Student Attitudes on Dictaphones                             Survey Results                             January 2012
Research ObjectiveGain a deeper understanding of the attitudesand opinions of students on dictaphones andderive relevant m...
AGENDA1. Data Collection2. Key insights:           Information Sources           Use & Ownership           Perceived Pract...
1. Data Collection
Age DistributionInitial sample: 450 Respondents                                                   over 26 y     under 21 y...
2. Key insights
Information Sources    Q1. „Have you informed yourself about dictaphones before?“ (N=427)   1 in 4 students has informed h...
Information SourcesQ 2. „How important are these information sources to you?“ (N=427)                             unimport...
Internet Sources Q 3. „How important are these internet information sources to you?“                                    un...
Use & OwnershipQ 4. „Have you ever used a dictaphone prior to this survey ?“    About 1 in 2 students has used a dictaphon...
Use & OwnershipQ 4.3 „ Why have you not used a dictaphone before?“*                          0%                           ...
Perceived PracticabilityQ 5. „What is your preception of dictaphones?“ (N=427)                                low*        ...
Perceived PracticabilityQ 5. „What is your preception of dictaphones?“ (N=427) - Continuation Dictaphone users have a sign...
Device Features  Q 6. „How important are the following features to you?“                                    1.00          ...
Purchase IntentionQ 7. „It‘s highly probable that I will purchase a dictaphone.“ (N=427)                                  ...
Alternatives  Q 8. „How do you rate the following features of alternatives compared to       those of dictaphones?“ (N=427...
Alternatives     Q 8. „How do you rate the following features of alternatives compared to          those of dictaphones?“ ...
Brand and Price AwarenessQ 9. „Which dictaphone manufacturers do you know?“*                                              ...
3. The Big Picture
1   Students look for information on dictaphones primarily online, on Google    and other search engines.              Rec...
2   1 in 2 students considers the product website an important source of    information.               Recommendations:   ...
3   Students have used dictaphones 1 x month or less frequent in the last year    (users & owners).                 Recomm...
Students lack the knowledge of how dictaphone can benefit them in their4   work/studies. They do not know what the product...
Students perceive dictaphones as rather old-fashioned devices which carry5   low prestige. Product design is not important...
4. Conclusions
Students show a moderate interest in dictaphones. They are uneducatedin terms of what dictaphones can do for them. Student...
Thank you for your attention !
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Student attitudes on dictaphones

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The purpose of this presentation is to provide a deeper understanding of the attitudes and opinions of students on dictaphones and derive relevant marketing recommendations for decision-makers. The findings are based on a quantitative study conducted with students living in Austria.

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Student attitudes on dictaphones

  1. 1. Student Attitudes on Dictaphones Survey Results January 2012
  2. 2. Research ObjectiveGain a deeper understanding of the attitudesand opinions of students on dictaphones andderive relevant marketing recommendationsfor decision-makers.
  3. 3. AGENDA1. Data Collection2. Key insights: Information Sources Use & Ownership Perceived Practicability Features Purchase Intention Alternatives Awareness (Brands & Price)3. The Big Picture4. Conclusions
  4. 4. 1. Data Collection
  5. 5. Age DistributionInitial sample: 450 Respondents over 26 y under 21 yPaperc& Pencil Questionnaire 23% 20%Oct. – Nov. 2011Final sample (after cleaning): 427 Students 22-25 y 57%Demographic Profile Net income / month57% female, 43% male56% Austrians, 44% Non-Austrians less than 650 - 1.349 650 EUR 51% EUR 42%7% are employed88% live in urban areas over 1.350 EUR 7%
  6. 6. 2. Key insights
  7. 7. Information Sources Q1. „Have you informed yourself about dictaphones before?“ (N=427) 1 in 4 students has informed him/herself on dictaphones prior to this survey. Q 1.1 „Where have you informed yourself?“* 0% 100% Internet 60%Friends/Family/Colleagues 30% Specialised Shop/IT Shop 20% Others 5% % of students who have informed themselves (N=109) * Open question
  8. 8. Information SourcesQ 2. „How important are these information sources to you?“ (N=427) unimportant to important to low importance* neutral highly important Internet 6% 10% 84%Friends/Family/Colleagues 19% 12% 69% Specialised Shop/IT Shop 23% 13% 64% Specialised magazines 47% 15% 38% Catalogue for office supplies 71% 13% 16% % of entire sampleThe Internet is significantly more important than all other sources of information.** * On a a scale from 1 to 7 where 1-3= unimportant to low importance, 4=neutral, 5-7=important to highly important ** Statistical method: Repeated measures ANOVA
  9. 9. Internet Sources Q 3. „How important are these internet information sources to you?“ unimportant to important to low importance neutral highly important Google and other search engines 90% Price comparison sites 72% Forums and independent sites 68%Amazon and other online retailers 60% Producer homepage 50% % of students who have rated the internet important to highly importantOut of the various internet information sources, Google and other search engines havea significantly higher importance to students than other sources. * * Statistical method: Repeated measures ANOVA
  10. 10. Use & OwnershipQ 4. „Have you ever used a dictaphone prior to this survey ?“ About 1 in 2 students has used a dictaphone before. Q 4.1. „Do you own a dictaphone?“Q 4.2 . „How often did you use a dictaphone 15% own in the past year ?“ one 85% of users have used it 1 x month or less frequent in the past year (70% of owners). 85 % do not own one Q 4.2.1. „In which situation have you used your dictaphone?“ % of entire sample 43% of users have used a dictaphone for their studies.
  11. 11. Use & OwnershipQ 4.3 „ Why have you not used a dictaphone before?“* 0% 100% prefer written records 56% „…often forbidden in lack of knowledge 26% class…“ „…no speech recognition too time consuming 13% software…“ too expensive 12% % of students who have not used a dictaphone before (N=233) * Multiple answers possible
  12. 12. Perceived PracticabilityQ 5. „What is your preception of dictaphones?“ (N=427) low* neutral moderate to high are easy to use 9% 18% 73% optimize workflow 13% 22% 65% are time-saving 25% 20% 55% have high recording quality 16% 40% 44% are modern 34% 28% 38% are prestige objects 45% 37% 18% Most students perceive dictaphone as easy to use devices which optimize workflow but are moderatly modern and carry low prestige. * On a a scale from 1 to 7 where 1-3= low, 4=neutral, 5-7= moderate to high
  13. 13. Perceived PracticabilityQ 5. „What is your preception of dictaphones?“ (N=427) - Continuation Dictaphone users have a significantly higher perceived practicability across the dimensions: „are easy to use“ and „optimize workflows“ than non-users.* are easy to use optimize workflow 1 2 3 4 5 6 7 1 2 3 4 5 6 7 5,88** Users 5,36 Users Non- Non- 4,78 5,00 users usersDictaphone users have a higher overall perceived practicability then non-users.*** Women and men have a similar perceived practicability of dictaphones.**** * Statistical method: Independent t-test *** Statistical method: Independent t-test ** Mean average, on a scale from 1 to 7 **** Statistical method: Independent t-test
  14. 14. Device Features Q 6. „How important are the following features to you?“ 1.00 7.00 Quality of recording 6,41* Battery lifespan 6,27 Storage capacity 6,19 UBS plug-in 6,18 Easy usage Filter for background noisesCompatibility with other applications Speech recognition software Digital processing option Battery charge time Fits good in the hand Design 3,71 * Mean average, on a scale from 1=unimportant to 7=important
  15. 15. Purchase IntentionQ 7. „It‘s highly probable that I will purchase a dictaphone.“ (N=427) agree to Strongly disagree to disagree* neutral strongly agree 82% 9% 10%* On a scale from 1 to 7 where 1-3=strongly disagree to disagree, 4=neutral, 5-7= agree to strongly agree Overall purchase intention 1 7 Female students have a statistically significant Total 3,2** higher purchase intention then male students.*** Men 2,9 Purchase intention increases with perceived Women 3,4 practicability.**** ** Mean average *** Statistical method: Independent t-test **** Statistical method: Simple regression
  16. 16. Alternatives Q 8. „How do you rate the following features of alternatives compared to those of dictaphones?“ (N=427)Digital usage & processing don‘t know* worse equal better Smartphone 35% 21% 11% 33% Notebook 22% 15% 9% 54% Mp3 Player 36% 27% 17% 20%Storage capacity Smartphone 30% 21% 14% 35% Notebook 19% 13% 7% 61% Mp3 Player 32% 23% 17% 28% * On a scale from 0 to 7 where 0=don‘t know, 1-3=worse, 4=equal, 5-7=better
  17. 17. Alternatives Q 8. „How do you rate the following features of alternatives compared to those of dictaphones?“ (N=427) - ContinuationRecording Quality don‘t know worse equal better Smartphone 30% 28% 12% 30% Notebook 30% 16% 17% 37% Mp3 Player 33% 37% 9% 21% Price Smartphone 35% 30% 12% 24% Notebook 28% 40% 10% 20% Mp3 Player 35% 18% 19% 28%
  18. 18. Brand and Price AwarenessQ 9. „Which dictaphone manufacturers do you know?“* „top of mind“ Samsung 11% Philips Others Olympus 20% Panasonic 17% 12% 9% Samsung Philips 8% Olympus 19% 7% Sony Others** Sony 32% 21% 44% % of first brand mentioned (N=213) % of all responses (N=483) Q 10. „How much does a dictaphone cost?*** 15-50 EUR 51-100 EUR 100-400 EUR 40% 42% 18% % of entire sample * Open question, multiple answers possible ** Grundig, LG, Toshiba, Siemens, etc. *** Open question
  19. 19. 3. The Big Picture
  20. 20. 1 Students look for information on dictaphones primarily online, on Google and other search engines. Recommendations: • Increase and strengthen online presence through Search Engine Marketing (SEM); • Create a Google AdWords campaign with relevant keywords like „dictaphone course“ or „dictaphone studies“  goal: to appear on the first result page; • Search Engine Optimization (SEO) for the Philips Speech Processing Website.
  21. 21. 2 1 in 2 students considers the product website an important source of information. Recommendations: • Create the „Philips Student Interactive Homepage“, which resembles a typical student room and displays the full range of Philips products, e.g. speakers, alarm clocks, bags, accessories and dictaphones  create a unique product and brand experience for the consumer on the homepage; • Increase webpage usability (navigation paths, assortment structure)  goal: bring the user quickly to the „Purchase“ option (where can I buy/find that?).
  22. 22. 3 Students have used dictaphones 1 x month or less frequent in the last year (users & owners). Recommendations: • Inform users about the different ways to use dictaphones, new product features, upgrades, etc. through: newsletters, reminders via SMS, on blogs and forums; • Conduct a further consumer survey on product and software usability.
  23. 23. Students lack the knowledge of how dictaphone can benefit them in their4 work/studies. They do not know what the products can do and their advantages compared to alternatives. Recommendations: • start the dialogue on dictaphone - Philips Dictaphone Ambassadors (a group of 100 students from all Viennese universities to be given dictaphones and a short product training – the devices should be used in class to demonstrate practicability and easy usage); • Educate the consumer about product features and added value (in shop, on forums, online, through traditional advertising, on social media platforms like Facebook & Co., etc.).
  24. 24. Students perceive dictaphones as rather old-fashioned devices which carry5 low prestige. Product design is not important to students. The quality of recording, storage capacity, battery lifespan and USB plug-in are. Recommendations: • Move away from the category name „dictaphones“ to a more appealing name, e.g. „voice recorder“; • Focus communication on lifestyle values, testimonials, emphasize „cooleness“ of the products; • Turn dictaphones into trendy lifestyle objects: use different colours and patterns for dictaphones and accessories; • Create new features like: „Plug n‘ Play“ (easy connection with car sound system) and „Plug n‘ Storage“ (direct file transferring to memory stick) to optimize consumers‘ work flow.
  25. 25. 4. Conclusions
  26. 26. Students show a moderate interest in dictaphones. They are uneducatedin terms of what dictaphones can do for them. Students prefer deviceswhich integrate more than one function (eg. smartphones). Marketers need to make considerable efforts to approch andsuccessfully address this target group. Key actions required: • Be where your consumers are • Educate the consumer • Improve the image of dictaphones • Start the dialogue on dictaphones
  27. 27. Thank you for your attention !
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