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Description
We apply a Bayesian network-based approach for determining the structure of consumers' brand concept maps, and we further extend this approach in order to provide a precise delineation of the set of cognitive variations of that brand concept map structure which can simultaneously coexist within the data. This methodology can

We apply a Bayesian network-based approach for determining the structure of consumers' brand concept maps, and we further extend this approach in order to provide a precise delineation of the set of cognitive variations of that brand concept map structure which can simultaneously coexist within the data. This methodology can operate with nonlinear as well as linear relationships between the variables, and utilizes simple Likert-style marketing survey data as input. In addition, the method can operate without any a priori hypothesized structures or relations among the brand associations in the model. The resulting brand concept map structures delineate directional (as opposed to simply correlational) relations among the brand associations, and differentiates between the predictive and the diagnostic directions within each link. Further, we determine a Bayesian network-based link strength measure, and apply it to a comparison of the strengths of the connections between different semantic categories of brand association descriptors, as well as between different strategically important drivers of brand differentiation. Finally, we apply a precise form of information propagation through the predictive and diagnostic links within the network in order to evaluate the effect of introducing new information to the brand concept network. This overall methodology operates via a factorization of the joint distribution of the brand association variables via conditional independence properties and an application of the causal Markov condition, and as such, it represents an alternative approach to correlation-based structural determination methods. By using conditional independence as a core structural construct, the methods utilized here are especially well- suited for determining and analyzing asymmetric or directional beliefs about brand or product attributes. This methodology builds on the pioneering Brand Concept Mapping approach of Roedder John et al. (2006). Similar to that approach, the Bayesian network-based method derives the specific link-by-link structure among a brand's associations, and also allows for a precise quantitative determination of the likely effects that manipulation of specific brand associations will have upon other strategically important associations within that brand image. In addition, the method's precise informational semantics and specific structural measures allow for a greater understanding of the structure of these brand associations.
ContributorsBrownstein, Steven Alan (Author) / Reingen, Peter (Thesis advisor) / Kumar, Ajith (Committee member) / Mokwa, Michael (Committee member) / Arizona State University (Publisher)
Created2013
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Description
Convergent products are products that offer multiple capabilities from different product categories. For example, a smartphone acts as an internet browser, personal assistant, and telephone. Marketers are constantly considering the value of adding new functionalities to these convergent products. This work examines convergent products in terms of the hedonic and

Convergent products are products that offer multiple capabilities from different product categories. For example, a smartphone acts as an internet browser, personal assistant, and telephone. Marketers are constantly considering the value of adding new functionalities to these convergent products. This work examines convergent products in terms of the hedonic and utilitarian value they provide along with whether the addition is related to the base product, revealing complex and nuanced interactions. This work contributes to marketing theory by advancing knowledge in the convergent products and product design literatures, specifically by showing how hedonic and utilitarian value and addition relatedness interact to impact the evaluation of convergent goods and services. Looking at a greater complexity of convergent product types also helps to resolve prior conflicting findings in the convergent products and hedonic and utilitarian value literatures. Additionally, this work examines the role of justification in convergent products, showing how different additions can help consumers to justify the evaluation of a convergent product. A three-item measure for justification was developed for this research, and can be used by future researchers to better understand the effects of justification in consumption. This work is also the first to explicitly compare effects between convergent goods and convergent services. Across two experiments, it is found that these two products types (convergent goods versus convergent services) are evaluated differently. For convergent goods, consumers evaluate additions based on anticipated practicality/productivity and on how easily they are justified. For convergent services, consumers evaluate additions based on perceptions of performance risk associated with the convergent service, which stems from the intangibility of these services. The insights gleaned from the research allow specific recommendations to be made to managers regarding convergent offerings. This research also examines the applicability of hedonic and utilitarian value to a special type of advertising appeal: reward appeals. Reward appeals are appeals that focus on peripheral benefits from purchasing or using a product, such as time or money savings, and make suggestions on how to use these savings. This work examines potential interactions between reward appeals and other common advertising elements: social norms information and role clarity messaging.
ContributorsEaton, Kathryn Karnos (Author) / Bitner, Mary Jo (Thesis advisor) / Olsen, G. Douglas (Thesis advisor) / Mokwa, Michael (Committee member) / Arizona State University (Publisher)
Created2012
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Description
The inherent risk in testing drugs has been hotly debated since the government first started regulating the drug industry in the early 1900s. Who can assume the risks associated with trying new pharmaceuticals is unclear when looked at through society's lens. In the mid twentieth century, the US Food and

The inherent risk in testing drugs has been hotly debated since the government first started regulating the drug industry in the early 1900s. Who can assume the risks associated with trying new pharmaceuticals is unclear when looked at through society's lens. In the mid twentieth century, the US Food and Drug Administration (FDA) published several guidance documents encouraging researchers to exclude women from early clinical drug research. The motivation to publish those documents and the subsequent guidance documents in which the FDA and other regulatory offices established their standpoints on women in drug research may have been connected to current events at the time. The problem of whether women should be involved in drug research is a question of who can assume risk and who is responsible for disseminating what specific kinds of information. The problem tends to be framed as one that juxtaposes the health of women and fetuses and sets their health as in opposition. That opposition, coupled with the inherent uncertainty in testing drugs, provides for a complex set of issues surrounding consent and access to information.
ContributorsMeek, Caroline Jane (Author) / Maienschein, Jane (Thesis director) / Brian, Jennifer (Committee member) / School of Life Sciences (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
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Description
Social-emotional learning (SEL) methods are beginning to receive global attention in primary school education, yet the dominant emphasis on implementing these curricula is in high-income, urbanized areas. Consequently, the unique features of developing and integrating such methods in middle- or low-income rural areas are unclear. Past studies suggest that students

Social-emotional learning (SEL) methods are beginning to receive global attention in primary school education, yet the dominant emphasis on implementing these curricula is in high-income, urbanized areas. Consequently, the unique features of developing and integrating such methods in middle- or low-income rural areas are unclear. Past studies suggest that students exposed to SEL programs show an increase in academic performance, improved ability to cope with stress, and better attitudes about themselves, others, and school, but these curricula are designed with an urban focus. The purpose of this study was to conduct a needs-based analysis to investigate components specific to a SEL curriculum contextualized to rural primary schools. A promising organization committed to rural educational development is Barefoot College, located in Tilonia, Rajasthan, India. In partnership with Barefoot, we designed an ethnographic study to identify and describe what teachers and school leaders consider the highest needs related to their students' social and emotional education. To do so, we interviewed 14 teachers and school leaders individually or in a focus group to explore their present understanding of “social-emotional learning” and the perception of their students’ social and emotional intelligence. Analysis of this data uncovered common themes among classroom behaviors and prevalent opportunities to address social and emotional well-being among students. These themes translated into the three overarching topics and eight sub-topics explored throughout the curriculum, and these opportunities guided the creation of the 21 modules within it. Through a design-based research methodology, we developed a 40-hour curriculum by implementing its various modules within seven Barefoot classrooms alongside continuous reiteration based on teacher feedback and participant observation. Through this process, we found that student engagement increased during contextualized SEL lessons as opposed to traditional methods. In addition, we found that teachers and students preferred and performed better with an activities-based approach. These findings suggest that rural educators must employ particular teaching strategies when addressing SEL, including localized content and an experiential-learning approach. Teachers reported that as their approach to SEL shifted, they began to unlock the potential to build self-aware, globally-minded students. This study concludes that social and emotional education cannot be treated in a generalized manner, as curriculum development is central to the teaching-learning process.
ContributorsBucker, Delaney Sue (Author) / Carrese, Susan (Thesis director) / Barab, Sasha (Committee member) / School of Life Sciences (Contributor, Contributor) / School of Civic & Economic Thought and Leadership (Contributor) / School of International Letters and Cultures (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
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Description
As of 2019, 30 US states have adopted abortion-specific informed consent laws that require state health departments to develop and disseminate written informational materials to patients seeking an abortion. Abortion is the only medical procedure for which states dictate the content of informed consent counseling. State abortion counseling materials have

As of 2019, 30 US states have adopted abortion-specific informed consent laws that require state health departments to develop and disseminate written informational materials to patients seeking an abortion. Abortion is the only medical procedure for which states dictate the content of informed consent counseling. State abortion counseling materials have been criticized for containing inaccurate and misleading information, but overall, informed consent laws for abortion do not often receive national attention. The objective of this project was to determine the importance of informed consent laws to achieving the larger goal of dismantling the right to abortion. I found that informed consent counseling materials in most states contain a full timeline of fetal development, along with information about the risks of abortion, the risks of childbirth, and alternatives to abortion. In addition, informed consent laws for abortion are based on model legislation called the “Women’s Right to Know Act” developed by Americans United for Life (AUL). AUL calls itself the legal architect of the pro-life movement and works to pass laws at the state level that incrementally restrict abortion access so that it gradually becomes more difficult to exercise the right to abortion established by Roe v. Wade. The “Women’s Right to Know Act” is part of a larger package of model legislation called the “Women’s Protection Project,” a cluster of laws that place restrictions on abortion providers, purportedly to protect women, but actually to decrease abortion access. “Women’s Right to Know” counseling laws do not directly deny access to abortion, but they do reinforce key ideas important to the anti-abortion movement, like the concept of fetal personhood, distrust in medical professionals, the belief that pregnant people cannot be fully autonomous individuals, and the belief that abortion is not an ordinary medical procedure and requires special government oversight. “Women’s Right to Know” laws use the language of informed consent and the purported goal of protecting women to legitimize those ideas, and in doing so, they significantly undermine the right to abortion. The threat to abortion rights posed by laws like the “Women’s Right to Know” laws indicates the need to reevaluate and strengthen our ethical defense of the right to abortion.
ContributorsVenkatraman, Richa (Author) / Maienschein, Jane (Thesis director) / Brian, Jennifer (Thesis director) / Abboud, Carolina (Committee member) / Historical, Philosophical & Religious Studies (Contributor) / School of Life Sciences (Contributor, Contributor) / Barrett, The Honors College (Contributor)
Created2020-05