service that live-tracks events around ASU's Tempe campus. UniEvents consists of a webpage that accommodates all screen sizes and is accessible by all devices including smartphones, tablets, and desktop computers. The website offers a user-friendly interface and useful features. Students are able to scan through event listings on a calendar or they can use an interactive map to find events nearest to them. Furthermore, UniEvents also offers the option for users to submit events to be advertised through the service. This way, students and organizations can easily spread the word about events on campus. Through UniEvents, ASU students will finally be able to see a conclusive list of upcoming events in one convenient site. Students will be able to save time and hassle by not having to rely on numerous sources to learn about events. UniEvents is committed to help students learn about events and get involved in campus activities!
ContributorsDeegan, Taylor (Co-author) / Nguyen, Lilian (Co-author) / Ostrom, Lonnie (Thesis director) / Schlacter, John (Committee member) / Harrington Bioengineering Program (Contributor) / Economics Program in CLAS (Contributor) / Department of Information Systems (Contributor) / Department of Marketing (Contributor) / School of Accountancy (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
The Walt Disney Company has been a worldwide phenomenon for over half a century. Disney's animated films in particular impact a large number of individuals around the world. The fact that they rerelease popular films every few years lends to the lasting influence these movies will hold in the lives of children to come. It is important to examine the messages Disney animated films can teach children in regards to women's roles, United States history, and racial difference. This essay examines these topics as they appear in Disney's Snow White and the Seven Dwarves, The Little Mermaid, Pocahontas, and The Lion King. Lastly, it examines the potential impact these films can leave on children and suggests ways in which adults can help children analyze what they see in the media.
ContributorsMonnig, Elizabeth Ann (Author) / Baker, Aaron (Thesis director) / Sandlin, Jennifer (Committee member) / Barrett, The Honors College (Contributor) / School of Film, Dance and Theatre (Contributor) / Department of English (Contributor) / School of Historical, Philosophical and Religious Studies (Contributor)
Created2014-12