Debra A. Laverie

Factors Affecting Fan Attendance: The Influence of Identity Salience and Satisfaction

The study combines disparate streams of research in order to develop a model of devoted fan behavior. The theoretical foundations for this study are based on literature examining social identity theory, involvement, attachment and satisfaction. A model of the factors that influence fan identity salience and attendance is developed and tested. First, the factors that influence fan identity salience and sporting event attendance are discussed and an integrated model is developed. Second, the proposed model is tested using a sample of college students. Third, the implications of the findings are discussed. The findings suggest that identity salience is an important factor in explaining fan-related behavior.

Learning by Tweeting: Using Twitter as a Pedagogical Tool

Marketing professionals use Twitter extensively for communicating with and monitoring customers, for observing competitors, and for analyzing chatter concerning brands, products, and company image. Can professors use Twitter to engage students in conversation about a marketing course? The authors argue that Twitter has many benefits for marketing educators who are interested in engaging students in experiential learning. In a real-time environment for student learning, professors may use Twitter for direct communication with students to generate discussion and interest in the course topics and examples. Just as marketers use Twitter to generate interest, discussion, and brand image, educators can use Twitter to generate this interest in a course through social media. Furthermore, Twitter is a fast, easy method for making announcements, solving student issues, and performing course-related administrative duties. In three studies, both quantitative and qualitative data suggest that when students engage in Twitter use with the professor, students feel better prepared for future careers. In addition, students indicate that Twitter facilitates achieving traditional educational goals. The qualitative data offer insights into potential problems. Suggestions for educators interested in using Twitter are offered.

Differential Effects of Experience, Subjective Knowledge, and Objective Knowledge on Sources of Information used in Consumer Wine Purchasing

The decision to consume wine has been associated with variables such as product involvement, variety seeking, demographic characteristics, experience, and sources of information. The purpose of this study was to examine the decision process for wine selection in different situations. Data were collected from a sample of wine consumers in Texas and a total of 632 completed responses were obtained. The questionnaire was designed to determine consumer experience, knowledge, and use of differential sources of information to make a purchase decision on wine purchased in a store for home consumption and wine purchased in a restaurant. The data were analyzed using structural equation modeling. Results indicate that usage experience forms the basis for subjective and objective knowledge. High levels of objective knowledge are related to using impersonal sources of information (wine guides, reviews, and advertising) to make purchasing decisions. An additional finding was that high levels of subjective knowledge are positively related to impersonal sources and the self (ones own preferences) and negatively related to using personal sources (friends, acquaintances, and sales personnel). These results and their implications for wine marketers are discussed.

Developing parsimonious retailer equity indexes using partial least squares analysis: a method and applications

Abstract The information that a retailer’s name communicates to consumers can be a source of competitive advantage for many retailers. Indeed, retailers develop a kind of brand equity, which we refer to as “retailer equity.” To aid both practitioners and researchers, we outline a method, using partial least squares (PLS) analysis for developing parsimonious measures for retailer equity. In addition, we provide four illustrations of possible ways that the index can be used by retailers: (1) as a benchmarking tool, (2) as an indicator of the success (failure) of marketing strategies and tactics, (3) as a means to evaluate the attractiveness of market segments, and (4) as an instrument to examine the relative importance of the various components of retailer equity for specific retailers. The index also provides a means for marketing researchers to examine potential antecedents and outcomes of retailer equity.

Motivations for ongoing participation in a fitness activity

What factors motivate individuals to participate in sport or fitness activities? This question has been of great interest to researchers. However, most studies on motives have considered only a single or a few variables in their investigation. The purpose of this research is to explore the wide range of factors that motivate people to participate in a fitness activity, namely aerobics. To take into account the broad range of individual and social factors that influence participation in a fitness activity, social identity theory is the basis for a qualitative investigation. The findings that show motives for participation are divergent across groups of similar individuals. The motives that emerged were (a) the atmosphere of an aerobics class, (b) the physical and psychological benefits, (c) social ties related to aerobics, (d) social comparisons, (e) obsession with aerobics, and (f) the feelings participants associate with doing aerobics. A proposed framework of fitness participation is developed based on ...

In-Class Active Cooperative Learning: A Way to Build Knowledge and Skills in Marketing Courses

Successful preparation of marketing students today entails developing marketing knowledge and workplace skills. To develop both skills and knowledge students need to do more than simply listen to lectures. The purpose of this article is to further the development of using team based active learning as a pedagogy for developing marketing knowledge and workplace skills. Specifically, first a consideration of cooperative learning theory and the active learning team-based educational perspective are discussed. Next, a process for employing in-class team based active learning is developed. Finally, to integrate the literature and practice, an example of implementing in-class, team based active learning, in an introduction to marketing class, is discussed.

Brand Advocacy and Sales Effort by Retail Salespeople: Antecedents and Influence of Identification with Manufacturers’ Brands

Retail salespeople represent an important link for manufacturers in communicating value propositions to retail customers and for implementing target market strategies. Past research reveals that the recommendations provided by retail salespeople exert significant influence on customers’ brand choice, especially in the context of consumer durables. However, as the retail environment is often characterized by an inherent tension between manufacturer and retailer strategies, a major challenge for manufacturers is to induce retail salespeople to recommend their brands over those of rivals. Relationship marketing and social identity theory suggest that psychological attachments motivate the direction and intensity of individuals’ volitional efforts and extra-role behaviors. Extending past research, this study examines brand identification among retail salespeople as a critical psychological mechanism that mediates the influence of manufacturer and manufacturer representative–related factors on brand advocacy and sales effort. Using data gathered from retail salespeople employed in the consumer durables division of a major national retailer, a framework integrating the antecedents and outcomes of brand identification is tested. Based on the study’s results, implications for theory, manufacturers, and retailers are offered.

Developing a Learning Orientation: The Role of Team-Based Active Learning

Marketing educators have a responsibility to educate and develop students who are creative, knowledgeable and able to contribute to the success of their firms. One approach to preparing students is to foster a learning orientation. The purpose of this article is to further the understanding of the development of a learning orientation by using team-based active learning for marketing classes. We first discuss how a learning orientation can be beneficial in a class context. Next, we present an overview of team-based active learning rooted in the principles of cooperative learning as an approach for instilling a learning orientation. Finally, we describe an investigation into individuals perception of the influence of learning orientation on creativity, knowledge, and performance. Based on the analysis of data collected from 246 marketing students, the results suggest learning orientation, based on team-based active learning, positively influences marketing program creativity and knowledge.

A longitudinal examination of the effects of retailer–manufacturer brand alliances: The role of perceived fit

Abstract One resource that has been identified as a valuable source of competitive advantage is the equity associated with an organisations brands. Organisations devote considerable resources to developing strategies that allow them to build and/or maintain strong brand names. This study investigates brand alliances between retailers and manufacturers. The role of perceived fit between the partnering brands is explored. In addition, the study examines the influence that retailer–manufacturer brand alliances have on: retailer equity; manufacturer brand equity; the intention of consumers to frequent the stores of the retailer involved in the brand alliance (shopping intention); and the intention of consumers to purchase products from the manufacturer involved in the brand alliance (purchase intention).

Developing Pedagogical Competence: Issues and Implications for Marketing Education.

Competence in pedagogy and research is the sine qua non of marketing educators’ careers. However, there is evidence in the literature that marketing academics focus more on and are more competent in research than teaching. This imbalance, in a majority of instances, can be traced back to doctoral education. Doctoral programs in marketing are designed to prepare students for becoming successful marketing professors. An important component of becoming a successful professor is learning how to teach effectively. Yet doctoral programs fall short of providing adequate pedagogical training. Consequently, marketing educators, from their doctoral days through their professorial careers, have a responsibility to continuously work on their competence in teaching. However, how can marketing educators in general and marketing doctoral students in particular develop pedagogical competence (PC)? In this article, the authors deconstruct PC into five components: content knowledge (or knowledge of subject matter), knowledge of pedagogical approaches, course management capability, classroom management capability, and student management capability. Next, they discuss how individuals can develop PC and the implications of PC for marketing education. Specifically, the authors discuss issues and implications for doctoral students, doctoral programs, marketing departments, and marketing faculty. Finally, the authors conclude with a discussion of the contributions of the article to marketing academe.