Topics for #Twitter lecture 8 May 2013 at 12:35PM

2 05 2013

Live Tweet topics for 8 May 2013 that starts at 1230 (12:30 PM) Perth time.

The topics will all be listed below with relevant links, but the questions will remain secret until the live chat.

The rationale for this classroom assessment item is:

-To uncover whether the use of social media can be used to foster student engagement in university classroom settings

-To analyse whether a micro-blogging service could enhance:

-the co-creation of unit content,

-enable real-world examples to be brought into the classroom, and

-foster engagement with unit materials

SPM2122 has two textbooks that are used. They are:

Shilbury, D., Quick, S., & Westerbeek, H. (2009) Strategic sport marketing (3rd ed.). Sydney: Allen & Unwin. See: http://www.allenandunwin.com/default.aspx?page=94&book=9781741756265

Smith, A. C. T. (2008). Introduction to Sport Marketing. Sydney: Elsevier. See:  http://www.elsevier.com/books/introduction-to-sport-marketing/smith/978-0-7506-8685-3

All questions will come from unit (course) materials that were discussed in seminars from week 6 to week 10. Please review the relevant chapters from our reading list, which was:

 Week 6 please read Chapters 5 and 9
Week 7 please read Chapter 11
Week 8 Please read Chapter 13
Week 9 please read Chapter 14
Week 10 please read Chapter 15 (also live tweet lecture)

Topic 1 (carried over from Week 5):

Smith (2008) suggests that “The idea of branding is closely linked with positioning. A brand is like an identifying badge, often reinforced by a name or a logo that helps consumers recognise a product or an organisation. A brand becomes linked with consumers’ opinions and perceptions of a sport product and organisation” (p. 115). In week 2, we discussed positioning strategies of various brands.

In the discussion of this topic, you will be asked to give examples of brand attributes “(aspects of the brand that are defining, unique and special to each organisation)” (Smith, p. 118) of several sporting teams. On page 118 of the Smith text, there is an interactive case that might help you in preparing for this topic.

You may be asked to give examples about:

  1. Unique features of your favourite sports team
  2. Unique features of your favourite sports league/event/competition
  3. Unique features of a sport company

Topic 2:

Shilbury et al (2009) suggest that there are four levels of a product (core, facilitating, supporting, and augmented product), which help consumers to satisfy a need or want through consumption (for example, buying season tickets to one’s favourite team).

In our online lecture, we will discuss only supporting products that can add value to the core product and aid to differentiate it from competitors (for example, membership benefits to season members, access to special events, discounted team merchandise, and many others).

You may be asked to discuss and/or give examples about:

  1. Supporting products that add value to products for people to do sport (i.e. running shoes, a basketball, etc. (these are only examples)
  2. Supporting products that add value for people who purchase season memberships to sport

Topic 3:

Distinguished sport marketer Lawrence Wenner (1989) noted that “If the broadcasters [or sport marketers] have done their job well, the sports fan will be attentively viewing when a commercial message appears” (p. 15), which formed part of our discussion in week 7 on sport media and marketing. During our discussion on television, we discussed the ever-increasing avoidance of commercials (during ad breaks) through zapping, online streaming, and digital video recorders.

In our online lecture, we will discuss how contemporary media embed marketing messages into the coverage of sporting events to ensure that a sport fan is “attentively viewing” the marketing message when it appears on screen.

You may be asked to give examples about:

  1. New ways in which sports marketing message appear during game play of sporting events/matches
  2. Listing different ways in which you see marketing messages during sport events/games

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Student feedback

24 04 2013

On this page, I will update feedback that I’ve recieved from students. Further, I’ll also indicate from which unit (or course) it is from and which semester/year.

In February 2013, I conducted a seminar during ECU’s intensive honours preparation week for FBL5100 (unit code). The following quote was in response to my presentation:

“I don’t think there was a disinterested person in the room with Olan Scott presenting his way of analysing data. He is a very good public speaker with tons of confidence. He showed us that there are more ways of gathering secondary information other than journal articles and books. Olan expressed how newspapers, ABS, Roy Morgan social media, online news and research engines can be used to enrich our project. Olan puts his information in a table in which we can visually see trends and differences in the content. It was refreshing to know that we could use other types of research to add contrast to information we gathered through journals by connecting real world with academic literature – [name withheld]“

Toward the end of semester two 2013, a student who was taking my SPM2122 Sport Marketing unit tweeted the following to me:

“I always wanted to go into advertising but Olan Scott made me feel that sports marketing would be a real great environment work in. #spm2122″ [name withheld]

It seems my teaching and method of instruction had a good impact for him and gave him a possible new career path. This student also asked me for a job reference, which I gave him.


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Live Tweet topics for 27 March 2012 that starts at 1230 (12:30 PM) Perth time. #SPM2122

22 03 2013

Live Tweet topics for 27 March 2012 that starts at 1230 (12:30 PM) Perth time.

The topics will all be listed below with relevant links, but the questions will remain secret until the live chat.

The rationale for this classroom assessment item is twofold:

1. To uncover whether the use of social media can be used to foster student engagement in university classroom settings

2. To analyse whether a micro-blogging service could enhance:

  1. -the co-creation of unit content,
  2. -enable real-world examples to be brought into the classroom, and
  3. -foster engagement with unit materials

SPM2122 has two textbooks that are used. They are:

Shilbury, D., Quick, S., & Westerbeek, H. (2009) Strategic sport marketing (3rd ed.). Sydney: Allen & Unwin.

See: http://www.allenandunwin.com/default.aspx?page=94&book=9781741756265

Smith, A. C. T. (2008). Introduction to Sport Marketing. Sydney: Elsevier.

See: http://www.elsevier.com/books/introduction-to-sport-marketing/smith/978-0-7506-8685-3

All questions will come from unit (course) materials that were discussed in seminars from week 1 to week 4. Please review the relevant chapters from our reading list, which was:

Week 1 please read Chapters 1 and 2 from the Shilbury et al text

Week 2 please read Chapters 1 & 2 from the Smith text

Week 3 please read Chapter 3 from the Shilbury et al text

Week 4 please read Chapter 4 from the Shilbury et al text

Topic 1:

Chapter 1 of the Shilbury et al. text outlines seven components of the marketing mix (the 7 Ps). The “seven component strategies of the marketing mix [are] composed of the traditional 4Ps of marketing plus the 3Ps of service—process, people and physical evidence (Shilbury et al., 2009, p. 6).

Please review these and be prepared to discuss and apply the 7 Ps to contemporary sport marketing examples.

Topic 2:
Smith (2008) discusses  nine unique characteristics of the competitive sport product. “Sport is business, but it is a special form of business. The key is to understand the special features of sport and their relevance to meeting the needs of sport consumers” (Smith, p. 21).

Smith describes the special features of sport and emphases how those factors make sport appealing to consumers, but would normally be considered unattractive in most products. These features are important for sport marketers to understand because of the need to balance the potential to dissatisfy sport consumers by overemphasising marketing and commercial gain, against the attraction of keeping the unique characteristics of sport alive for them.

In this topic’s discuss, we will outline how sport marketers can use the nine special features of sport in an attempt to foster emotion in the sporting exeperience.

Topic 3:

In week four, we discussed three ways in which sport organisations can collect data. These were: General market data, individual consumers data, and competitors and/or participants’ data.

General market data include all the information which relates to the broad environment in which the sport operates. Individual consumers data concerns their attitudes and behaviours related to a specific sport product or service. A third source of information for sporting organisations relates to competitors and their participants. It is critical that sporting organisations not only be aware of who their competitors are but also know the consumers of a rival’s products or services (adapted from Shilbury et al., 2009, p. 65).

In our discussion on this topic, we will tweet about the different methods that contemporary sport organisations use to collect data and use new media examples

Topic 4:

Smith (2008) suggests that “The idea of branding is closely linked with positioning. A brand is like an identifying badge, often reinforced by a name or a logo that helps consumers recognise a product or an organisation. A brand becomes linked with consumers’ opinions and perceptions of a sport product and organisation” (p. 115). In week 2, we discussed positioning strategies of various brands.

In the discussion of this topic, you will be asked to give examples of brand attributes “(aspects of the brand that are defining, unique and special to each organisation)” (Smith, p. 118) of several sporting teams. On page 118 of the Smith text, there is an interactive case that might help you in preparing for this topic.


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What Happens When You Live Abroad

13 02 2013

Reblogged from Thought Catalog:

A very dependable feature of people who live abroad is finding them huddled together in bars and restaurants, talking not just about their homelands, but about the experience of leaving. And strangely enough, these groups of ex-pats aren't necessarily all from the same home countries, often the mere experience of trading lands and cultures is enough to link them together and build the foundations of a friendship.

Read more… 1,216 more words

There are some really good insights here. I've experienced much of it in my seven plus years in Australia.

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World Congress of the Sociology of Sport Conference abstract

5 02 2013

This post is a copy/paste of an accepted abstract that will be presented at the 2013 International Sociology of Sport Association’s World Congress of the Sociology of Sport Congress in Vancouver, Canada (See: http://issa2013.org/).

ISSA2013 PROPOSAL

TITLE: Nationalism and the National Basketball Association finals: An analysis of announcer discourse

AUTHORS: Olan Kees Martin Scott & Dwight Zakus

ABSTRACT: One of the key themes of contemporary media is to entertain the audience;  a central “function of the media [is] for diversion and enjoyment, in which the media provide stories, features, music, and films to make audiences laugh, cry, relax, or reflect rather than gain information” (Wilson, Gutierrez, & Chao, 2003, p. 40). Through the framing of sport broadcasts, which become the individual scripted storylines, commercial media seek to generate a large viewership as possible in order to on-sell viewers to advertisers and sponsors. Entman (2007) suggests that framing is a “process of culling a few elements of a perceived reality and assembling a narrative that highlights connections among them to promote a particular interpretation” (p. 164). As such, this study seeks to uncover how the concept of nationalism was portrayed by commentators during the broadcasts of the 2011 National Basketball Association finals. Further, the scripting tactics will be uncovered that were employed by sportscasters to possibly enhance the salience of storylines to viewers through a post hoc reconstruction of scripts. While a wide body of literature exists on nationalism and sport, this research analyses a series of events not often studied, an NBA finals. A content analysis of announcer discourse will be conducted to uncover how American (N=22) and international (N=8) professional basketball players were portrayed by announcers. A reliable and validated 15 category taxonomy (Scott, Hill, & Zakus, in press) will be used to analyze and evaluate the frames that were used by announcers to depict NBA players.


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Why I’m doing Febfast

1 02 2013

Why I’m doing Febfast.

First, a little background on Febfast. The point of Febfast is to take a month off of drinking alcohol and raise money for two charities that Febfast supports (Youth Support & Advocacy Service and Family Drug Support (read more here: http://febfast.org.au/whereyourmoneygoes/)). Seems simple enough, eh? Give up booze for a month. Yes, it’s that simple. Raise money and give up booze.

However, I have a more personal reason for doing Febfast. My father was an alcoholic and we, as a family suffered because of it. Truth be told, I’ve never seen him have a drink in my life. He wasn’t an everyday drinker or even an occasional drinker; he was a binger whereby he’d go out for a few days and binge, then sober up and come back home like nothing had happened. This binging obviously put strain on our family, as mom had to make alternate arrangements for her children’s caretaker when he wasn’t around and she was working in the evenings. It also impacted the family in that my father missed some family events over the years, so our family photos are incomplete because he wasn’t there.

My father died in 1998 and I often wonder, what if? What if he didn’t drink, would he still be alive? Would he have attended my university graduations (I’ve had four)? Would he have walked my sister down the aisle at her wedding? There are a myriad of other ‘what if’ questions that I could type, but won’t.  I, obviously, will never know the answer to these (and all other) questions, but it’s something that I never want my family, friends, colleagues, and anyone else to ask about me. What if Olan didn’t drink, would he have (been to this event with us, gone for an early surf with us, been fit for life, supported us, and anything you can think of)?

This is why I’m taking a month off of booze and raising money for Febfast. As you can read, my reason is to make sure that I’m in control of my choices and ensure that I’m the master of me and not something else. After reading this, if you feel compelled to donate to my Febfast endeavour, click here https://secure4.everydayhero.com.au/event/febfast2013/hero_page/olan-scott/donate or follow to relevant links at http://febfast.org.au/ to donate.

Thanks for reading, Olan


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From Social Networking to Professional Networking: (Re)introducing your Students to Twitter

8 01 2013

This post is a copy/paste of an accepted 60-minute Professional Preparation and Teaching Sport Management abstract that will be presented at the 2013 NASSM conference in Austin, Texas, USA.

NASSM 2013 ABSTRACT PROPOSAL

Authors:

Heather A. Muir, Bowling Green State University hmuir@bgsu.edu 419-372-7230

Olan K. M. Scott, Edith Cowan University o.scott@ecu.edu.au +61450764966

Naila Jinnah, Queen’s University njinnah@gmail.com 5149665510

Title:

From Social Networking to Professional Networking: (Re)introducing your Students to Twitter

Abstract:

Since the advent of the Internet and the proliferation of social media, consumers have been afforded new ways to communicate with businesses, celebrities, athletes, and other Internet users. Social media usage in the sports industry is an ever-growing field of research (Clavio & Kian, 2010; Hutchins, 2011; Hutchins & Mikosza, 2010; Pegoraro, 2010; Sanderson & Kassing, 2011). Twitter, in particular, has enabled interaction between fans and members of the sports industry as well as with sport organizations, athletes and other stakeholders such as sponsors and non-profit organizations (Hambrick, Simmons, Greenhalgh, & Greenwell, 2010).

Twitter can also be used as an educational and professional networking tool. Organized conversations on Twitter are an example of how social networking can help build digital bridges across geographic boundaries. These conversations are more commonly known as Twitter chats and are scheduled, virtual gatherings where people on Twitter discuss something of interest to them, using an established subject #hashtag to keep track of the conversation (Spinks, 2009). Though social networking relationships are created, fostered, and maintained in a virtual space, they can be just as “real” or genuine as offline relationships in their impact on the individual (Booth, 2010; Guimarães, 2005; Mackay, 2005). Therefore, the bonds that form between those who interact on Twitter chats may produce connections between people of various backgrounds and across networks that may otherwise not have been linked (“A world of connections”, 2010; Chao, Parker, & Fontana, 2011). For example, a sport management student who actively participates in sport industry chats such as #sbchat, #smsportschat, or #sportsprchat may impress top executives or academics, putting them in a prime position to then connect over future job opportunities.

Twitter chats are also increasingly being integrated into post-secondary teaching plans because they promote cooperative, collaborative, and long-term information retention (Angelo, 1993; Chao, Parker, & Fontana, 2011; Dobler, 2012; Millis, 2007; Parker & Chao, 2007). Studies show that today’s students benefit from a variety of pedagogical approaches that promote active learning (Bart 2011; Junco, Heibergert, & Locken, 2010). Those who are digital natives “prefer multi-tasking and non-linear access to information, they have a low tolerance for lectures and prefer active rather than passive learning, and they rely heavily on social media for social and professional interactions and accessing information” (McCarthy, 2010; as cited in Chao, Parker, & Fontana, 2011, p.324). As students are typically already familiar with Twitter and use it regularly, they recognize how effective this participatory tool can be for their education as well (Prensky, 2007; Weisgerber & Butler, 2010). Twitter integration in the classroom has also been shown to help students develop peer support, learning communities, and professional networks, as well as to increase student engagement and grades (Junco, Heibergert, & Loken, 2010; Retelny, Birnholtz, & Hancock, 2012; ScienceDaily, 2009).

The purpose of this workshop is to: 1) show educators how Twitter can be used as a pedagogical tool for post-secondary learning in sport management, and 2) provide a hands-on Twitter chat learning experience for educators and students who may be interested in participating in educational and/or industry chats. The workshop will take place in a Wi-Fi-enabled room (if available at the conference) and participants will be asked to bring a device through which they can access their Twitter account (cellphone, tablet, or laptop). The workshop will provide strategies for running a Twitter chat in the classroom. The format, grading, and gauging of students’ experiences will be discussed, and examples of best practices will be given based on feedback from professors, students, and industry professionals who currently use Twitter chats for educational and/or professional purposes. The session will conclude with a question and answer Twitter chat that will familiarize participants with the unique experience of tweeting with others who are in the same physical space.

Abstract Type: Teaching

Abstract Category: Professional Preparation, Teaching Sport Management

Status of Work: In-progress

Presentation Type: 60-minute workshop


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