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Transcript of 1 Passkeys Foundation The Finish Line Market Research Preliminary Report University of Southern...
1
Passkeys Foundation
The Finish LineMarket Research
Preliminary Report
University of Southern California
IBEAR MBA
July 25, 2006
Richard
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Passkeys Foundation/The Jefferson Center, a 20-year old organization that has delivered character education curricula to schools nationwide, is launching a new character education program directed at parents called The Finish Line. A combination of a free weekly newsletter, a Web site of materials, a future book, and an online store of character education materials such as children’s books and videos, The Finish Line is lifetime product for parents concerned with their children’s values and character.
Situation
The Finish Line does not have a marketing budget and has to depend solely on word-of-mouth and viral marketing to grow the audience for The Finish Line newsletter and, through the newsletter, attract parents to the online offerings including the online store. Because its business is concerned largely with outcomes rather than outputs, Passkeys Foundation/Jefferson Center needs to know the best way to proceed to have maximum impact on the parent audience.
Complication
Is there a way to reach a large audience of parents through a parenting newsletter? What needs do parents have that the structure and themes of The Finish Line newsletter, Web site, and book should foreground to maximize both its impact? Should The Finish Line target parent influencers, such as therapists, teachers, and religious leaders, to maximize impact? Finally, would the publication of a book, The Finish Line, substantially increase the reach of the newsletter/Web site service?
Question
Source: IBEAR Marketing 512 Project, July 2006
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Methodology
Secondary Research
•210 Websites•12 Annual reports•Teacher and parent guidebooks•Student materials•Center for the 4th and 5th R’s “Smart & Good High Schools” summary of research•CEP 2001 National Schools of Character•Ethics Resource Center, Character Education: How to Get Started•“Character Education in America’s Blue Ribbon Schools: Best Practices for Meeting the Challenge”
Interviews & Surveys
•Exploratory research methodology•10 parent telephone interviews 2 completed•80 online parent surveys 43 completed•10 child therapist telephone interviews 7 completed•10 pastor/minister/priest/rabbi/etc. telephone interviews 2 completed•10 teacher telephone interviews 1 completed
Source: IBEAR Marketing 512 Project, July 2006
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Methodology (cont’d)
Academic Research
•Lawrence Kohlberg, The Psychology of Moral Development•George McLean, Psychological Foundations of Moral Education and Character Development•Robert Coles, The Moral Intelligence of Children•Thomas Lickona, Character Matters: How To Help Our Children Develop Good Judgment, Integrity, and Other Essential Virtues•Thomas Lickona, Educating for Character: How Our Schools Can Teach Respect & Responsibility•Marvin Berkowitz, Melinda Bier, “What Works in Character Education”•Marvin Berkowitz, A Primer for Evaluating a Character Education Initiative•Marvin Berkowitz, The Education of the Complete Moral Person•Frank Goble, The Case for Character Education•CASEL “Safe & Sound Schools” Program Meta-analysis•Education/academic journal articles•Interviews with top character/values education researchers: Dr. Thomas Lickona (SUNY Cortland), Dr. Marvin Berkowitz (University of St. Louis)
Source: IBEAR Marketing 512 Project, July 2006
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Methodology
Interviews & Surveys
•Exploratory research methodology•10 parent telephone interviews 2 completed•80 online parent surveys 43 completed•10 child therapist telephone interviews 7 completed•10 pastor/minister/priest/rabbi/etc. telephone interviews 2 completed•10 teacher telephone interviews 1 completed
Approach •Client interview•Academic interviews•Pretest telephone surveys on 15 individuals
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Research hypotheses
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Interest in a parenting newsletter is correlated with values/character concerns that parents have in regard to their children.
Personal familiarity with character education programs will increase parents’ and parent influencers’ participation & proliferation potential.
Publication of the book, The Finish Line, will greatly increase interest in the newsletter.
Parent influencers have a higher proliferation potential than parents.
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Source: IBEAR Marketing 512 Project, July 2006
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Preliminary conclusions & recommendations
2
Secondary and academic research shows that the focus should be broader than just reach.
Exploratory research shows that there is an interest in the service among both parents and parent influencers.
Source: IBEAR Marketing 512 Project, July 2006
Familiarity with character education programs does not increase parent receptiveness; program partnerships may not influence reach.
Influencers have a high proliferator potential, specifically religious leaders; Passkeys should establish “character partnerships” with them.
A few key needs among the highest potential audience and proliferators should be explored further or addressed in the product.
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Preliminary conclusions & recommendations (cont’d)
2
Secondary and academic research shows that the focus should be broader than just reach.
Exploratory research shows that there is an interest in the service among both parents and parent influencers.
Source: IBEAR Marketing 512 Project, July 2006
Familiarity with character education programs does not increase parent receptiveness; program partnerships may not influence reach.
Influencers have a high proliferator potential, specifically religious leaders; Passkeys should establish “character partnerships” with them.
A few key needs among the highest potential audience and proliferators should be explored further or addressed in the product.
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4
5
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Outcomes differ from outputs and are measured by impact.
OutputsOutputs
•Growth
•Market creation
•Revenues
•Donations
•Growth
•Market creation
•Revenues
•Donations
OutcomesOutcomes
•Children’s learning
•Behavior change
•Character development
•Moral judgment
•Social & emotional learning
•Performance
•Children’s learning
•Behavior change
•Character development
•Moral judgment
•Social & emotional learning
•Performance
Source: IBEAR Marketing 512 Project, July 2006
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Focusing only on reach is only part of the impact picture.
CommitmentCommitment EffectivenessEffectiveness
ReachReach
Impact
•Broad effort & multiple, continuous character education “experiences”
•Defined goals
•Measurable outcomes
•Assessment and evaluation
•Broad effort & multiple, continuous character education “experiences”
•Defined goals
•Measurable outcomes
•Assessment and evaluation
•Geographic reach
•Demographic reach
•Geographic reach
•Demographic reach
•School leadership advocacy
•Teacher advocacy and involvement
•Involvement and commitment of parents
•Community commitment
•School leadership advocacy
•Teacher advocacy and involvement
•Involvement and commitment of parents
•Community commitment
Sources: “What Works in Character Education,” 2006; Educating for Character, 1993; academic interviews, April 2006
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Preliminary conclusions & recommendations (cont’d)
2
Secondary and academic research shows that the focus should be broader than just reach.
Familiarity with character education programs does not increase parent receptiveness; program partnerships may not influence reach.
Influencers have high proliferator potential, specifically religious leaders; Passkeys should establish “character partnerships” with them.
Exploratory research shows that there is an interest in the service among both parents and parent influencers.
A few key needs among the highest potential audience and proliferators should be explored further or addressed in the product.
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4
5
Source: IBEAR Marketing 512 Project, July 2006
2
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The Finish Line has high potential in terms of audience and proliferators . . .
Source: Web surveys, July 2006
HighProliferators
HighProliferators
ModerateProliferators
ModerateProliferators
LowProliferators
LowProliferators
58%
28%
14%
52%
18%
30%
46%38%
16%
YES
MAYBE
NO
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. . . and especially among people parents who purchase character/values books & videos for their children.
Source: Web surveys, July 2006
Purchase valuesbooks & videos
Purchase valuesbooks & videos
Do not purchase
Do not purchase
Entire population
Entire population
62%
16%
22%
18%
55%
27%
51%30%
19%
YESMAYBE
NO
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They are more likely to subscribe if a book has already been published.
Source: Web surveys, July 2006
HighProliferators
HighProliferators
ModerateProliferators
ModerateProliferators
LowProliferators
LowProliferators
43%43%
14%
66%20%
14%
74%
13%
13%
YES
MAYBE
NO
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Preliminary conclusions & recommendations (cont’d)
2
Secondary and academic research shows that the focus should be broader than just reach.
Familiarity with character education programs does not increase parent receptiveness; program partnerships may not influence reach.
Influencers have high proliferator potential, specifically religious leaders; Passkeys should establish “character partnerships” with them.
Exploratory research shows that there is an interest in the service among both parents and parent influencers.
A few key needs among the highest potential audience and proliferators should be explored further or addressed in the product.
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4
5
Source: IBEAR Marketing 512 Project, July 2006
3
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All influencers expressed an interest in proliferating The Finish Line among parents . . .
Source: Telephone surveys, July 2006
Child Therapists/Social Workers
Child Therapists/Social Workers
Teachers/Principals
Teachers/Principals
ReligiousLeaders
ReligiousLeaders
29%
71%
YES
MAYBE
100%
50%50%
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. . . and a significant concern that surfaced was how to increase commitment among parents.
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Child Therapists/Social Workers
Child Therapists/Social Workers
Teachers/Principals
Teachers/Principals
ReligiousLeaders
ReligiousLeaders
Source: Telephone surveys, July 2006
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Preliminary conclusions & recommendations (cont’d)
2
Secondary and academic research shows that the focus should be broader than just reach.
Familiarity with character education programs does not increase parent receptiveness; program partnerships may not influence reach.
Influencers have high proliferator potential, specifically religious leaders; Passkeys should establish “character partnerships” with them.
Exploratory research shows that there is an interest in the service among both parents and parent influencers.
A few key needs among the highest potential audience and proliferators should be explored further or addressed in the product.
3
4
5
Source: IBEAR Marketing 512 Project, July 2006
4
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There is no significant correlation between parent interest in The Finish Line and having children who have had character education programs . . .
Source: Web surveys, July 2006
Children have hadcharacter education
Children have hadcharacter education
55%
13%
32%YESMAYBE
NO
Children have not hadcharacter education
Children have not hadcharacter education
63%
25%
12% YESMAYBE
NO
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. . . and this includes the two most widespread character education programs . . .
Source: Web surveys, July 2006
D.A.R.E.D.A.R.E.
46%
23%
31%YES
MAYBE
NO
CHARACTER COUNTS!CHARACTER COUNTS!
33%17%
50%
YES
MAYBE
NO
36 million students/year36 million students/year 6 million students/year6 million students/year
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. . . but the exceptions are Positive Coaching and STAR.
Source: Web surveys, July 2006
Children have been inPositive Coaching
Children have been inPositive Coaching
71%
14.5%
14.5%
YESMAYBE
NO
Children have been inSTAR
Children have been inSTAR
71%
29%
YES
MAYBE
High parental involvement programs
High parental involvement programs
High implementation program
High implementation program
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Parent influencers were unfamiliar with character education programs.
Source: Telephone interviews, July 2006
Had children inD.A.R.E.
Had children inD.A.R.E.
71%
14%
32%
YESDON’TKNOW
NO
Had children in othercharacter ed programs
Had children in othercharacter ed programs
74%
26%
DON’TKNOW
NO
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Preliminary conclusions & recommendations (cont’d)
2
Secondary and academic research shows that the focus should be broader than just reach.
Familiarity with character education programs does not increase parent receptiveness; program partnerships may not influence reach.
Influencers have high proliferator potential, specifically religious leaders; Passkeys should establish “character partnerships” with them.
Exploratory research shows that there is an interest in the service among both parents and parent influencers.
A few key needs among the highest potential audience and proliferators should be explored further or addressed in the product.
3
4
5
Source: IBEAR Marketing 512 Project, July 2006
5
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High potential parents are worried about morals and parental involvement.
TotalResponses
43responses
23responses
ParentalInvolvement
20responses
Values/Morals
10responses
Responsibility
5responses
Other
Source: Web surveys, July 2006
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Parent proliferators are primarily worried about the role that parents play.
TotalResponses
10responses
6responses
ParentalInvolvement
5responses
ParentalExample
4responses
Age appropriateparenting
3responses
Electronicmedia
Source: Web surveys, July 2006
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Limitations
2
Sample size limitations for individual categories of parent influencers.
Web survey sample was large but offered no opportunities for detailed questions.
Source: IBEAR Marketing 512 Project, July 2006
Influencer survey sample was not random; further research would study a larger, non-random sample.
3
4 Open-ended questions have yet to be coded and correlated with interest and proliferation potential.
5 None of the proportions have been statistically tested for significance.
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Further research
2
Descriptive, large sample research on parent influencers for a “Partners of Character” initiative.
Research into the parent commitment component of impact.
Source: IBEAR Marketing 512 Project, July 2006
Descriptive research on the market potential of individual product offerings in the online store and the buyer potential of newsletter subscribers.
Further research into the market potential of the book and its specific influence on driving parents and influencers to the online service.
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4