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COMMUNITY WITH OPPORTUNITY: ADVERTISING THE W. P. CAREY LEADERS ACADEMY AND THE EXPERIENCE OF BUSINESS STUDENTS IN BARRETT, THE HONORS COLLEGE

Description
The following paper is a proposal for marketing materials advertising the W. P. Carey Leaders Academy and the experience of business students in Barrett, The Honors College. There is a distinct need for materials that market to and inform prospective students about the experiences and feeling of community that can…

The following paper is a proposal for marketing materials advertising the W. P. Carey Leaders Academy and the experience of business students in Barrett, The Honors College. There is a distinct need for materials that market to and inform prospective students about the experiences and feeling of community that can be attained from being a student in the W. P. Carey Leaders Academy, which is "a community designed exclusively for premier students enrolled in the W. P. Carey School of Business" (W. P. Carey Leaders Academy). The challenge of successfully creating these materials was approached with various methods of data collection and research. The data collection included a review of Arizona State University (ASU), the W. P. Carey School of Business, and Barrett, The Honors College marketing materials, a review of materials from competing institutions, and scholarly articles on the subject of recruitment and marketing. Admission-based data from groups of excelling students was featured. Finally, interviews and surveys with current faculty, staff, and students were conducted to supplement the research and data collection. Analysis of the data provided insight into best practices when marketing from universities and provided an understanding of appropriate methods for marketing this information. The data indicated that creating an online viewbook, like the one currently marketing the entire business school, as well as providing a physical postcard mailer directing students to the online viewbook, would be the best strategy for marketing the W. P. Carey Leaders Academy. The sections of the viewbook this paper proposes to include are Why the W. P. Carey Leaders Academy, W. P. Carey Leaders Academy Experience, Student Life, Academic Success, Involvement, Scholarship, Professional Future, Barrett, The Honors College, For Parents, and Next Steps. Details of the Time, Cost, and Project Personnel follow.
ContributorsHerrold, Kelsey Jayne (Author) / Eaton, John (Thesis director) / Desch, Tim (Committee member) / Wilson, Jill (Committee member) / Barrett, The Honors College (Contributor) / Department of Marketing (Contributor) / W. P. Carey School of Business (Contributor) / Department of English (Contributor) / Hugh Downs School of Human Communication (Contributor)
Created2013-05
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Implicit Theories: Influences on Impression Management, Motivation, Empowerment, and Guilt

Description
The following study applies research on Implicit Person Theory (IPT) to the context of organizational communication. IPT scholars argue that most individuals ascribe to one of two groups regarding perceptions of ability: entity or incremental theorists. Entity theorists believe abilities are fixed, unchanging, and constant, whereas incremental theorists believe abilities…

The following study applies research on Implicit Person Theory (IPT) to the context of organizational communication. IPT scholars argue that most individuals ascribe to one of two groups regarding perceptions of ability: entity or incremental theorists. Entity theorists believe abilities are fixed, unchanging, and constant, whereas incremental theorists believe abilities are changeable, malleable, and subject to development. Incremental theories are a predictor of success, while entity theories can stifle development (e.g., Dweck, 2006). This study explores the relationship employees' mindsets have on the organization, including learner empowerment, impression management, organizational dissent, and guilt. The present study reasons that incremental (versus entity) theorists will exhibit higher perception of learner empowerment, lower expression of impression management behaviors, higher expression of organizational dissent, and a lower perception of organizational related guilt. No significant results were found on the directional relationships predicted; however, this study presents implications for future research in the area of IPT and organizational communication.
ContributorsWallace, Brittney Sierra (Author) / Adame, Elissa (Thesis director) / Martin, Judith (Committee member) / Saffer, Adam (Committee member) / Hugh Downs School of Human Communication (Contributor) / W. P. Carey School of Business (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
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Thesis Presentation

ContributorsAutote, Abreanna (Author) / Loera, Cristian Peter (Co-author) / Ingram-Waters, Mary (Thesis director) / Abril, Lauren (Committee member) / Hugh Downs School of Human Communication (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
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Autote and Loera Thesis Paper

ContributorsAutote, Abreanna (Author) / Loera, Cristian Peter (Co-author) / Ingram-Waters, Mary (Thesis director) / Abril, Lauren (Committee member) / Hugh Downs School of Human Communication (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
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Thesis Presentation

ContributorsLoera, Cristian Peter (Author) / Autote, Aubreanna (Co-author) / Ingram-Waters, Mary (Thesis director) / Abril, Lauren (Committee member) / Hugh Downs School of Human Communication (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
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Autote and Loera Thesis Paper

ContributorsLoera, Cristian Peter (Author) / Autote, Aubreanna (Co-author) / Ingram-Waters, Mary (Thesis director) / Abril, Lauren (Committee member) / Hugh Downs School of Human Communication (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
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Increasing the Effectiveness of the Barrett, The Honors College Website for Students

Description
Barrett, The Honors College provides its students with many resources to succeed, and most information about these resources are located on the Barrett website. But due to issues with user experience and user interface design on the website, many students are not able to locate these resources, therefore, preventing students…

Barrett, The Honors College provides its students with many resources to succeed, and most information about these resources are located on the Barrett website. But due to issues with user experience and user interface design on the website, many students are not able to locate these resources, therefore, preventing students from taking full advantage of what Barrett has to offer. This potentially leads current students to perceive that being in the Barrett program does not benefit them, eventually leading to burn out and even withdrawal from Barrett. By improving the experience for Barrett students in the “Academics” section of the site, which is the section of the site Barrett students tend to have the most experience with, the Barrett site’s image (and therefore, Barrett’s image as a whole) will improve among students.
This project involved looking at the websites of fifteen other honors colleges and programs to compare their implementations of academic requirements information, advising information, and thesis/creative project information with Barrett's. These findings as well as general observations made about the Barrett site are discussed, and suggestions on how to resolve major issues are given. Through looking at the Barrett site from a student’s perspective, the goal of this project to provide a glimpse into what students find problematic about the site, and what students would do to fix these problems.
ContributorsEspinosa, Karl (Author) / Menees, Jodi (Thesis director) / Davis, Jonathan (Committee member) / Computer Science and Engineering Program (Contributor) / Barrett, The Honors College (Contributor)
Created2020-12

The Transfer Experience: Overcoming Barriers And Paving The Path To Success

Description

Students who transfer to a university from a community college are a diverse, resilient group of individuals who often face many challenges and barriers upon transitioning from a 2-year institution to a 4-year institution. Due to their upper-division status upon arrival at the university, transfer students are often overlooked and…

Students who transfer to a university from a community college are a diverse, resilient group of individuals who often face many challenges and barriers upon transitioning from a 2-year institution to a 4-year institution. Due to their upper-division status upon arrival at the university, transfer students are often overlooked and even unsupported throughout multiple aspects of the transfer process. To further understand the issues that are faced by transfer students throughout the transfer process, we conducted research to get a better understanding of exactly who transfer students are, what challenges they face, and how universities can better support these students so they are able to complete their baccalaureate. We compiled this research into an annotated bibliography and developed a presentation to discuss our findings, personal anecdotes, and the suggestions we have to help Barrett, the Honors College move towards a more transfer-receptive culture. All questions asked during the presentation have been documented.
ContributorsAutote, Abreanna (Author) / Loera, Cristian Peter (Co-author) / Ingram-Waters, Mary (Thesis director) / Abril, Lauren (Committee member) / Hugh Downs School of Human Communication (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05

The Transfer Experience: Overcoming Barriers And Paving The Path To Success

Description

Students who transfer to a university from a community college are a diverse, resilient group of individuals who often face many challenges and barriers upon transitioning from a 2-year institution to a 4-year institution. Due to their upper-division status upon arrival at the university, transfer students are often overlooked and…

Students who transfer to a university from a community college are a diverse, resilient group of individuals who often face many challenges and barriers upon transitioning from a 2-year institution to a 4-year institution. Due to their upper-division status upon arrival at the university, transfer students are often overlooked and even unsupported throughout multiple aspects of the transfer process. To further understand the issues that are faced by transfer students throughout the transfer process, we conducted research to get a better understanding of exactly who transfer students are, what challenges they face, and how universities can better support these students so they are able to complete their baccalaureate. We compiled this research into an annotated bibliography and developed a presentation to discuss our findings, personal anecdotes, and the suggestions we have to help Barrett, the Honors College move towards a more transfer-receptive culture. All questions asked during the presentation have been documented.
ContributorsLoera, Cristian Peter (Author) / Autote, Aubreanna (Co-author) / Ingram-Waters, Mary (Thesis director) / Abril, Lauren (Committee member) / Hugh Downs School of Human Communication (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05