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- All Subjects: Marketing
- All Subjects: W. P. Carey
- Creators: Ostrom, Amy
- Creators: Samper, Adriana
Music has consistently been documented as a manner to bring people together across cultures throughout the world. In this research, we propose that people use similar musical taste as a strong sign of potential social connection. To investigate this notion, we draw on literature examining how music merges the public/private self, the link to personality, and group identity, as well as how it is linked to romantic relationships. Thus, music can be a tool when wanting to get to know someone else and/or forge a platonic relationship. To test this hypothesis, we designed an experiment comparing music relative to another commonality (sharing a sports team in common) to see which factor is stronger in triggering an online social connection. We argue that people believe they have more in common with someone who shares similar music taste compared to other commonalities. We discuss implications for marketers on music streaming platforms.
Chloe Bosmeny and Audree López, senior marketing students at W. P. Carey have created a proposal for W. P. Carey School of Business and Herberger Institute for Design and the Arts to join together to create an interdisciplinary resource for students interested in pursuing a career in fashion. There are three recommendations in the thesis: the implementation of a Fashion Merchandising certificate encompassing both W. P. Carey and Herberger curriculum, ASU joining the Fashion Institute of Technology’s 3+1 program for dual degrees in New York City, and lastly, improving professional development and career recruitment for ASU students interested in fashion.
But why fashion at Arizona State University? Throughout college, Bosmeny and López struggled to gain the background, skills and experience needed to understand the fashion industry. They, like many of their peers, felt that without the credentials of a university-sponsored fashion program, they weren't marketable to employers. These challenges drove Bosmeny and López to advocate for more fashion resources at ASU.
Based on support from student surveys, in-depth interviews with industry professionals, feedback from ASU Alumni and input from ASU’s largest fashion organization, The Business of Fashion Club- there is a strong desire for increased fashion programming at ASU. There are currently 266 student theses surrounding the keyword “fashion” from Barrett, the Honors College, but there has not been a direct push from students to implement a program at ASU. This thesis aims to illustrate the important ways such programming will greatly benefit ASU and its stakeholders.
In our thesis we will investigate current ASU opportunities related to fashion, gather information from fashion business professionals, gauge student interest in pursuing careers in fashion, and look to peer and aspirational schools in an effort to better understand fashion career resources nationwide. Our hope is to build a stronger curriculum and more successful resources for students to give them the skillsets needed for a successful career in fashion.
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.