Progress 07/01/06 to 06/30/11
Outputs
The goal of this project was to develop undergraduate curriculum to foster a socially responsible way of thinking about promotion among undergraduates in family and consumer sciences, who will become leaders in the food and apparel industries. Objectives included building partnerships with industry stakeholders, developing and delivering curriculum, and assessing student learning. In Year 1 (2006-2007), the project team completed the human research application process and received approval from all three institutions (Colorado State University, The Ohio State University, and the University of South Carolina) to begin interviews with industry stakeholders, which were initiated in October 2006. A total of 31 interviews were conducted, and preliminary analysis of the data was initiated. In Year 2 (2007-2008), team members applied for and received curricular approval for the proposed course to be delivered in fall 2008. Interviews were conducted with four additional stakeholders, and the second phase of the data collection process was initiated (i.e., focus group interviews with students). Findings from data analyses were used to guide the development of (seminar) course units and structure. In spring 2008, faculty worked to develop individual components of the course, including audio- and video-enriched Power Point presentations, readings, and class activities and projects. This process involved video editing of the stakeholder interview transcripts and the creation of a course website. Year 3 (2008-2009) activities focused on course delivery and evaluation. A key initiative for fall 2008 was to launch AHS 426. Faculty developed an interactive course website that housed course materials and allowed for faculty-student and student-student dialogue and discussion of course content. Evaluation of student learning outcomes was conducted throughout the course. To this end, team members collaborated with the evaluation experts at University of South Carolina to develop the survey instrument and procedure. Findings from the data analyses provided the foundation for course improvements. In Year 4 (Extension Year 1, 2009-2010) team members focused on course delivery, evaluation, and revision. In fall 2009 AHS 426 was taught for the second time; enrollment was 55, up from 27 in 2008. Results from the evaluation of student learning conducted in fall 2008 informed modifications to the course for delivery in fall 2009. As in 2008, evaluation of student learning outcomes was conducted throughout the course in fall 2009. Additionally, team members conducted an additional stakeholder interview and engaged in multiple dissemination activities. Outcomes from the project were reported at national and international conferences. Further, manuscripts describing the project (i.e., the curriculum development, delivery, and outcomes) were initiated. In Year 5 (Extension Year 2, 2010-2011) AHS 426 was taught for the third time; enrollment was 45, and evaluation of student learning outcomes was conducted. One manuscript describing the project outcomes has been submitted for publication to Marketing Education Review, and two other manuscripts are under development. PRODUCTS: The most significant end-product of this project is the development and delivery of an online course in the socially responsible promotion of food, fiber and related products (Responsible Promotion of Food and Apparel). The course included 10 units, the first five of which examined principles of advertising and promotion as related to corporate social responsibility and stakeholder theory. Upon completion of the first five units, students selected two special topic units from the following list of options: body image and self-esteem, nutrition, alcohol and tobacco, fair trade, and sustainability and environmentalism. Each unit included narrated Power Point lectures, video clips, web links, readings with discussion questions, and unit activities. Video clips from the stakeholder interviews were integrated into the lectures to provide insiders' perspectives on the challenges and rewards of assuming a socially responsible approach to promotion and to bring to life core concepts. An active learning/critical reflection (Brookfield, 1995) approach guided curriculum development and informed course activities and assignments. The term project encouraged students to examine socially responsible advertising through a critique of an existing promotional campaign, a proposed media literacy program, or a proposed consumer advocacy program. Students also completed three short empiric expositions during the course that addressed learning relative to advertising and promotion and corporate social responsibility within their fields of study. A second end-product of the project involves the dissemination of findings drawn from analyses of stakeholder interviews and evaluations of student learning. OUTCOMES: The primary outcome of this project was enhanced understanding of socially responsible advertising and promotion as it relates to the food and apparel industries. Student knowledge relative to responsible advertising was evaluated at the beginning, middle, and end of the course using an online instrument designed to quantitatively and qualitatively assess changes in students' content knowledge and to tap students' self-appraisals of their learning throughout the course. The quantitative assessment included items developed to measure changes over time in students' perceived knowledge of course concepts as well as their beliefs about the need for companies and the self to engage in socially responsible advertising and promotion. Repeated measures ANOVA revealed that students' assessments of their knowledge increased over the duration of the term. Additionally, findings indicated that, as a result of their participation in the course, students' beliefs about company and personal responsibility to engage in ethical decision-making grew more positive. The qualitative assessment included open-ended questions designed to engage students in critical reflection about key course concepts and the relevance of those concepts to their intended fields of study. Findings, as demonstrated by the following quotes, suggest that students engaged in critically reflective thought about the complexities inherent in responsible decision-making related to advertising and promotion, including the potential impacts of such decisions upon varied stakeholders. 'It is extremely important for a company to participate in advertising methods that will promote its product without hurting consumers. Market share is extremely important, however, if gaining market share means offending certain stakeholders it is probably a good idea to create a new method for obtaining new market share. You want consumers to like you in order for your consumers to be proud to call themselves your client.' (End-term assessment) Also, as the following quotes demonstrate, students noted the value of varied materials and teaching methods used in the course and expressed appreciation for the opportunity to dialogue with their peers via discussions and exercises developed by the instructors, suggesting that they gained new perspectives and were moved to think about issues in new ways: 'The videos from industry professionals made the strongest impression on myself [sic]. It is a great opportunity to listen to advertisers for tobacco companies talk about how they go about practicing their jobs in a responsible manner. By viewing first hand interviews, I feel like I am given the opportunity to choose how I feel about an interviewee's response rather than reading what a textbook or Powerpoint [sic] has to say about an interview.' (Mid-term assessment) 'I enjoy engaging with the class and seeing if peoples' views are similar to mine. Discussion is always the best learning tool and having us discuss issues lets us see different points of view from students that are studying the same material, but may have different opinions.' (Mid-term assessment) DISSEMINATION ACTIVITIES: In addition to the presentations listed under the heading, 'Publications,' one manuscript describing the project outcomes has been submitted for publication to Marketing Education Review, and two other manuscripts are under development. FUTURE INITIATIVES: Efforts will continue to be made to attract more diverse students to take AHS 426 and to place students in virtual internships with partnering stakeholders.
Impacts
Based upon the results of the project evaluation, participation in AHS 426 has fostered understanding of socially responsible decision-making in advertising and promotion among students in multiple disciplines or majors (e.g., Food and Nutrition, Restaurant and Resort Management, Apparel Merchandising, Business, and Retailing). Further, student work (e.g., term projects) suggested that participation in this course promoted critical thinking about diverse stakeholder perspectives as well as the potential impacts of advertising and promotion, specifically media and message choices, on varied stakeholders (including those who are especially susceptible to socially irresponsible marketing claims).
Publications
- Hyllegard, K. H., Ogle, J. P., Rudd, N. A. Littrell, M. A., & Bickle, M. (2011). Course development in socially responsible advertising and promotion: An interdisciplinary and stakeholder approach. Manuscript submitted for publication.
- Bickle, M. C. (2010). Tobacco and alcohol company efforts to respond to dissatisfied consumers: Examination of corporate social responsibility. Consumer Satisfaction/Dissatisfaction and Complaining Behavior full paper conference proceedings. Available on CDROM. Conference held in Oak Park, IL June 15-18, 2010.
- Miller, J., Gustafson, C., Hyllegard, H., & Ogle, J. (2010). Developing curriculum to foster socially responsible, sustainable, and ethical decision-making in the advertising and promotion of food and fiber products. Poster presented at the meeting of the Food Service Educators Leadership Conference, Charleston, SC.
- Littrell, M., Dickson, M., Hodges, N. N., Hyllegard, K., Ogle, J., & Hegland, J. (2009). USDA Challenge Grants: Bridge to Inter-Institutional Collaboration and External Funding. Special Topics Session developed for the sixty-sixth Annual Conference of the International Textile and Apparel Association, Seattle, WA.
- Rudd, N. A., Bickle, M., Hyllegard, K., Littrell, M., & Ogle, J. (2009). Teaching an online, multi-disciplinary course in socially responsible advertising and promotion: A Multi-university collaboration [Abstract]. Proceedings from the Sixty-sixth Annual Conference of the International Textile and Apparel Association.
- Hyllegard, K., Ogle, J., Littrell, M., Matheson, J., Miller, J., Rouner, D., Buell, J., Rudd, N., Bickle, M., & Gustafson, C. (2009). Building, delivering, and assessing undergraduate curriculum in socially responsible advertising and promotion of food, fiber, and related products [Abstract]. Proceedings from the NACTA/SERD Conference. Retrieved from http://nactateachers2009.okstate.edu/originals/poster_abstracts.pdf
- Miller, J., Gustafson, C., Littrell, M., Hyllegard, K., & Ogle, J. (2009). Teaching CSR: Corporate social responsibility in foodservice organizations. Poster presented at the meeting of the Food Service Educators Leadership Conference, Charleston, SC.
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Progress 07/01/09 to 06/30/10
Outputs
The goal of this project was to develop undergraduate curriculum to foster a socially responsible way of thinking about promotion among undergraduates in family and consumer sciences, who will become leaders in the food and apparel industries. Objectives included building partnerships with industry stakeholders, developing and delivering curriculum, and assessing student learning. Project activities for the 2009-2010 reporting period focused on course delivery, evaluation, and revision. In fall 2009 AHS 426 was taught for the second time; enrollment was 55, up from 27 in 2008. Results from the evaluation of student learning conducted in fall 2008 informed modifications and improvements to the course content for delivery in fall 2009. As in 2008, evaluation of student learning outcomes was conducted throughout the course in fall 2009. To this end, team members collaborated with the evaluation experts at University of South Carolina to develop the survey instrument and procedure. Additionally, in 2009 - 2010 team members engaged in multiple dissemination activities. Outcomes from the project were reported at national and international conferences. Further, manuscripts describing the project (i.e., the curriculum development, delivery, and outcomes) are currently in development. PRODUCTS: During 2009 - 2010, efforts were undertaken to modify and improve AHS 426 based upon evaluations of student learning conducted in fall 2008. Specific revisions included: Updating course units to include new content and examples. For instance, additional information relative to social media was integrated into multiple course units to reflect the growing application of social media for advertising and promotion. Updating the reading list and revising the unit discussion questions to more thoroughly engage students in critical reflection and to require them to synthesize information from both the readings and the unit lectures. Revising the class activities and term project to more closely align with course objectives and desired student learning outcomes. OUTCOMES: Evaluations of student learning were conducted at the beginning (pre-test score), midpoint (mid-course score) and end of the course (post-test score). Fifty-five students participated in the course evaluation. In their qualitative responses to the 2009 post-test survey questions, a number of students made comments to suggest that the course had moved them to engage in critically reflective practice, or "problem-finding" and "problem-solving," including the making of judgments about what actions will be taken to address a problem and the notion that some form of action will result. In some instances, critically reflective practice took form as the "critical consumption" or deconstruction of advertisements encountered in everyday life: I definitely understand much more information about the promotion of alcohol and tobacco....I learned the many different techniques that companies use to promote their product to very young consumers. Now, I cannot look at an alcohol advertisement and not dissect it and review how irresponsible it actually is. In other cases, students discussed how they applied learning from the course to contemplate or solve problems faced by professionals in their fields or by themselves in their current jobs: Because I work within the university system (college bookstore), we are very conscious of CSR issues and how we are perceived by our clients. Just the other day my boss asked if we should buy product from American Apparel to sell in our store and I had to educate him as to why that could be a bad move for us in the eyes of the university and the community. American Apparel has extreme sex appeal associated with their products and it may not be wise to put our logo on them. I am faced with CSR issues all the time! Thus, in varied ways, the students were able to put the knowledge and skills gained from the course "into practice" to identify and solve problems in both their personal and professional lives. DISSEMINATION ACTIVITIES: During 2009 - 2010, team members initiated the preparation of two journal manuscripts to be submitted to the Journal of Marketing Education and the NACTA Journal, respectively (see below). Both manuscripts will be submitted for journal review by December 2010. Hyllegard, K. H., Ogle, J. P., Rudd, N. A., Littrell, M. A., & Bickle, M. (2010). Curriculum development in socially responsible advertising and promotion: A multi-discipline and multi-stakeholder approach. Manuscript in preparation. Hyllegard, K. H., Miller, J., & Ogle, J. P. (2010). Teaching critical reflection and ethical decision-making in the promotion of sustainable agricultural-based food and fiber products. Manuscript in preparation. FUTURE INITIATIVES: Efforts will continue to be made to attract more diverse students to take AHS 426 and to place students in virtual internships with partnering stakeholders.
Impacts
Participation in AHS 426 has fostered understanding of socially responsible decision-making in advertising and promotion among students in multiple disciplines or majors (e.g., Food and Nutrition, Restaurant and Resort Management, Apparel Merchandising, Business, and Retailing). Further, student work (e.g., term projects) suggested that participation in this course promoted critical thinking about diverse stakeholder perspectives as well as the potential impacts of advertising and promotion, specifically media and message choices, on varied stakeholders (including those who are especially susceptible to socially irresponsible marketing claims).
Publications
- Bickle, M. C. (2010). Tobacco and alcohol company efforts to respond to dissatisfied consumers: Examination of corporate social responsibility. Consumer Satisfaction/Dissatisfaction and Complaining Behavior full paper conference proceedings. Available on CDROM. Conference held in Oak Park, IL June 15-18, 2010.
- Littrell, M., Dickson, M., Hodges, N. N., Hyllegard, K., Ogle, J., & Hegland, J. (2009, October). USDA Challenge Grants: Bridge to Inter-Institutional Collaboration and External Funding. Special Topics Session developed for the sixty-sixth Annual Conference of the International Textile and Apparel Association, Seattle, WA. Miller, J., Gustafson, C., Hyllegard, H., & Ogle, J. (2010, February). Developing curriculum to foster socially responsible, sustainable, and ethical decision-making in the advertising and promotion of food and fiber products. Poster presented at the meeting of the Food Service Educators Leadership Conference, Charleston, SC.
- Rudd, N. A., Bickle, M., Hyllegard, K., Littrell, M., & Ogle, J. (2009, October). Teaching an online, multi-disciplinary course in socially responsible advertising and promotion: A Multi-university collaboration [Abstract]. Proceedings from the Sixty-fifth Annual Conference of the International Textile and Apparel Association, International Textile and Apparel Association.
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Progress 07/01/08 to 06/30/09
Outputs
The goal of this project was to develop undergraduate curriculum to foster a socially responsible way of thinking about promotion among undergraduates in family and consumer sciences, who will become leaders in the food and apparel industries. Objectives included building partnerships with industry stakeholders, developing and delivering curriculum, and assessing student learning. In summer 2008, content for the course AHS 426--Socially Responsible Promotion of Food & Apparel--was developed. This content was informed in part by stakeholder interviews conducted in years 1 and 2 of the project as well as by faculty expertise and recent research in the field. Project activities for the 2008-2009 reporting period focused on course delivery and evaluation. A key initiative for fall 2008 was to launch AHS 426. To facilitate course delivery, faculty developed an interactive course website that housed course materials and allowed for faculty-student and student-student dialogue and discussion of course content. Another key initiative for fall 2008 was to assess student learning (data collection). Evaluation of student learning outcomes was conducted throughout the course. To this end, team members collaborated with the evaluation experts at University of South Carolina to develop the survey instrument and procedure. One of the initiatives for spring 2009 was to complete the evaluation of student learning outcomes (data analyses). Findings from the data analyses provided the foundation for modifications and improvements in the course. A second initiative for spring 2009 was to plan project dissemination activities. Team members identified research topics, collaborators, and potential conference and journal outlets. PRODUCTS: One of the end-products of this project was the development and delivery of an online course in the socially responsible promotion of food, fiber and related products (AHS 426). The course included 10 units, the first five of which examined principles of advertising and promotion as related to corporate social responsibility and stakeholder theory. Upon completion of the first five units, students selected two special topic units from the following list of options: body image and self-esteem, nutrition, alcohol and tobacco, fair trade, and sustainability and environmentalism. Each unit included narrated Power Point lectures, video clips, web links, readings with discussion questions, and unit activities. Video clips from the stakeholder interviews were integrated into the lectures to provide insiders' perspectives on the challenges and rewards of assuming a socially responsible approach to promotion and to 'bring to life' core concepts. An active learning/critical reflection (Brookfield, 1995) approach guided curriculum development and informed course activities and assignments. The term project encouraged students to examine socially responsible advertising through a critique of an existing promotional campaign, a proposed media literacy program, or a proposed consumer advocacy program. Students also completed three short empiric expositions during the course that addressed learning relative to advertising and promotion and corporate social responsibility within their fields of study. The course was launched in fall 2008 with an enrollment of 27. Course delivery incorporated an innovative team teaching model that involved ten faculty. Faculty members assumed responsibility for teaching the course units that they developed. This approach allowed faculty to draw from their respective areas of expertise, while offering students both a comprehensive and focused examination of socially responsible advertising and promotion related to their fields of study. OUTCOMES: Evaluations of student learning were conducted at the beginning (pre-test score), midpoint (mid-course score) and end of the course (post-test score). Twenty-four students participated in all phases of the course evaluation. ANOVA revealed that students' assessments of their knowledge of specific course concepts as well as their overall knowledge about course concepts increased throughout the duration of the course. Individual items were scored on 5-point Likert scale (1 = no knowledge, 5 = extensive knowledge). Means for Individual Item and Overall Knowledge Scores Dependent Variable Pre-Test Mid-Course Post-test Integrated Marketing Communication 2.08 3.00a 3.46c Corporate Social Responsibility 2.00 3.85a 4.08c Stakeholder Theory 1.69 3.00a 3.38c Regulation in Advertising/Promotion 1.62 3.00a 3.69b,c Consumer Processing of Promo. Messages 2.77 3.08 3.92b,c Overall Knowledge 10.15 15.92a 18.54b,c a = significant difference from pre to mid b = significant difference from mid to end c = significant difference from pre to end all significance levels are p < .05 Qualitative analyses indicated that students developed a deeper appreciation for socially responsible promotion in their respective disciplines: As far as hospitality, I would say more with the restaurants, I have learned that the menus should promote more of a healthy variety and diet. And people should be informed that the meals they are ordering are portioned for two and that they do not have to feel the need to consume all in that one setting. Fashion has been seen as a culprit in perpetuating body dissatisfaction among mainly young women. I now feel that I should take this into account as a designer, that I have a great responsibility not to contribute to this. I would prefer to create beauty without sacrificing the esteem of others. In the world of sports [marketing] we try to accumulate as many fans as possible. Acting as a responsible corporation can sway many fans' views of a company/organization. Students also noted increased sensitivity about advertising to children; advertising of alcohol and tobacco; and advertising that incorporates violence, sexuality, and idealized body imagery: Corporate social responsibility is the practice of advertising and promoting products in an ethical and responsible manner. This means not pitching junk food to children, not promoting steroid use to teenage athletes and not encouraging inappropriate behavior (violence or disordered eating). These are just a few examples. Corporate social responsibility means placing more value on how the message affects the audience and less on the revenues earned. I have become far more sensitive to the use of women's bodies in advertising images. By this, I mean the type of body used (typically thin and fit), the age of the model (usually under mid 20s) and how the body is used in the theme of the message (alone, with groups, objectified). I like how they cover controversial advertisements and what makes them controversial. For instance, ads that depict sexuality are usually controversial and it made me realize how many companies use sex to draw attention to products, when it isn't relevant to the product. DISSEMINATION ACTIVITIES: To date, findings from this project have been presented at two national conferences: the Food Service Educators Leadership Conference and the 2009 NACTA/SERD conference. The references for these presentations are cited below. Additionally, two papers have been accepted for presentation at the 2009 meeting of the International Textiles and Apparel Association (October). Hyllegard, K., Ogle, J., Littrell, M., Matheson, J., Miller, J., Rouner, D., Rudd, N., Buell, J., Bickle, M., & Gustafson, C. (2009). Building, Delivering, and Assessing Undergraduate Curriculum in Socially Responsible Advertising and Promotion of Food, fiber and related Products. [Abstract]. Proceedings from the 2009 NACTA/SERD conference. Available at http://nactateachers2009.okstate.edu/originals/poster_abstracts.pdf Miller, J., Gustafson, C., Littrell, M., Hyllegard, K., & Ogle, J. (2009, March). Teaching CSR: Corporate Social Responsibility in Foodservice Organizations. Presented at the Food Service Educators Leadership Conference, Charleston, SC. FUTURE INITIATIVES: In the future, efforts will be made to increase course enrollment in AHS 426 and to attract more diverse students. Specific recommendations from the evaluation of student learning outcomes have been incorporated into the course content and delivery for fall 2009. Most notably, additional clips from stakeholder interviews are being incorporated into the course and the term project has been revised. The virtual internship component of this project will be implemented in spring 2010.
Impacts
Based upon the results of the project evaluation, participation in AHS 426 has fostered understanding of socially responsible decision-making in advertising and promotion among students in multiple disciplines or majors (e.g., Food and Nutrition, Restaurant and Resort Management, Apparel Merchandising, Business, and Retailing). Further, student work (e.g., term projects) suggested that participation in this course promoted critical thinking about diverse stakeholder perspectives as well as the potential impacts of advertising and promotion, specifically media and message choices, on varied stakeholders (including those who are especially susceptible to socially irresponsible marketing claims).
Publications
- Hyllegard, K., Ogle, J., Littrell, M., Matheson, J., Miller, J., Rouner, D., Rudd, N., Buell, J., Bickle, M., & Gustafson, C. (2009). Building, Delivering, and Assessing Undergraduate Curriculum in Socially Responsible Advertising and Promotion of Food, Fiber and Related Products. [Abstract]. Proceedings from the 2009 NACTA/SERD conference. Available at http://nactateachers2009.okstate.edu/originals/poster_abstracts.pdf
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Progress 07/01/07 to 06/30/08
Outputs
In fall 2007, team members at all three participating institutions (Colorado State University, The Ohio State University, and the University of South Carolina) applied for and received approval for the proposed course curriculum to be delivered in fall 2008. Additionally, the project team began the second phase of the data collection process, which involved conducting focus group interviews with students who had previously completed online courses. In the fall, the interview schedule was developed and human research approval was obtained at all three institutions. Focus groups were subsequently conducted in February and March 2008, and findings were used to guide the development of (seminar) course units and structure. In fall 2007, team members collaborated to further refine the core objectives and key content for the (seminar) course, which involved additional analysis of stakeholder interview transcripts for integration into course units. In spring 2008, faculty worked to develop individual components of the course, including audio- and video-enriched Power Point presentations, readings, and class activities and projects. This process involved video editing of the stakeholder interview transcripts and the creation of a course website. In April 2008, team members participated in a 3-day retreat to advance the development of the course. More specifically, faculty presented overviews of individual course units and received feedback from other team members. Additionally, faculty worked with information technology experts to develop the plan for course delivery through an online instructional format. In summer 2008, faculty revised course units and presented these units to team members for final review. Finally, during Year 2, interviews were conducted with three additional stakeholders. PRODUCTS: Course website was developed with course scheduled to be offered at all three schools (Colorado State University, Ohio State University, University of South Carolina) in fall semester, 2008. OUTCOMES: Thirty-four interviews have been conducted and formatted for insertation in the on-line course to be delivered in fall semester, 2008. DISSEMINATION ACTIVITIES: None to date. FUTURE INITIATIVES: None to date.
Impacts
None to date.
Publications
- No publications reported this period
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Progress 07/01/06 to 06/30/07
Outputs
In fall 2006, the project team completed the human research application process and received approval from all three institutions (Colorado State University, The Ohio State University, and the University of South Carolina) to begin the first stage of the data collection process (i.e., interviews with industry stakeholders). During this time, the team also engaged in research on various stakeholders/potential interviewees, developed the list of questions for the stakeholder interviews, and contacted stakeholders to invite them to participate in the project. Interviews with industry stakeholders were initiated in October 2006. Over the past year, team members have traveled to San Francisco, New York City, Washington, D.C. and Chicago to conduct interviews with representatives from five industry subgroups: consumer goods companies in the clothing, food and drink, and alcohol and tobacco industries; advertising agencies and advertising trade organizations; media
organizations; educational/advocacy groups; and government agencies. To date, the researchers have conducted a total of 31 interviews. Team members initiated preliminary data analysis of the interview data in summer 2007. In August 2007, the team members engaged in a 3-day retreat to discuss potential manuscript development as well as to conceptualize the development of the curriculum. This included the development of the course objectives, units, and syllabus.
PRODUCTS: None to date, although the course website is under development.
OUTCOMES: None to date.
DISSEMINATION ACTIVITIES: None to date.
FUTURE INITIATIVES: None to date.
Impacts
None to date.
Publications
- No publications reported this period
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