Rosemary Polegato

The Link between Cross-Cultural Value Associations and Liking: The Case of Benetton and Its Advertising

ABSTRACT This cross-cultural study explored the link between value associations and liking of a company and its advertising, using Benetton as a case in point. Through a self-completion questionnaire, respondents in Oslo, Kiel, and Bologna identified their personal values and the values they perceived in Benetton as a company, its advertising in general, and three Benetton print advertisements. They also reported on the extent to which they liked Benetton and its advertising. The empirical findings were illuminated further through an ethnographic exploration of how the respondents viewed the relationship between their personal values and their perception of brands. A clear directional match was found between the degree of value congruence and liking of Benetton and its advertising.

Cross-Cultural Differences in Ad Likeability and Ad Element Likeability: The Case of Benetton

This empirical study examined cross-cultural differences in affective responses to standardized Benetton advertisements, and the role of the likeability of four ad elements (colors, logo, people/models, and situation) in predicting overall advertising liking. Respondents from Oslo, Kiel, and Bologna evaluated three standardized Benetton ads on a series of liking scales. In addition to identifying cross-cultural differences in ad likeability and ad element likeability, the results from stepwise multiple regression analyses suggest that the same dominant affective response to one ad element influences overall ad liking.

The Eco-Sculpture Assignment: Using Art to Scaffold Metacognition

The Eco-Sculpture Assignment demonstrates that art may be used as a conduit to scaffold metacognition in marketing courses. Theoretical underpinnings are drawn from the literature on pedagogy used in general, marketing, and art education contexts. The assignment is described in detail, followed by examples of learner response that illustrate achievement of the substructures of metacognition. Examples of how the assignment may be adapted across the marketing curriculum are offered.

From Bits and Bytes to Bunches: Learning How to Place World Wide Web Information in Context

Business education has embraced computer technology, not the least because the business world has found a multitude of applications for it and looks for computer literacy in the vast majority of its employees. In particular, “information and communication technology allows corporations to create new kinds of information-intensive, and knowledge-intensive learning organisations” (Estabrooks, 1995). Ragothaman and Hoadley (1997,) pointed out that “the incorporation of Internet use in business courses is a very effective way to prepare students for life-long learning.” However, Mergendoller (1996) emphasised the need to understand better the relationship between technology, pedagogy, project-oriented curricula, and student learning. This chapter is concerned with the application of computer technology to student learning and pedagogy, with respect to the use of Internet information within the context of marketing education.

First-Time and Repeat Visitors: What Makes a Satisfying Museum Experience?

A services marketing approach was applied to examine the determinants of satisfaction of first-time and repeat museum visitors. Data collected from 134 visitors to a community museum indicate that first-time and repeat visitors differ in their segment profiles and in the dimensions of their satisfaction with the museum experience.