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Building Brand Community
Author(s): James H. McAlexander, John W. Schouten and Harold F. Koenig
Source: Journal of Marketing, Vol. 66, No. 1 (Jan., 2002), pp. 38-54
Published by: American Marketing Association
Stable URL: http://www.jstor.org/stable/3203368
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James H. McAlexander, John W. Schouten, & Harold F. Koenig
Building Brand Community
A brand community from a customer-experiential perspective is a fabric of relationships in which the customer is
situated. Crucial relationships include those between the customer and the brand, between the customer and the
firm, between the customer and the product in use, and among fellow customers. The authors delve ethnographi-
cally into a brand community and test key findings through quantitative methods. Conceptually, the study reveals
insights that differ from prior research in four important ways: First, it expands the definition of a brand community
to entities and relationships neglected by previous research. Second, it treats vital characteristics of brand com-
munities, such as geotemporal concentrations and the richness of social context, as dynamic rather than static phe-
nomena. Third, it demonstrates that marketers can strengthen brand communities by facilitating shared customer
experiences in ways that alter those dynamic characteristics. Fourth, it yields a new and richer conceptualization
of customer loyalty as integration in a brand community.
or decades, marketers have sought the Holy Grail of
brand loyalty. Just as the legendary grail of Arthurian
quest held the promise of extended life and renewal,
marketers attribute to brand loyalty and its sister icon, cus-
tomer retention, the promise of long-term profitability and
market share (Bhattacharya, Rao, and Glynn 1995; Reicheld
and Sasser 1990). Unfortunately, marketing's knights-errant
face a daunting problem: They have not fully unders.
Community Marketing is not an event, it is not activation within a community, nor it is event organization done for communities. Community Marketing does not buy consumers, what it does is meet their needs in a conducive context best for the brand and consumers to interact and engage. Community Marketing is a combination of interaction, communication, nurturing, networking, collaboration, fusion and assimilation of vision. These processes are critical in the very beginning when we approach each community under a common ground. There are no shortcuts, no formula, and no one standard operating procedure that can apply to all. Most tend to think that it is about building friendship and let social media amplify engagement around that relationship. It is more than that if one is to immerse and build commonality via culture building and cultivation. Anthropology, sociology & cross cultural sciences are knowledge one must use to manage the dynamics of community marketing. Regardless of how big or small the scale of the project, the process of identification, interaction, nurturing and cultivation are all critical to the proper implementation of community marketing.
Community Marketing is not an event, it is not activation within a community, nor it is event organization done for communities. Community Marketing does not buy consumers, what it does is meet their needs in a conducive context best for the brand and consumers to interact and engage. Community Marketing is a combination of interaction, communication, nurturing, networking, collaboration, fusion and assimilation of vision. These processes are critical in the very beginning when we approach each community under a common ground. There are no shortcuts, no formula, and no one standard operating procedure that can apply to all. Most tend to think that it is about building friendship and let social media amplify engagement around that relationship. It is more than that if one is to immerse and build commonality via culture building and cultivation. Anthropology, sociology & cross cultural sciences are knowledge one must use to manage the dynamics of community marketing. Regardless of how big or small the scale of the project, the process of identification, interaction, nurturing and cultivation are all critical to the proper implementation of community marketing.
Presentation National Marketing Conference by Reza Ashari Nasution, PhD
(Director of MBA Program School of Business and Management
Institut Teknologi Bandung)
Essay on Stereotype | Stereotype Essay for Students and Children in .... Writing a Good Essay on Stereotyping. Essay websites: Stereotypes essays. Stereotypes in the Media Essay Example | Topics and Well Written Essays .... 001 Stereotypes Essay Example Of Mental Illness Comparison With Ethnic .... Essay about stereotype - statementwriter.web.fc2.com. Confronting Stereotypes Assignment Example | Topics and Well Written .... Essay on Stereotypes – – Example Essay - PHDessay.com. Stereotyping an individual Essay Example | Topics and Well Written ....
Brand purpose gives companies the competitive advantage in crafting brand identity & winning an evolving market with new consumer expectations.
For more info visit: https://www.accenture.com/us-en/insights/strategy/brand-purpose
What does radical uncertainty mean to communication professionals today? How has it affected stakeholder and consumer expectations? And what are companies doing to meet the challenge?
The price of consumers’ and stakeholders’ support in an age of low trust and high uncertainty is purpose with proof, radical transparency and a seat at the table.
BBA 3551, Information Systems Management 1 Course Lea.docxtarifarmarie
BBA 3551, Information Systems Management 1
Course Learning Outcomes for Unit II
Upon completion of this unit, students should be able to:
4. Explain how information systems can be used to gain and sustain competitive advantage.
4.1 Discuss how collaboration IS can provide competitive advantages for a specific organization.
4.2 Explain why collaboration IS are important from the organization’s perspective.
7. Summarize the requirements for successful collaboration in information systems management.
7.1 Discuss how collaboration tools can improve team communication.
7.2 Identify the tools that will help create a successful collaboration IS.
Course/Unit
Learning Outcomes
Learning Activity
4.1
Unit Lesson
Chapter 2
Chapter 3
Unit II PowerPoint Presentation
4.2
Unit Lesson
Chapter 2
Chapter 3
Unit II PowerPoint Presentation
7.1
Unit Lesson
Chapter 2
Unit II PowerPoint Presentation
7.2
Unit Lesson
Chapter 2
Unit II PowerPoint Presentation
Reading Assignment
Chapter 2: Collaboration Information Systems
Chapter 3: Strategy and Information Systems, Q3-1 – Q3-8
Unit Lesson
Chapter 2 investigates ways that information systems (IS) can support collaboration. It defines collaboration
and discusses collaborative activities and criteria for successful collaboration. It also discusses the kind of
work that collaborative teams do, requirements for collaborative IS, and important collaborative tools for
improving communicating content. The chapter ends with a discussion of collaboration in 2024.
Collaboration and Cooperation
Cooperation occurs when people work together toward a common goal. For example, in teamwork, each
team member is given a task to complete such as a project component. Collaboration occurs when people,
together or remotely, work together toward a common goal (Kroenke & Boyle, 2017). For example, a team
member in California and a team member in Texas might meet using Skype to discuss ideas for a project.
Figure 1 below illustrates collaboration in a team environment. In this illustration, the project manager is
responsible for collaborating with team members who are in different departments. For example, the project
manager may assign a project administrator who will document the various stages of project development,
UNIT II STUDY GUIDE
Collaboration Information Systems and
Strategy and Information Systems
BBA 3551, Information Systems Management 2
UNIT x STUDY GUIDE
Title
assign a person from software development to develop the software application, and assign a person from
operations to set up a testing environment. Each of these team members would work with the project
manager and with each other throughout the project; however, the project manager would be the main point
of contact.
Feedback and iteration are involved so that the
results of the collaborative effort are greater
than could be produced by any of the
individuals .
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BBA 3551, Information Systems Management 1 Course Lea.docxtarifarmarie
BBA 3551, Information Systems Management 1
Course Learning Outcomes for Unit II
Upon completion of this unit, students should be able to:
4. Explain how information systems can be used to gain and sustain competitive advantage.
4.1 Discuss how collaboration IS can provide competitive advantages for a specific organization.
4.2 Explain why collaboration IS are important from the organization’s perspective.
7. Summarize the requirements for successful collaboration in information systems management.
7.1 Discuss how collaboration tools can improve team communication.
7.2 Identify the tools that will help create a successful collaboration IS.
Course/Unit
Learning Outcomes
Learning Activity
4.1
Unit Lesson
Chapter 2
Chapter 3
Unit II PowerPoint Presentation
4.2
Unit Lesson
Chapter 2
Chapter 3
Unit II PowerPoint Presentation
7.1
Unit Lesson
Chapter 2
Unit II PowerPoint Presentation
7.2
Unit Lesson
Chapter 2
Unit II PowerPoint Presentation
Reading Assignment
Chapter 2: Collaboration Information Systems
Chapter 3: Strategy and Information Systems, Q3-1 – Q3-8
Unit Lesson
Chapter 2 investigates ways that information systems (IS) can support collaboration. It defines collaboration
and discusses collaborative activities and criteria for successful collaboration. It also discusses the kind of
work that collaborative teams do, requirements for collaborative IS, and important collaborative tools for
improving communicating content. The chapter ends with a discussion of collaboration in 2024.
Collaboration and Cooperation
Cooperation occurs when people work together toward a common goal. For example, in teamwork, each
team member is given a task to complete such as a project component. Collaboration occurs when people,
together or remotely, work together toward a common goal (Kroenke & Boyle, 2017). For example, a team
member in California and a team member in Texas might meet using Skype to discuss ideas for a project.
Figure 1 below illustrates collaboration in a team environment. In this illustration, the project manager is
responsible for collaborating with team members who are in different departments. For example, the project
manager may assign a project administrator who will document the various stages of project development,
UNIT II STUDY GUIDE
Collaboration Information Systems and
Strategy and Information Systems
BBA 3551, Information Systems Management 2
UNIT x STUDY GUIDE
Title
assign a person from software development to develop the software application, and assign a person from
operations to set up a testing environment. Each of these team members would work with the project
manager and with each other throughout the project; however, the project manager would be the main point
of contact.
Feedback and iteration are involved so that the
results of the collaborative effort are greater
than could be produced by any of the
individuals .
BEAUTY AND UGLINESS IN OLMEC MONUMENTAL SCULPTUREAuthor.docxtarifarmarie
BEAUTY AND UGLINESS IN OLMEC MONUMENTAL SCULPTURE
Author(s): Claude-François BAUDEZ
Source: Journal de la Société des américanistes, Vol. 98, No. 2 (2012), pp. 7-31
Published by: Société des Américanistes
Stable URL: http://www.jstor.org/stable/24606519
Accessed: 03-07-2018 17:32 UTC
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide
range of content in a trusted digital archive. We use information technology and tools to increase productivity and
facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]
Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at
http://about.jstor.org/terms
Société des Américanistes is collaborating with JSTOR to digitize, preserve and extend access
to Journal de la Société des américanistes
This content downloaded from 128.114.34.22 on Tue, 03 Jul 2018 17:32:47 UTC
All use subject to http://about.jstor.org/terms
BEAUTY AND UGLINESS
IN OLMEC MONUMENTAL SCULPTURE
Claude-François BAUDEZ *
Since our Western art tradition has put such a prize on naturalism, we tend to think that
other civilizations valued it as much as we did and do. I contend that Olmec monumental
art illustrates the opposite, and suggest that the Olmecs most appreciated the
anthropomorphic statues that incorporated feline features, and disliked the very
naturalistic style of the colossal heads. The latter represented the severed heads of
opponents who probably were losers in ritual battles. Therefore they could not claim the
divine patronage of the jaguar, and had to appear just as « plain », ugly people. [Key
words: olmec sculpture, colossal heads, naturalism, beauty, ugliness.]
Du beau et du laid dans la statuaire monumentale olmèque. Dans la mesure où l'art
occidental a toujours valorisé le naturalisme, nous avons tendance à penser que cette
appréciation a été universelle. Je soutiens ici que l'art monumental olmèque illustre le
contraire et suggère que les Olmèques appréciaient les statues anthropomorphes qui
intégraient des traits félins, mais n'aimaient pas le style très naturaliste des têtes
colossales. Celles-ci représentaient les têtes coupées de rivaux malheureux aux batailles
rituelles. Pour cela, elles ne pouvaient se réclamer du divin patronage du jaguar, et
devaient se contenter de représenter des gens quelconques, sans beauté. [Mots-clés:
statuaire olmèque, têtes colossales, naturalisme, beau, laid.]
De lo bello y de lo feo en las esculturas monumentales olmecas. Ya que el arte occidental
ha siempre valorado el naturalismo, tenemos tendencia a creer que esta apreciaciôn ha
sido universal. Aqui sostengo que el arte monumental olmeca refleja lo contrario.
Propongo que los olmecas apreciaban las estatuas antropomorfas que incorporaban
rasgos del jaguar y despreciaban el estilo muy naturalista de las cabezas colosales. Estas
ultimas rep.
August 4, 2011 TAX FLIGHT IS A MYTH Higher State .docxtarifarmarie
August 4, 2011
TAX FLIGHT IS A MYTH
Higher State Taxes Bring More Revenue, Not More Migration
By Robert Tannenwald, Jon Shure, and Nicholas Johnson1
Executive Summary
Attacks on sorely-needed increases in state tax revenues often include the unproven claim that tax
hikes will drive large numbers of households — particularly the most affluent — to other states.
The same claim also is used to justify new tax cuts. Compelling evidence shows that this claim is
false. The effects of tax increases on migration are, at most, small — so small that states that raise
income taxes on the most affluent households can be assured of a substantial net gain in revenue.
The basic facts, as this report explains, are as follows:
Migration is not common. Most people have strong ties to their current state, such as job,
home, family, friends, and community. On average, just 1.7 percent of U.S. residents moved
from one state to another per year between 2001 and 2010, and only about 30 percent of those
born in the United States change their state of residence over the course of their entire lifetime.
And when people do relocate, a large body of scholarly evidence shows that they do so
primarily for new jobs, cheaper housing, or a better climate. A person’s age, education, marital
status, and a host of other factors also affect decisions about moving.
The migration that’s occurring is much more likely to be driven by cheaper housing
than by lower taxes. A family might be able to cut its taxes by a few percentage points by
moving from one state to another, but housing costs are far more variable. The difference
between housing costs in two different states is often many times greater than the difference in
taxes. So what might look like migration in search of lower taxes is really often migration for
cheaper housing.
Consider Florida, often claimed as a state that attracts households because of its low taxes
(Florida has no income tax). In the latter half of the 2000s, the previously rapid influx of U.S.
migrants into Florida slowed and then reversed — Florida actually started losing population.
The state enacted no tax policy change that can explain this reversal. What did change was
1 Dylan Grundman, Anna Kawar, Eleni Orphinades, and Ashali Singham contributed to this report.
820 First Street NE, Suite 510
Washington, DC 20002
Tel: 202-408-1080
Fax: 202-408-1056
[email protected]
www.cbpp.org
2
housing prices. Previously, the state’s lower housing prices had enabled Northeastern
homeowners to increase their personal wealth by selling their pricey houses and purchasing a
comparable or better home in Florida at a lower price. But housing prices in Florida rose
sharply during the mid-2000s, narrowing opportunities for Northeasterners to “trade up” on
their expensive homes. And consider California: its loss of househ.
BHA 3202, Standards for Health Care Staff 1 Course Le.docxtarifarmarie
BHA 3202, Standards for Health Care Staff 1
Course Learning Outcomes for Unit II
Upon completion of this unit, students should be able to:
4. Discuss the impact personal skills have on the workplace.
4.1 Describe the various types of personal goals that can affect professional development.
Course/Unit
Learning Outcomes
Learning Activity
4
Unit Lesson
Chapter 11
Unit II Essay
4.1
Unit Lesson
Chapter 3
Unit II Essay
Reading Assignment
Chapter 3: Setting Goals and Time Management
Chapter 11: Professionalism in Action
Unit Lesson
José has decided to apply for the position of healthcare administrator at his clinic. Jane suggested that he
should think about where he wants his career to go from the short-term to the long-term before he interviews
for the position she will be vacating next month. She has stressed to him that professionalism, and all that the
term implies, is the key characteristic that the healthcare administration position requires. José will need to
reflect on his goals and the manner in which he presents himself to his colleagues at the clinic.
In Chapter 3 of your textbook, we look at how to set goals and utilize time management skills to enhance our
skills, knowledge, and abilities in the healthcare administration field. Let us look first at the different types of
goals we can set, starting with the types of goals to consider:
personal,
educational,
career, and
community.
Personal goals are the things that make life interesting. We may want to learn to ski or try skydiving one day.
Having personal goals enhances one's self-concepts and self-esteem. They can be as simple as going to a
new movie or planning for retirement.
Education and lifelong learning should be something all professionals keep in mind, and setting educational
goals is an important part of being a professional. Being in this program is clearly a part of an educational
goal that you have set for yourself. Being successful at meeting educational goals also tells others that you
are someone who can meet goals too.
UNIT II STUDY GUIDE
Goals and Professionalism
BHA 3202, Standards for Health Care Staff 2
Another type of goal the healthcare professional must address is the career goal. You have already
demonstrated that you have set a career goal by enrolling in this program and course. While these are clearly
educational goals, they actually are also career goals. As José is learning, advancing in his career at his
healthcare clinic is now a career goal of his and one that he needs to plan for carefully to ensure success.
José is wondering what exactly community goals are and if he has any and just does not know it. As Chapter
3 explains, we are all a part of a community, and we all contribute in some way to our communities. José is a
part of the healthcare clinic community because he and associates go out for dinner once a mo.
Assignment – 8600-341 (Leading and motivating a team effectiv.docxtarifarmarie
Assignment – 8600-341 (Leading and motivating a team effectively) - Part A
This document is for guidance only – to be used in the classroom workshop. Your actual assignment must be completed on the electronic template you will find on Online Services.
Part A (AC 1.1, 1.2, 1.3, 2.1, 2.2,2.3) (800 to 1,500 words)
The assessment requirements for this unit are as follows:
Learning Outcome One - Know how to communicate the organisations vision and strategy to the team
AC1.1 Explain the importance of the team having a common sense of purpose that supports the overall
vision and strategy of the organisation
AC1.2 Explain the role that communication plays in establishing a common sense of purpose
AC1.3 Assess the effectiveness of own communication skills on the basis of the above
Learning Outcome Two - Know how to motivate and develop the team
AC2.1 Describe the main motivational factors in a work context and how these may apply to different
situations, teams and individuals
AC2.2 Explain the importance of a leader being able to motivate teams and individuals and gain their
commitment to objectives
AC2.3 Explain the role that the leader plays in supporting and developing the team and its members and
give practical examples of when this will be necessary
NAME:
Khalid aljohari
COHORT:
COMPANY:
WORD COUNT
LEARNING OUTCOME 1 – Know how to communicate the organisations vision and strategy to the team
AC1.1 Explain the importance of the team having a common sense of purpose that supports the overall vision and strategy of the organisation (approx. 200 words)
Type here:
· Talk about motivation
· Think team charter
· About DIB vision
AC1.2 Explain the role that communication plays in establishing a common sense of purpose
(pprox.. 200 words)
Type here:
· Task understanding
· Leader creditability
· Help positive environment
· Working together
· Better performance
· accuracy
· Less waste
· Less mistake
AC1.3 Assess the effectiveness of own communication skills on the basis of the above (approx. 200 words)
Type here:
· Active listening
· How to get feedback
· Communicate creatively
· Write side effect
LEARNING OUTCOME 2 - Know how to motivate and develop the team
AC2.1 Describe the main motivational factors in a work context and how these may apply to different situations, teams and individuals (approx. 200 words)
Type here:
· Range about main factors
· MOZ Lose and Mayo
· Mayo achievements
· Talk about bonus and achievement
AC2.2 Explain the importance of a leader being able to motivate teams and individuals and gain their commitment to objectives (approx. 200 words)
Type here:
· Details explanation
· Why is import for leader and motivate team
· Individual commitment and objective
AC2.3 Explain the role that the leader plays in supporting and developing the team and its members and give practical examples of when this will be necessary (pprox.. 200 words)
Type here:
·.
BIOEN 4250 BIOMECHANICS I Laboratory 4 – Principle Stres.docxtarifarmarie
BIOEN 4250: BIOMECHANICS I
Laboratory 4 – Principle Stress and Strain
November 13– 16, 2018
TAs: Allen Lin ([email protected]), Kelly Smith ([email protected])
Lab Quiz: A 10-point lab quiz, accounting for 10% of the lap report grade, will be given at the beginning of
class. Be familiar with the entire protocol.
Objective: The objective of this experiment is to measure the strains along three different axes surrounding
a point on a cantilever beam, calculate the principal strains and stresses, and compare the result
with the stress calculated from the flexure formula for such a beam.
Background: The ability to measure strain is critical to materials testing as well as many other applications in
engineering. However, strain gages that adhere to a surface can alter the local strain environment
if the material (or tissue) of interest is less stiff than the gage itself. For this reason, contact strain
gages (or strain gages that attach directly to a surface) are not typically used for the testing of soft
tissues such as ligament, arteries, or skin. However, when the material is on the stiffer side, or
when the absolute value of the strain is less important than the detection of the mere presence of
strain itself, contact strain gages are very useful. An example of a stiffer biological material would
be bone. However, due to the porous nature of bone, one needs to be extremely careful that the
strain gage is properly adhered to the material’s surface. Other applications range from real world
stress analysis of a structure (e.g., a wing of an aircraft during flight) to strain gages incorporated
into medical equipment to ensure proper function (e.g., gages wrapped around the tubing in a
hospital infusion pump to detect blockages in the line – since the tube swells more than it should
when the fluid path is occluded).
One common engineering loading case that involves a planar stress field (i.e., the only non-zero
stresses are in the same plane), is that of beam bending. Beam bending will be covered in greater
detail during lecture. However, in order to ensure you know the basics of what is going on in this
lab, we will cover some fundamental topics. The simplest case of beam loading is that of a
cantilever beam that is completely anchored at one end and loaded at a point along its length
(Fig. 1). In Figure 1, 𝑃 is the applied load, ℎ is the thickness of the beam (with 𝑐 as the half-
thickness), 𝑥 is the distance from the fixed wall to the location where we want to measure stress
and strain (point 𝑎), and 𝐿 is the length of the beam. There are a couple key points to know about
this loading scenario:
1. As the beam bends downward, the material above the midline (the dashed line) is in
tension and the material below that line is in compression.
2. At the top and bottom free surfaces, there is only axial stress, and zero shear stress.
3. At the midline (dashed line, also referred to as neutral axis)
BHR 4680, Training and Development 1 Course Learning .docxtarifarmarie
BHR 4680, Training and Development 1
Course Learning Outcomes for Unit I
Upon completion of this unit, students should be able to:
1. Discuss the training implications of behavioral and cognitive learning in the training environment.
1.1 Discuss the influences and learning in the workplace that contribute to training and
development.
2. Compare the relationship between human resources and human resource development functions in a
large global organization to the functions of a small global organization.
2.1 Explain the use of training and development as a contributing factor to business success.
Course/Unit
Learning Outcomes
Learning Activity
1.1
Unit I Lesson
Chapter 1
Chapter 2
Unit I Assessment
2.1
Unit I Lesson
Chapter 1
Chapter 2
Unit I Assessment
Reading Assignment
Chapter 1: Introduction to Employee Training and Development, pp. 7-50
Chapter 2: Strategic Training, pp. 65-89, 104-105
Unit Lesson
Human Resource Management and Human Resource Development
Human resource management (HRM) consists of seven functions: strategy and planning, equal employment
opportunities (EEO), talent management, risk management and worker protection, recruitment and staffing,
rewards, and employee and labor relations (Mathis, Jackson, Valentine, & Meglich, 2017). HRM plays a vital
role in human resource development (HRD). In HRM, you have the human resource manager who is
responsible for all functions of human resources (HR), compared to an HRD manager who is solely
responsible for training and development and project management for HR. HRD is the use of training and
development, organizational development, and career development to improve overall effectiveness within
the organization (Noe, 2017). In creating the needed training and development plan for an organization, HRM
and HRD work collaboratively, or it can be an individual effort by each entity. According to Noe (2017),
organizations can allow training to be a part of HRM, but that can lead to less attention being provided and
less focus being applied than when allowing the training aspect to be handled by HRD. Regardless of the
choice, training and development requires a team effort from upper management, middle management,
frontline managers and workers, and others.
UNIT I STUDY GUIDE
Introduction to Training and Development
BHR 4680, Training and Development 2
UNIT x STUDY GUIDE
Title
What Is Learning?
Learning is when employees acquire “knowledge, skills, competencies, attitudes, or behaviors” (Noe, 2017,
p. 5). During the learning and training processes, you must consider your audience type(s) and the learning
style(s) of your audience members. Your audience types can consist of high-tech, low-tech, or lay audience
members or a combination of these types. With learning styles ranging from tactile learners to auditory
learners to visual learners, you, as the manager, must be able to deliver training .
Business Plan 2016 Owners Mick & Sheryl Dun.docxtarifarmarie
Business Plan 2016
Owners Mick & Sheryl Dundee
6 Gumnut Road, DANDENONG, VIC, 3025
(03) 9600 7000 [email protected]
Confidentiality Agreement
The undersigned reader acknowledges that the information provided by National Camper Trailers in this
business plan is confidential; therefore, reader agrees not to disclose it without the express written
permission of National Camper Trailers.
It is acknowledged by reader that information to be furnished in this business plan is in all respects
confidential in nature, other than information which is in the public domain through other means and that
any disclosure or use of same by reader may cause serious harm or damage to National Camper Trailers.
Upon request, this document is to be immediately returned to National Camper Trailers.
___________________
Signature
___________________
Name (typed or printed)
___________________
Date
This is a business plan. It does not imply an offering of securities.
Table of Contents
Page 1
Contents
1.0 Objectives ................................................................................................................................. 2
1.1 Mission .................................................................................................................................. 2
1.2 Keys to Success..................................................................................................................... 2
2.0 Company Summary .................................................................................................................. 2
2.1 Company Ownership ............................................................................................................ 3
2.2 Company History .................................................................................................................. 3
2.3 Performance over the past 10 years ...................................................................................... 4
3.0 Company Structure ................................................................................................................... 6
3.1 Factory and Manufacturing ................................................................................................... 6
3.2 Assembly and Fitout ............................................................................................................. 6
3.3 Finance and administration. .................................................................................................. 6
3.3 Human Resources and WHS ................................................................................................. 7
3.4 Sales and Marketing .............................................................................................................. 7
4.0 SWOR Analysis ....................................................................................................................
Assignment Guidelines NR224 Fundamentals - Skills
NR224 Safety Goals RUA.docx Revised 06/14/2016 BME 1
Required Uniform Assignment: National Patient Safety Goals
PURPOSE
This exercise is designed to increase the students' awareness of the National Patient Safety Goals developed
by The Joint Commission. Specifically, this assignment will introduce the Speak Up Initiatives, an award-
winning patient safety program designed to help patients promote their own safety by proactively taking
charge of their healthcare.
COURSE OUTCOMES
This assignment enables the student to meet the following course outcomes.
CO #2: Apply the concepts of health promotion and illness prevention in the laboratory setting. (PO #2)
CO #8: Explain the rationale for selected nursing interventions based upon current nursing literature. (PO
#8)
DUE DATE
Week 6
Campus: As directed by your faculty member
Online: As directed by your faculty member
POINTS
50 points
REQUIREMENTS
1. Select a Speak Up brochure developed by The Joint Commission. Follow this link to the proper
website: http://www.jointcommission.org/topics/speakup_brochures.aspx.
2. Write a short paper reviewing the brochure. Use the Grading Criteria (below) to structure your
critique, and include current nursing or healthcare research to support your critique.
a. The length of the paper is to be no greater than three pages, double spaced, excluding title
page and reference page. Extra pages will not be read and will not count toward your grade.
3. This assignment will be graded on quality of information presented, use of citations, and use of
Standard English grammar, sentence structure, and organization based on the required components.
4. Create the review using Microsoft Word 2007 (a part of Microsoft Office 2007), the required format for
all Chamberlain documents. You can tell that the document is saved as a MS Word 2007 document
because it will end in “.docx.”
5. Any questions about this paper may be discussed in the weekly Q & A Forum in your online course or
directly with your faculty member if you are taking NR224 on campus.
6. APA format is required with both a title page and reference page. Use the required components of the
review as Level 1 headers (upper- and lowercase, bold, centered).
a. Introduction
b. Summary of Brochure
c. Evaluation of Brochure
d. Conclusion
PREPARING THE PAPER
The following are the best practices in preparing this paper.
1) Read the brochure carefully and take notes. Highlighting important points has been helpful to many
students.
http://www.jointcommission.org/topics/speakup_brochures.aspx
Assignment Guidelines NR224 Fundamentals - Skills
NR224 Safety Goals RUA.docx Revised 06/14/2016 BME 2
2) Title page: Include title of your paper, your name, Chamberlain College of Nursing, NR224
Fundamentals—Skills, faculty name, and the date. Center all items between the .
Brand Extension Marketing Plan 8GB530 Brand Extension Marketi.docxtarifarmarie
Brand Extension Marketing Plan 8
GB530 Brand Extension Marketing Plan: Guide
Introduction
Use this document as your guide to success. All Brand Extension Marketing Plan documents should use 1” margins, 12 pt. font, and include a cover page and a reference page.
For the Brand Extension Marketing Plan Assignments in this class you will not use the usual APA rules which require in-text citations as 1) no marketing plan ever uses direct quoting within its contents, 2) we are making an exception due to the nature of a Marketing Plan Assignment and 3) you will not use double-spacing but instead you will use this document’s formatting.
It is important that you write your Brand Extension Marketing Plan in third person (there is no “I” in a marketing plan), using your own words, and/or paraphrasing instead of direct quoting. Once deposited into the Dropbox for grading, Brand Extension Marketing Plan Assignments are submitted to Turnitin® for a potential plagiarism review, so it continues to be important for you never to use anyone else’s words verbatim.
For each of the Brand Extension Marketing Plan Assignments, you should list, on the reference page, all of the references you used when preparing your plan. Again, you do not need to include the in-text parentheses noting references and timeframes as normally required in our APA Assignments, but you do need to use APA to format your references list. If you have any questions on this exception to using APA, let me know.
All the components of the Marketing Plan are assessed using the following:
Subject Mastery Rubric: Knowledge (Can define major ideas) or Comprehension (Can discuss major ideas) or Application (Can apply major concepts to new situations).
A MARKETING PLAN IS THE FOUNDATION FOR ALL MARKETING EFFORTSBeginning your Brand Extension Marketing Plan: The Product Proposal
The major project in this course is to complete a Brand Extension Marketing Plan for one new product on the behalf of an existing for-profit organization.
As you begin your project, you need to first assume you have the role of a marketing manager for one,new, currently not available from your selected Brand Company, product on the behalf of a real, for-profit organization. Consider this a “brand extension”: you are adding a product to an existing company’s product line.
Think about your selection – the proposal is for a New Product for a New Market of consumers! Extend the Brand Name into new product markets by offering a “new to the company” product.
Companies may do this by buying an existing product, or importing a new product and putting their brand name on it – or they develop their own product to compete in the new market.
Module 1 BEMP Proposal - What will your project be about?
Submit your response to the following questions as a Product Proposal:
1. What is the brand name of your for-profit business/organization?
1. What is the new product, not currently in existence, that will generate revenue for .
Building a Dynamic Organization The Stanley Lynch Investme.docxtarifarmarie
" Building a Dynamic Organization
The Stanley Lynch Investment Group is a large investment firm headquartered in New York. The firm has 12 major investment funds, each with analysts operating in a separate department. Along with knowledge of the financial markets and the businesses it analyzes, Stanley Lynch’s competitive advantage comes from its advanced and reliable computer systems. Thus an effective information technology (IT) divi-sion is a strategic necessity, and the company’s chief infor-mation officer (CIO) holds a key role at the firm.
When the company hired J. T. Kundra as a manager of technology, he learned that the IT division at Stanley Lynch consisted of 68 employees, most of whom specialized in serving the needs of a particular fund. The IT employees serving a fund operated as a distinct group, each of them led by a manager who supervised several employees. (Five employees reported to J. T.)
He also learned that each group set up its own computer system to store information about its projects. The problems with that arrangement quickly became evident. As J. T. tried to direct his group’s work, he would ask for documentation of one program or another. Sometimes, no one was sure where to find the documentation; often he would get three different responses from three different people with three versions of the documentation. And if he was interested in another group’s project or a software program used in another department, getting information was next to impos-sible. He lacked the authority to ask employees in another group to drop what they were doing to hunt down informa-tion he needed.
J. T. concluded that the entire IT division could serve the firm much better if all authorized people had easy access to the work that had already been done and the software that was available. The logical place to store that informa-tion was online. He wanted to get all IT projects set up in a cloud so that file sharing, and therefore knowledge sharing, would be more efficient and reliable. A challenge would be to get the other IT groups to buy in to the new system given that he had authority over so few of the IT workers.
J. T. started by working with his group to blueprint how the system would work. Then he met with two higher-level managers who report to the CIO. He showed them the plan and explained that fast access to information would improve the IT group’s quality and efficiency, thus increasing the pro-ductivity of the entire firm. He suggested that the managers require all IT employees to use the cloud system. He even persuaded them that their use of the system should be mea-sured for performance appraisals, which directly impacts annual bonuses.
The various IT groups quickly came to appreciate that the system would enhance performance. Adoption was swift, and before long, the IT employees came to think of it as one of their most important software systems.
DISCUSSION QUESTIONS
1. Give an example of differentiation in Stan.
BBA 4351, International Economics 1 Course Learning O.docxtarifarmarie
BBA 4351, International Economics 1
Course Learning Outcomes for Unit I
Upon completion of this unit, students should be able to:
1. Appraise how globalization contributes to greater economic interdependence.
1.1 Explain the importance of globalization in terms of the law of comparative advantage.
2. Discuss how comparative advantages lead to gains from international trade.
2.1 Explain the principle of absolute and comparative advantage.
Course/Unit
Learning Outcomes
Learning Activity
1.1
Unit I Lesson
Chapter 1
Unit I Essay
2.1
Unit I Lesson
Chapter 2
Unit I Essay
Reading Assignment
Chapter 1: The International Economy and Globalization
Chapter 2: Foundations of Modern Trade Theory: Comparative Advantage
Unit Lesson
Globalization
Today, every part of the world is connected, and no country can be completely secluded and stand by itself.
In other words, countries in a global economy must be interdependent. Throughout this course, you will learn
how a nation interacts with other countries in the global economy. More specifically, you will understand how
principles of economics can be applied to the global economy where countries are interdependent.
There are a number of advantages and disadvantages to globalization as listed in the chart below from the
textbook.
The Unit l Lesson provides some new perspectives on various stages of globalization. Baldwin (2016) briefly
summarizes four important phases of globalization that occurred during the past 200,000 years. The textbook
stresses the fact that the third phase of globalization began with the steam engine and other significant
improvements in transportation, increasing trade in goods and services among different parts of the world
(Carbaugh, 2017). The fourth phase of globalization, which is not mentioned in our textbook, involves the
transfer of rich-country technologies to workers in poor countries. This, in turn, has increased productivity and
expedited industrialization in those poor countries. Baldwin (2016) argues that a reorientation of strategy and
policy in both rich and poor countries is necessary. Rich countries need to develop better rules for governing
foreign investment and intellectual property rights as well as concentrate on the training and welfare of
workers rather than the preservation of particular jobs.
UNIT I STUDY GUIDE
International Economy and
Comparative Advantage
BBA 4351, International Economics 2
UNIT x STUDY GUIDE
Title
Think about what the next stage of globalization will be. It is not going to be industrialization for sure. What
might it be? Some experts believe the next phase of globalization will be Big Data—a large volume of
complex datasets that can be used in decision-making in various fields.
The United States as an Open Economy
The U.S. economy is a part of the global economy and, therefore, has been integrated into global markets in
past decades. Duri.
BSL 4060, Team Building and Leadership 1 Course Learn.docxtarifarmarie
BSL 4060, Team Building and Leadership 1
Course Learning Outcomes for Unit I
Upon completion of this unit, students should be able to:
1. Summarize the determinants of high-performance teams.
1.1 Discuss the four Cs of team performance.
1.2 Explain how each of the four Cs contributes to improved performance.
4. Explain the importance of teamwork in an organization.
4.1 Explain the two types of self-directed work teams and the three generic team types.
4.2 Discuss how an organization's context of culture, structure, and systems supports teamwork.
Reading Assignment
Chapter 1: The Search for the High-Performing Team
Chapter 2: Context: Laying the Foundation for Team Success
Please use the Business Source Complete database in the CSU Online Library to read the following article:
Warrick, D. D. (2014). What leaders can learn about teamwork and developing high performance teams
from organization development practitioners. OD Practitioner, 46(3), 68-75.
Unit Lesson
This unit begins with a brief history of team building. The first efforts to improve organizations came from T-
groups (training groups) and from the National Training Laboratories in Silver Spring, Maryland. Participants
in T-groups learned to communicate in a more open and honest manner, accept responsibility for their
behavior, and engage in relationships based on equality rather than on hierarchy or status. In 1968, Campbell
and Dunnette conducted a study of the impact of T-groups on organizational performance. They concluded
that while T-groups did help individuals become more comfortable with their ability to manage interpersonal
relationships, T-groups had virtually no impact on organization or team performance. The team-building
paradigm was created to shift from an unstructured T-group to a more focused and defined process for
training a group in collaborative work and problem solving.
UNIT I STUDY GUIDE
The Foundation for Team Success
BSL 4060, Team Building and Leadership 2
UNIT x STUDY GUIDE
Title
The four Cs of high-performing teams were developed as a platform to build effective teams. The first C is
context, or the organizational environment. According to Dyer, Dyer, and Dyer (2013), questions to consider
in relation to the first C include the following.
How important is effective teamwork to accomplishing this particular task?
What type of team (e.g., task team, decision team, self-directed team) do I need?
Do my organization's culture, structure, and processes support teamwork?
The second C is composition, or the skills, attitudes, and experience of the team members. According to
Dyer, et al. (2013), one should consider the following questions.
To what extent do individual members have the technical skills required to complete the task?
To what extent do they have the interpersonal and communication skills required to coordinate their
work with others?
To what .
BHA 3002, Health Care Management 1 Course Learning Ou.docxtarifarmarie
BHA 3002, Health Care Management 1
Course Learning Outcomes for Unit II
Upon completion of this unit, students should be able to:
6. Analyze the finance system in a healthcare organization.
6.1 Examine key differences between for-profit, not-for-profit, and public healthcare facilities.
6.2 Explain the process of creating and balancing a healthcare facility budget.
8. Evaluate ways to improve the quality and economy of patient care.
8.1 Describe the process of quality review and privileging for physicians.
8.2 Discuss the importance of quality initiatives, quality equipment and supplies, and quality
regulations.
8.3 Identify a management problem in a healthcare organization.
Course/Unit
Learning Outcomes
Learning Activity
6.1
Chapter 3 Reading
Unit Assessment
6.2
Chapter 3 Reading
Unit Assessment
8.1
Unit Lesson
Chapter 4 Reading
Unit Assessment
8.2
Unit Lesson
Chapter 4 Reading
Unit Assessment
8.3
Unit Lesson
Chapter 4 Reading
Unit II Project Topic
Reading Assignment
Chapter 3: Financing the Provision of Care
Chapter 4: Quality of Care
Unit Lesson
Evidence-Based Performance Measures
One of the hottest topics in healthcare administration today is evidence-based performance, and you certainly
need a solid understanding of this process in order to function effectively as a healthcare leader moving into
the future. American health care needs to improve. There is no doubt about that. Americans deserve more
bang for the buck that they spend on medical services. One of the most important initiatives to make that
happen is a move to more evidence-based practice.
What evidence-based performance is truly all about, first and foremost, is the patient (UT Health, 2015). In
particular, it is all about making sure that the patient receives care based upon the best and latest research
that is available for the patient’s own particular health problem or set of health problems. It is about giving the
right care, every time, for every patient. Other benefits of a solid evidence-based medicine program include
the ability to assure your own community that your hospital provides high quality care and that you are doing
your own quality review studies to make sure of this. Finally, evidence-based medicine makes sense because
UNIT II STUDY GUIDE
Financing and Quality for
Health Care
BHA 3002, Health Care Management 2
UNIT x STUDY GUIDE
Title
the Centers for Medicare Services (CMS) demands it of us. They will actually pay us more for our services if
we meet evidence-based performance criteria and goals, and they will financially penalize us if we do not
meet evidence-based goals. In short, there are many good reasons to implement evidence-based medicine in
your own medical facility.
Currently, there are several national focus areas for evidence-based medicine programs. These are heart
failure (HF), acute myocardial infarction (AMI), pneumonia (PN), and th.
BBA 3551, Information Systems Management Course Learn.docxtarifarmarie
BBA 3551, Information Systems Management
Course Learning Outcomes for Unit III
Upon completion of this unit, students should be able to:
8. Evaluate major types of hardware and software used by organizations.
8.1 Describe the features of a chosen NoSQL database.
8.2 Discuss how the use of a NoSQL database will affect competitive strategies in this era of IoT
(Internet of Things).
Course/Unit
Learning Outcomes
Learning Activity
8.1
Unit Lesson
Chapter 5
Unit III PowerPoint Presentation
8.2
Unit Lesson
Chapter 4
Chapter 5
Unit III PowerPoint Presentation
Reading Assignment
Chapter 4: Hardware, Software, and Mobile Systems, Q4-1 – Q4-7
Chapter 5: Database Processing, Q5-1 – Q5-7
Unit Lesson
In Unit II, we investigated ways that information systems (IS) can support collaboration, and we reviewed
Porter’s five forces model. In this unit, we will discuss the basic concepts of hardware and software. We will
also discuss open source software development and database management systems and compare the
differences between native and thin-client applications. Lastly, we will explore mobile systems and the
characteristics of quality mobile user experiences.
It is important that business professionals understand hardware components, types of hardware, and
computer data. We will start with bits and bytes. Computers use bits to represent basic units of data such as
ones and zeros. You should know the difference between bits, bytes, kilobytes, megabytes, gigabytes,
terabytes, petabytes, and exabytes (see Figure 1).
Term Definition Abbreviation
Byte A group of binary bits
Kilobyte 1,024 bytes K
Megabyte 1,024 K or 1, 048, 576 bytes MB
Gigabyte 1,024 MB or 1,073,741,824 bytes GB
Terabyte 1,024 GB or 1,099,511,627,776 bytes TB
Petabyte 1024 TB or 1, 125,899,906,842,624 bytes PB
Exabyte 1,024 PB or 1,152,921,504,606,846,976 bytes EB
Figure 1: Storage capacity terminology
(Kroenke & Boyle, 2017)
UNIT III STUDY GUIDE
Hardware, Software, and Mobile
Systems and Database Processing
BBA 3551, Information Systems Management 2
UNIT x STUDY GUIDE
Title
A byte generally contains eight bits. A switch can be open or closed. An open switch represents 0 or off, and
a closed switch represents 1 or on. Bits are basic units of data, such as ones and zeros, while data can be
represented by variables such as numbers, images, graphics, and characters to name a few (Kroenke &
Boyle, 2017).
The categories of computer software are clients and servers. Personal computers (PCs) use non-mobile
operating systems (OSs) such as Microsoft (MS) Windows and Apple Macintosh (Mac) OS X. Remember that
OSs are developed for specific hardware and are often referred to as native applications. In other words, MS
Windows was created specifically for hardware-based PC systems, so you cannot install MS Windows on an
Apple Mac as a base OS, nor can you install the Apple OS on a PC-based.
Afro-Asian Inquiry and the Problematics of Comparative Cr.docxtarifarmarie
Afro-Asian Inquiry and the Problematics of Comparative Critique
Author(s): Antonio T. Tiongson Jr.
Source: Critical Ethnic Studies, Vol. 1, No. 2 (Fall 2015), pp. 33-58
Published by: University of Minnesota Press
Stable URL: http://www.jstor.org/stable/10.5749/jcritethnstud.1.2.0033
Accessed: 07-08-2017 18:56 UTC
REFERENCES
Linked references are available on JSTOR for this article:
http://www.jstor.org/stable/10.5749/jcritethnstud.1.2.0033?seq=1&cid=pdf-
reference#references_tab_contents
You may need to log in to JSTOR to access the linked references.
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide
range of content in a trusted digital archive. We use information technology and tools to increase productivity and
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P 3 3 O
Afro-Asian Inquiry and the
Problematics of Comparative Critique
A N T O N I O T. T I O N G S O N J R .
This article represents a critical engagement with the “comparative turn” in ethnic studies; that is, an interrogation of the broader implications of
the ascendancy and valorization of comparative critique as a central cate-
gory of analysis and an index of contemporary ethnic studies scholarship
through a critical consideration of a select body of writing predicated on a
comparative approach. Spurred by the perceived inadequacies of a biracial
framing and theorizing of race and racialization (i.e., the so-called black/
white paradigm), thinking comparatively has become an imperative to the
project of ethnic studies, heralding a paradigmatic and analytic shift and
inaugurating what one cultural analyst describes as a new stage in the evo-
lution of ethnic studies, “one long postponed by a standoff between a mul-
tiracial model limited by a national horizon and a diasporic model that
lacked historical ground for conducting cross-racial analysis.”1
As a number of race and ethnic studies scholars posit, comparative anal-
ysis is increasingly viewed as indispensable to the project of ethnic studies.
In an edited volume titled Black and Brown in Los Angeles: Beyond Con-
flict and Coalition, for example, Josh Kun and Laura Pulido make the point
that comparative ethnic studies has emerged “as a substantive field within
the discipline of ethnic studies itself,” generating a fairly robust and rapidly
expanding archive of comparative scholarship.2 Echoing these remarks,
Marta E. Sanchez speaks of “the renaissance of comparative studies of race
and.
BBA 2201, Principles of Accounting I 1 Course Learnin.docxtarifarmarie
BBA 2201, Principles of Accounting I 1
Course Learning Outcomes for Unit VIII
Upon completion of this unit, students should be able to:
1. Examine the accounting cycle.
2. Identify business transactions.
3. Generate inventory systems and costing methods.
4. Appraise the classes and transactions of liabilities.
4.1 Describe the three main characteristics of liabilities.
4.2 Explain why it is important to classify liabilities into short and long term.
6. Analyze financial statements to inform decision makers.
8. Compare International Financial Reporting Standards (IFRS) to Generally Accepted Accounting
Principles (GAAP).
Course/Unit
Learning Outcomes
Learning Activity
1 Final Exam
2 Final Exam
3 Final Exam
4
Unit Lesson
Chapter 11
Chapter 14
4.1
Unit Lesson
Chapter 11
Chapter 14
Unit VIII Essay
4.2
Unit Lesson
Chapter 11
Chapter 14
Unit VIII Essay
6 Final Exam
7 Final Exam
8 Final Exam
Reading Assignment
Chapter 11: Current Liabilities and Payroll
Chapter 14: Long-Term Liabilities
UNIT VIII STUDY GUIDE
Liabilities
BBA 2201, Principles of Accounting I 2
UNIT x STUDY GUIDE
Title
Unit Lesson
Liabilities
In the accounting equation, assets = liabilities + equity, we can see that there are two claims to the assets of a
business—creditors and owners. The accounting equation can also be written as: assets – liabilities = equity.
In this equation, we can see that the liabilities of a business require the use of assets to satisfy the amount
owed.
A liability is an amount owed to lenders, suppliers, or government agencies and requires the use of assets or
future revenues to satisfy the debt. There are two categories of liabilities—current and long term. A current
liability is the amount owed that must be paid within one year or within the company’s operating cycle,
whichever is longer (Miller-Nobles, Mattison, & Matsumura, 2018).
The most common current liability is accounts payable. An account payable is an amount due a vendor or
supplies for products, supplies or services (Miller-Nobles et al., 2018). Retail businesses will also have sales
tax payable. Sales tax payable is the amount of sales tax collected by the retailer that must be remitted to the
tax agencies (Miller-Nobles et al., 2018). Because the accounts payable and sales tax payable are due within
one year (generally due within 30 days) they are a current liability.
Some businesses will receive cash payments in advance of providing a service, which is referred to as
unearned revenue (or deferred revenue). Many gyms and fitness centers will have deferred revenue. If you
have ever paid for a year’s membership at the beginning of the year to receive a discount, then you were
involved in a transaction with unearned revenue. The gym does not earn the revenue until they have provided
you with the monthly membership.
For example: If you were to purchase a one year.
ARH2000 Art & Culture USF College of the Arts 1 .docxtarifarmarie
ARH2000 Art & Culture
USF College of the Arts
1
Art & Identity Research Project
15 points / 15% of final grade
Submit via the link provided in Canvas.
OVERVIEW
For this final project you will research two (2) contemporary artists who deal with the theme of
identity. In addition, you will reflect upon and propose an imagined artwork that relates to your own
concept of identity. (Do not worry if you are not artistically inclined, you are NOT expected to create an
actual finished art piece; it is merely a proposal for something you imagine.). The final project will be
presented as a well-researched PowerPoint presentation. Scholarly research and a Works Cited
page/slide are important components of this project.
HOW TO PREPARE
1. Engage with the presentation: “Art & Identity”
2. Read/review the following from the textbook: Chapter 4.9 (The Body in Art) and 4.10 (Identity, Race, &
Gender in Art); pp. 189 (grey box); 357-359
ARTIST RESEARCH
1. Choose two (2) artists from the list on page three of these instructions. Research your
chosen artists in relation to their interest in a theme of “Identity”.
2. You must use at least three different types of sources in your research project: The artwork
itself will be one source – the most important primary source. Therefore, you must research and
find at least two (2) other types of sources (interview with the artists, scholarly articles, books,
museum website etc.) to use in your study. Most will need to exceed this minimum for a robust
presentation. See page 189 of your textbook for a list of possible primary and secondary sources.
Further resources on how to get started are found in the subheading “Resources” below. You can
find many sources in the library or in one of the library’s databases.
3. Your selection of artists should be intentional and surround a specific sub-topic of identity.
Your research should not focus on identity in only a broad and general way. Clearly identify the sub-
topic that relates to your artists. For example, you may find artists that are similarly interested in
any of the following sub-topics below:
the fluidity of identity
deconstructing cultural, social, or political difference
feminist critique
diversity or artists who create work that explores related cultures, groups, or societies
You may consider choosing artists that work in the same medium (for example, performance
art, painting, or installation) and how that material choice imparts meaning to their work.
4. After selecting your sub-topic and artists, you must decide on a title for your project.
ARH2000 Art & Culture
USF College of the Arts
2
5. Your research into the artists should include biographical information and an examination of the
artists’ approaches. In a PowerPoint presentation of your research, include the following:
a. Biographies of each artist:
i. Image of the artist (photo, sketch, etc.)
ii. Brief biography:.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
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• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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American Marketing Association is collaborating with JSTOR t.docx
1. American Marketing Association is collaborating with JSTOR
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Building Brand Community
Author(s): James H. McAlexander, John W. Schouten and
Harold F. Koenig
Source: Journal of Marketing, Vol. 66, No. 1 (Jan., 2002), pp.
38-54
Published by: American Marketing Association
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James H. McAlexander, John W. Schouten, & Harold F. Koenig
Building Brand Community
A brand community from a customer-experiential perspective is
a fabric of relationships in which the customer is
situated. Crucial relationships include those between the
customer and the brand, between the customer and the
firm, between the customer and the product in use, and among
fellow customers. The authors delve ethnographi-
cally into a brand community and test key findings through
quantitative methods. Conceptually, the study reveals
insights that differ from prior research in four important ways:
First, it expands the definition of a brand community
to entities and relationships neglected by previous research.
Second, it treats vital characteristics of brand com-
munities, such as geotemporal concentrations and the richness
of social context, as dynamic rather than static phe-
nomena. Third, it demonstrates that marketers can strengthen
brand communities by facilitating shared customer
experiences in ways that alter those dynamic characteristics.
Fourth, it yields a new and richer conceptualization
of customer loyalty as integration in a brand community.
or decades, marketers have sought the Holy Grail of
brand loyalty. Just as the legendary grail of Arthurian
quest held the promise of extended life and renewal,
marketers attribute to brand loyalty and its sister icon, cus-
tomer retention, the promise of long-term profitability and
3. market share (Bhattacharya, Rao, and Glynn 1995; Reicheld
and Sasser 1990). Unfortunately, marketing's knights-errant
face a daunting problem: They have not fully understood
what the grail looks like or where it can be found. As a
result, marketers have devised strategies and designed pro-
grams to build loyalty with limited information about their
real impact or ultimate consequences (Dowling and Uncles
1997; Fournier, Dobscha, and Mick 1998).
To address this problem, we sought out places where we
could find loyal customers, and we studied the processes
that led to their loyalty. What we found were consumers
forging and strengthening a variety of relationships. Many
recent quests for the loyalty grail have ventured into the area
of relationship marketing (see Garbarino and Johnson 1999;
Gruen, Summers, and Acito 2000; Price and Arnould 1999).
As a new imperative in marketing practice (Berry 1995;
Deighton 1996; Gundlach, Achrol, and Mentzer 1995; Web-
ster 1992), a focus on customer relationships is presented as
an avenue to competitive advantage (Berry 1983, 1995;
Kalwani and Naryandas 1995; Peppers and Rogers 1993).
The relationships we observed were in many ways different
from those that have been the focus of most prior research
(see Fournier 1998). We found consumers and marketers
jointly building communities. In exploring those communi-
ties, we discovered new ways of understanding loyalty.
Marketplace Communities
A community is made up of its member entities and the rela-
tionships among them. Communities tend to be identified on
the basis of commonality or identification among their mem-
bers, whether a neighborhood, an occupation, a leisure pursuit,
or devotion to a brand. What seems relatively self-evident
about communities is the extent to which they are instrumental
to human well-being. Through communities, people share
essential resources that may be cognitive, emotional, or mate-
4. rial in nature. Among all the things that may or may not be
shared within any given community-things such as food and
drink, useful information, and moral support-one thing seems
always to be shared: the creation and negotiation of meaning.
With no more than a cursory look at contemporary soci-
ety, we can identify communities whose primary bases of
identification are either brands or consumption activities, that
is, whose meaningfulness is negotiated through the symbol-
ism of the marketplace. Scholars have grappled conceptually
and empirically with such communities and have examined
some of the dimensions that shape them (see Arnould and
Price 1993; Celsi, Rose, and Leigh 1993; Fischer, Bristor,
and Gainer 1996; Granitz and Ward 1996; Holt 1995; Moore,
Mazvancheryl, and Rego 1996; Muniz and O'Guinn 1996,
2001; O'Guinn 1991; Schouten and McAlexander 1995).
Our understanding of marketplace communities begins
with what Boorstin (1974, p. 89) describes as consumption
communities, which he characterizes as "invisible new com-
munities ... created and preserved by how and what men
consumed." He observes that in the emerging consumer cul-
ture that followed the industrial revolution, the sense of
community in the United States shifted away from the tight
interpersonal bonds of geographically bounded collectives
and into the direction of common but tenuous bonds of
brand use and affiliation:
The modern American, then, was tied, if only by the
thinnest of threads and by the most volatile, switchable
loyalties, to thousands of other Americans in nearly every-
thing he ate or drank or drove or read or used. Old-
fashioned political and religious communities now became
only two among many new, once unimagined fellowships.
Americans were increasingly held to others not by a few
5. James H. McAlexander and Harold F. Koenig are Associate
Professors of
Marketing, College of Business Administration, Oregon State
University.
John W. Schouten is Associate Professor of Marketing, School
of Business
Administration, University of Portland. The authors thank the
people of
Harley-Davidson Inc., Bozell Worldwide, and DaimlerChrysler
for their
time and support in this project. The authors also thank the
associates and
colleagues of Ethos Market Research and Diagnostic Research
Interna-
tional for their contributions to this research. The authors thank
James C.
Anderson, James R. Brown, Kent Eskridge, Key-Suk Kim, and
the four
anonymous JM reviewers for comments and suggestions on
previous
drafts of this article.
Journal of Marketing
Vol. 66 (January 2002), 38-54 38 / Journal of Marketing,
January 2002
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iron bonds, but by countless gossamer webs knitting
together the trivia of their lives. (Boorstin 1974, p. 148)
6. Visit Camp Jeep or a HOG (Harley-Davidson) rally. Par-
ticipate in a Saturn Homecoming. Go to a DeWalt contrac-
tors night at the local lumberyard. In each of these settings,
and others, the so-called invisible consumption communities
described by Boorstin (1974) suddenly become visible.
Although we found Boorstin's concept of consumption
communities attractive, in our own field research we dis-
covered phenomena, such as subcultures of consumption
(Schouten and McAlexander 1995), that more closely
resembled his "iron bonds" than his "gossamer webs." We
apparently were seeing a different kind of community.
Another kind of collective, a brand community, is defined
by Muniz and O'Guinn (2001, p. 412) as "a specialized, non-
geographically bound community, based on a structured set of
social relationships among users of a brand." The communi-
ties they describe in their insightful work are a better fit for the
types of relationships we encountered in the field than were
Boorstin's consumption communities. Muniz and O'Guinn's
study of brand community, along with other work in the realm
of consumer collectives (Holt 1995; Schouten and McAlexan-
der 1995), indicates that intercustomer relationships figure
importantly in the loyalty equation. In our research, we have
found the emphasis on social relationships among customers
to be correct but not entirely complete. Other entities and rela-
tionships weave through the fabric of community.
A Broader View of Brand Community
Muniz and O'Guinn (2001) envision a brand community as a
customer--customer-brand triad. We suggest an extension of
their model as well as a shift of perspective. Construing brand
community as a social aggregation of brand users and their
relationships to the brand itself as a repository of meaning
(see Aaker 1996; Aaker 1997; Gardner and Levy 1955;
Grubb and Grathwohl 1967) overlooks other relationships
that supply brand community members with their common-
7. ality and cultural capital (Holt 1998). Customers also value
their relationships with their branded possessions (see Belk
1988; Holbrook and Hirschman 1982; Wallendorf and
Arnould 1988) and with marketing agents (see Doney and
Cannon 1997; Dwyer, Schurr, and Oh 1987) and institutions
(see Arnould and Price 1993; Belk 1988; Bhattacharya, Rao,
and Glynn 1995; Brown and Dacin 1997; Gruen, Summers,
and Acito 2000; Morgan and Hunt 1994; Price and Arnould
1999) that own and manage the brand. Granting community-
member status to the branded product and to the marketer sit-
uates both the customer-brand dyad (the traditional focus of
brand loyalty scholars) and the customer-customer-brand
triad (Muniz and O'Guinn's [2001] elemental brand commu-
nity relationship) within a more complex web of relationships
(see Figure 1). We take the perspective that brand community
is customer-centric, that the existence and meaningfulness of
the community inhere in customer experience rather than in
the brand around which that experience revolves.
The Dynamic Nature of Brand Community
Research on consumption and brand communities identifies
several dimensions on which they differ, including geo-
FIGURE 1
Key Relationships of Brand Community
Traditional Model of Customer-Brand Relationship
Customer Brand
Muniz and O'Guinn's (2001) Brand Community Triad
Brand
Customer a a Customer
8. Customer-Centric Model of Brand Community
Brand Product
Focal
Customer
Customer Marketer
graphic concentration, social context, and temporality. Typ-
ically, these dimensions are treated as static identifiers in
typological discussions (see Fischer, Bristor, and Gainer
1996; Granitz and Ward 1996; Tambyah 1996). Scholars
have yet to fully examine these dimensions of brand com-
munity as dynamic continua or shifting mosaics, yet this is
necessary if they are to understand how the amorphous con-
sumption communities described by Boorstin (1974) some-
how coalesced into the visible, vibrant, and multifaceted
brand communities that we encountered in the field.
Geography is one dimension on which communities dif-
fer. Although brand communities have been defined as non-
geographically bounded (Muniz and O'Guinn 2001), they
may be either geographically concentrated (Holt 1995) or
scattered (Boorstin 1974). They may even exist in the
entirely nongeographical space of the Internet (Granitz and
Ward 1996; Kozinets 1997; Tambyah 1996). Studies have
tended to be situated statically on the dimension of geo-
Building Brand Community / 39
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graphic concentration, even if they consider multiple geo-
graphies. What can be learned if this dimension is treated
dynamically? For example, how does a normally scattered
brand community respond to temporary geographic concen-
trations, such as in the case of a brandfest (McAlexander
and Schouten 1998)?
Related to, but not dependent on, geographical concen-
tration is the dimension of social context. Interactions within
a brand community may be rich in social context or nearly
devoid of it (Fischer, Bristor, and Gainer 1996). Communi-
cation may be predominantly face to face, mediated by elec-
tronic devices, or a function of corporate mass media
(Boorstin 1974). Community members may have a great
deal of information about one another, including such data
as age, sex, attractiveness, and personal history, or they may
know nothing of one another but pseudonymous "handles"
and openly demonstrated topic knowledge (Granitz and
Ward 1996). Studies of brand communities tend to be situ-
ated statically with respect to social context. There is little
understanding of movement along this dimension. What
happens, for example, when mass-mediated brand commu-
nities have the opportunity for context-rich relationships?
Yet another dimension of communities is their temporal-
ity. Some are stable or enduring (Schouten and McAlexander
1995). Others are temporary or periodic (Arnould and Price
1993; Holt 1995; McGrath, Sherry, and Heisley 1993). The
temporal stability of a community can be an asset to marketers
inasmuch as longevity equates with a long-term, stable mar-
ket. Still, even situational communities have been observed to
share meaningful consumption experiences (Arnould and
Price 1993; McGrath, Sherry, and Heisley 1993). What hap-
10. pens to a temporary brand community after its situational rel-
evance ends? Is a brand community's temporality affected by
changes in other dimensions, such as increased social context?
Another dimension that adds complexity to the study of
communities is their basis of identification. Communities
may be based on such wide-ranging commonalities as kin-
ship ties, occupational connections, religious beliefs, or
leisure pursuits. In the context of any person's life, some
communities may overlap and interlock significantly. Others
may represent separate arenas of activity. Scholars of brand
community often neglect the effects of multiple community
memberships. Interesting questions arise when the possibil-
ity of interlocking community ties is recognized. For exam-
ple, does commitment to a brand community increase (or
decrease) if other members of a person's extended family,
neighborhood, or work community also belong?
Research Program
This multiple-method research program began with ethnog-
raphy through which findings or themes emerged and devel-
oped in a nonlinear fashion. We added quantitative support
through a pretest/posttest design and structural equations
analysis of a key conceptual model. Finally, we returned to
ethnographic work for longitudinal and integrative perspec-
tives (for a research time line, see Figure 2). Taken together,
these methods and findings harmonized in a way that may
best be described in terms of Price and Arnould's (1998)
"conducting a choir" metaphor.
Ethnography
A focus on two brands, Jeep and Harley-Davidson, and two
ethnographic research programs served as the foundation of
this research. An account of the methods used in the work
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40/ Journal of Marketing, January 2002
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with Harley-Davidson owners already exists (Schouten and
McAlexander 1995). Except where noted, the following
description pertains to the study of Jeep owners.
This study conforms in many ways to the technique of
situated or autoethnography (Denzin 1997; Denzin and Lin-
coln 1994), in that the ethnographers became fully situated
as members of the group being studied (see Schouten and
McAlexander 1995). With corporate access and support, we
14. began as naive, neophyte off-road drivers with rented Jeep
vehicles. By the third year of our involvement, two authors
had acquired Jeep vehicles. As suggested by Stewart (1998),
this research employed prolonged fieldwork in two brand
communities (Jeep and Harley-Davidson), which gave us
the opportunity to experience brand community from multi-
ple perspectives and observe ways in which ownership expe-
riences and motives evolved.
Unlike pure autoethnography, this study was influenced
by accountability to corporate marketing decision making.
Sponsorship of the Jeep-related research by DaimlerChrysler
and Bozell (Jeep Division's principal advertising agency)
forced us periodically to withdraw from the situated-
consumer perspective and engage in analysis of the owner as
"other" in order to consider marketing implications of our
emergent findings. Consistent with the current psychological
notion of fluid, dynamic, and contextual self structures
(Markus and Wurf 1987), shifting our roles as researchers
turned out to be almost as easy as shifting context.
Ethnographic Fieldwork
We began our ethnographic research at brandfests
(McAlexander and Schouten 1998) and then broadened the
field context to include sites that were not event related.
Eventually, through product adoption we became fully situ-
ated in the experience of Jeep ownership and gained per-
sonal points of reference on which to reflect our data and
analyses. The brandfests, including Jeep Jamborees, Camp
Jeep, and Jeep 101, hosted significant numbers of brand
owners and potential owners engaging in brand consump-
tion and the celebration thereof. Briefly, Jamborees are
regional rallies with a focus on off-road trail driving; Camp
Jeep is a national rally that, in addition to off-road driving
opportunities, offers lifestyle and product-related activities;
and Jeep 101 is a touring off-road driving course coupled
15. with product-related activities and displays. Although the
participant mix varied somewhat by event, all the brandfests
attracted a wide range of owners (and friends), from veteran
off-roaders to neophytes and from first-time owners to those
with family heritages of Jeep ownership. These events are
described more completely in McAlexander and Schouten's
(1998) work.
Fieldwork at brandfests consisted mainly of participant
observation augmented by photography, videotaping, and
informal interviews. Near the end of an event, it frequently
became convenient to engage in more formalized depth
interviews. Our data-recording methods mirrored the activi-
ties of many other participants who sought to capture their
experiences to share with "the folks back home." We gath-
ered data throughout the events, including at orientations, at
meals, on the trails, and at social gatherings. Typically, for
the first day or two of an event, we maintained an unobtru-
sive presence as participants. Accurately representing our-
selves as relative newcomers to the off-road experience, we
placed ourselves in positions to empathize with other first-
timers and to receive instruction and socialization from
experienced owners. Our conversations covered such topics
as ownership history; off-road experience; current thoughts
(e.g., anxieties, excitement, periodic boredom, opinions
about the event); plans for Jeep usage; and personal data,
including names, occupations, family situations, and occa-
sionally addresses. On-trail relationships developed a famil-
iarity that enabled us to observe changes in attitudes and
social relationships over the course of an event.
To challenge our emergent findings from event ethnog-
raphy, we broadened our scope to include informants who
did not choose to attend brandfests. We interviewed six
informant households in a western city (selected for diver-
16. sity in ownership of the basic Jeep platforms). This research
is also informed by ongoing ethnographic involvement with
Harley-Davidson owners beyond that reported previously.
Relationships with informants established eight years earlier
provide us longitudinal perspectives of these consumers'
experiences in brand communities. We also conducted depth
interviews with marketing managers and consumers of the
brands DeWalt (a marketer of power tools) and Mentor
Graphics (a producer of software used in high-technology
design). These interviews helped us determine whether the
findings are resonant across diverse industries and markets
rather than idiosyncratic to the industries we studied.
Interpretive Analysis
Analysis of the ethnographic data occurred at several levels.
We conducted a first level of analysis individually through-
out the process of data collection, continually reflecting
them against previous data and emerging themes. We con-
ducted a second level of analysis at intervals throughout
each day in group analysis and synthesis sessions. These
sessions involved the principal researchers and frequently
included research assistants and/or agency personnel who
attended and monitored the events. At these sessions, each
person discussed his or her activities, findings, and insights
from the foregoing period. We used previous findings to
elaborate, test, and delimit emerging themes as well as to
suggest directions for further inquiry. The third level of
analysis involved intensive study of recorded data. The goal
of this analysis was to scrutinize themes more thoroughly
and elaborate those that stood up to scrutiny.
Ethnographic Findings
Brandfests, in essence, provide for geotemporal distillations
of a brand community that afford normally dispersed mem-
ber entities the opportunity for high-context interaction.
These conditions prevail for all the types of customer-
17. centric relationships that make up a brand community. In
this section, we present findings that both support and
extend Muniz and O'Guinn's (2001) brand community
work, especially with respect to their central issues of con-
sciousness of kind, shared rituals and traditions, and sense
of moral responsibility. We then expand on the dynamics of
geography, social context, temporality, and interlocking
Building Brand Community 1 41
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communities. Last, we offer a new conceptualization of cus-
tomer loyalty as integration in a brand community.
Brand Community Emerges
During fieldwork at Jamborees and Camp Jeep, we observed
the building of brand community. The Jeep owners who came
to these events were quite diverse. Our observations, sup-
ported by event registration data, revealed that roughly half
of event participants had never taken their vehicles off the
highway. They belonged to no Jeep-related clubs, felt no sub-
cultural affiliation, and had few interactions with other Jeep
owners beyond incidental encounters on the roads or parking
lots of their daily living environments. Even among the vet-
eran off-roaders, important differences existed. For example,
certain drivers espoused the "tread lightly" ethos promoted
by conservation groups and Jeep corporate communications,
whereas others demonstrated with mud-covered vehicles a
more cavalier stance toward the environment and an ethos of
conquest over nature. Notwithstanding their differences,
18. these diverse Jeep owners created meaningful temporary
communities within the broader brand community.
All the characteristics of brand community discussed by
Muniz and O'Guinn (2001) soon manifested themselves:
consciousness of kind, shared rituals and traditions, and a
sense of moral responsibility. In our observation, however,
these characteristics of brand community did not all and
equally exist before the brandfest events.
Consciousness of kind, for many community members,
was tempered by a fear of not belonging. Interviews at the
inaugural Camp Jeep revealed that one potential barrier to
participation among some owners was a fear of not fitting in.
Put simply, the images they held of other customers in this
particular consumption context were inaccurately based on
prejudicial stereotypes that often emphasize ways in which
these "others" are different from themselves. Jake, a new
Grand Cherokee owner, said that he "almost didn't come" to
Camp Jeep because he expected the event to attract a pre-
dominance of "barbarians" and "hard-core four-wheelers."
He spoke of his fear of feeling "like some geeky yuppy on
the sidelines." That fear was quelled somewhat upon his
arrival as he observed other Grand Cherokees, which he pre-
sumed belonged to people similar to himself. Similarly,
Amanda, the upscale wife of a retired surgeon, attended the
1996 Camp Jeep reluctantly. On the first day of the three-
day event, she explained, "I just don't see myself as a 'Jeep
Person,'" in a pejorative tone. At the close of the event, we
spoke with her again, and she reported having experienced a
quantum shift in attitude. She lauded Chrysler's efforts in
creating an enjoyable event. Her experience gave her added
appreciation for her own Jeep and its capabilities. Moreover,
having interacted pleasurably with many people, she no
longer maintained a me-versus-them attitude about "Jeep
19. people."
Anxieties about belonging were dispelled in part by the
outreach of experienced participants acting out of a sense of
moral responsibility. For example, on-trail instruction for
neophytes at Jamborees was provided by knowledgeable
participants who spontaneously stepped forward to assist
them through difficult stretches of trail. In Colorado, a long-
time Jeep owner spent time at an intimidating stream cross-
ing, loudly guiding drivers along the "correct" route through
the rough water. He encouraged inexperienced drivers and
reassured them about the capabilities of their vehicles. He
seemed to relish the recognition and status that came with
his superior knowledge and skills. The benefits of brand
socialization between more and less experienced owners are
symbiotic. New owners benefit from the expertise and social
approval of veterans. At the same time, veterans benefit
from the status accorded them in their assumed leadership
roles. Moreover, the community as a whole benefits as
exchanges of knowledge cement relationships through reci-
procal exchanges of value (Gouldner 1960; Sahlins 1972).
As community members, marketers also contribute to
the process of community building by creating the context in
which owner interaction occurs. For example, participants
shared their driving experiences through ritual storytelling
facilitated by activities, such as barbecues and roundtable
discussions, hosted by the marketers. Topics ranged from
trails and adventures to aftermarket equipment. One rela-
tively mundane conversation centered on the ritual "Wran-
gler wave" given by Jeep Wrangler owners when they pass
each other on the road. The wave is a tradition that many
owners learn in the course of everyday driving, but we saw
this in-group knowledge verified and reinforced through dis-
cussion at a Jeep 101 gathering.
20. Marketers may also take an active role in establishing
the shared rituals, traditions, and meanings that foster con-
sciousness of kind. Tools such as a "History of Jeep" exhibit
at Camp Jeep and Jeep 101 helped underscore a sense of
similarity, authenticity, and exclusivity among participants.
Promotional materials that depict the product in use may
help establish shared aspirations. One informant at Camp
Jeep told us that he had come to the Colorado event from his
midwestern home largely because of inspiring advertise-
ments that depicted a Jeep like his in a pristine mountain
environment. His excitement was heightened by the regis-
tration packet, which provided guidelines for enjoyment of
the event. Certain techniques of off-road driving, such as
starting the vehicle in gear to avoid tire slippage, were
repeated by staff driving instructors many times over the
course of a Jeep Jamboree and were codified in a booklet of
off-road driving tips.
Marketers, as well as owners, have incentives to exercise
moral responsibility to brand and community. For example,
the ethic of nondestructive driving was a matter of intense
indoctrination at Jamborees. The event sponsors heavily
promote the "tread lightly" program as a cornerstone value
of Jeep and Jeep ownership, and the message is passed along
by owners. To the owners and marketers alike, "treading
lightly" serves the dual purposes of protecting the environ-
ment and preserving access to off-highway trails.
The community-building activities of event participants,
including marketers, appeared to be remarkably efficient.
Even owners who came to events dwelling on how different
they felt from others often left after two or three days believ-
ing they belonged to a broader community that understands
and supports them in realizing their consumption goals. In
this discussion of event-intensified brand communities, we
21. have dwelt primarily on human-to-human interactions. In
these geotemporally concentrated situations, the relation-
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ships between owners and their vehicles and between cus-
tomers and the brand also benefit from enriched context.
Through ritual consumption, participants routinely reported
newfound intimacy with and understanding of their vehi-
cles. Likewise, their many positive experiences under the
auspices of the Jeep brand conveyed its potency as a symbol
of their values and lifestyle preferences. To better under-
stand how these transformations occur, we turn again to the
dynamic dimensions of brand community.
Dynamic Dimensions of Brand Communities
At an Ouray, Colo., Jeep Jamboree, we interviewed partici-
pants from many parts of the country, including California,
Utah, Iowa, and Illinois. Some had come with friends or
members of local clubs, but many had only passing acquain-
tanceships, if that, with other Jeep owners. One couple from
Illinois was illustrative. Their prior connections to brand
community were limited to the purchase transaction with
their dealer, direct mail from Jeep, and advertising. They
learned about the Jamboree from a brochure. They had been
to Colorado for winter ski trips but had never experienced
the Rockies during the summer. The Jamboree gave them an
excuse to do so and to become familiar with the four-wheel
drive capabilities of their Grand Cherokee. This was their
22. first off-pavement excursion. At the beginning of an all-day
trail ride, we found ourselves lined up behind them. We were
intrigued by their enthusiasm, especially that of the wife,
who carried a large camcorder as though it were an
appendage of her body. By midway through the day, we
were calling each other by first names, sharing personal sto-
ries, and exchanging addresses with the expectation of
future interaction. An unforgettable part of the experience
was watching their confidence in their Jeep grow as they
surmounted the challenges of the rough and sometimes pre-
cipitous road. Their appreciation for their vehicle was con-
tagious. This was not an isolated case. Similar bonds were
formed among strangers at every event we attended, and at
every event people were vocal with their enthusiasm for
Jeep and their Jeep vehicles.
Just as Jeep owners got to know one another by virtue of
sharing the same geotemporal space, they also got to know,
or at least interact with, agents of DaimlerChrysler and the
Jeep brand. At Camp Jeep they were able to converse with
Jeep engineers in roundtable discussions. At Camp Jeep and
Jeep 101, uniformed "camp counselors" were on hand to
deliver hospitality that ranged from free beverages to Jeep
product information to off-highway trail recommendations.
The message in this: Behind the product and the normal cor-
porate communications are real people who understand and
care about their customers.
Compared with the normally diffuse nature of a brand
community, the temporary geographic concentrations pro-
vide a rich social context for communication. In close prox-
imity, people got to know one another in ways that would be
difficult or impossible through electronic or mass media.
Face-to-face contact reduces opportunities for personal mis-
representation. A novice driver would have difficulty boast-
ing of off-road driving prowess while nervously hanging on
23. to every word of a trail coach or spotter. More to the point,
high-context interactions speed up the processes of social-
ization. They enable consumers to see, feel, and hear
demonstrations of product use. They provide more informa-
tion on which to base judgments about people's credibility,
sincerity, and concern for one another. In some cases, sus-
tained interpersonal interactions can lead to relationships
that transcend mere common interest in a brand and its
applications.
By the end of a Jamboree or Camp Jeep, weekend partic-
ipants may have formed friendships necessitating good-byes.
Inherent in the good-byes there may be a desire to reconnect
with people or form similar friendships at future times in
similar situations. At our first Camp Jeep, we were struck by
the enthusiasm that we shared upon encountering a couple
whom we initially met at our first Jamboree. At the second
Camp Jeep, we found participants seeking friends whom they
had met the previous year at the inaugural Camp Jeep event.
This included us, as we reestablished ties with informants we
had met at both the previous Camp Jeep and the earlier Jam-
borees. What began as a temporary or situational community
had developed an apparent momentum toward greater tem-
poral stability. This increased sense of community longevity
appeared to be a direct result of the qualities of relationships
facilitated by the temporary geographic concentration and
the contextual richness of the events.
The Jeep brand community is not the primary commu-
nity affiliation for most, if any, of our informants, nor does
it exist independently of other social groups. Consider the
phenomenon described by Pamela and Greg, Cherokee
owners, in this West Coast in-home interview excerpt:
Pam: A number of people have bought 'em (Jeep Chero-
24. kees) since we've bought....
Greg: Yeah, it's sort of like it's just grown in a circle of
people. The people that we initially-before chil-
dren-we used to hang out a lot with, three or four
of them have Jeeps of some kind or....
Pam: They all lived in this little cul-de-sac, and they all
owned Jeep Cherokees! I mean you didn't move
there unless you [laughing] had a Cherokee!
Other informants also spoke of friends and family who
owned Jeeps. Waiting in line to drive at Jeep 101 in Boston,
we struck up a conversation with Tom and Cindy, who were
approximately 35 years of age, and asked if any of their
friends or family also owned Jeeps. Tom described a three-
year chain reaction of Jeep purchases that began with his
own and ended with three of his five siblings as well as his
father also owning Jeep vehicles of one model or another.
Tom's experience is a vivid illustration of what Olsen (1995)
calls the "lineage factor" in brand loyalty.
By encouraging participants to bring friends or family to
Jeep 101, the corporate sponsors provide opportunities for
sharing brand enthusiasm and experiences. Among Jeep
owners, we have observed many cases of conversion to the
brand among family members, including siblings, spouses,
children, and parents. Larry, a Boston optometrist we inter-
viewed at Jeep 101, called to his 15-year-old son during our
interview and introduced him as "the next generation of
Wrangler owner" to the son's enthusiastic agreement. The
Goldsmiths, a New York family and owners of their third
Grand Cherokee, came to Jeep 101 to assess the Wrangler as
Building Brand Community 143
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a possible car for their daughter, who was about to turn 16;
by the end of the event, they were planning the purchase
right down to the choice of color. In an interview with a
father-son pair in New York, we learned that the father,
approximately 45 years of age, had traded in his luxury
sedan for a Jeep Grand Cherokee on the urging of his son, a
college freshman who had owned a used Jeep Cherokee for
about a year.
A particularly fervent expression of missionary zeal
comes from an interview with Barbara, a woman approxi-
mately 50 years of age who now owns her second Jeep
Cherokee:
I really annoy a lot of my friends because I am constantly
talking about Jeep. I absolutely love my Jeep and I will
continue to love my Jeep. To me there's just no substitute
for Jeep. I could walk around with a sign: "I - love - my -
Jeep!" [in a chanting cadence, then laughter] I do this to
my friends. I really do. All the time.
Integration in the Brand Community
An ethnographic perspective helps us understand how and
why community grows through and in the form of customer-
centered relationships. Events like Jeep Jamborees, Camp
Jeep, and HOG rallies bring together people, or parties of
people, who often share no other connection than an interest
in a brand and its consumption. Given the opportunity for
context-rich interaction, in which previous communication
26. was either nonexistent or limited to mass or electronic
media, participants share extraordinary consumption experi-
ences (see Arnould and Price 1993; McAlexander and
Schouten 1998). Sharing meaningful consumption experi-
ences strengthens interpersonal ties and enhances mutual
appreciation for the product, the brand, and the facilitating
marketers. Virtual ties become real ties. Weak ties become
stronger. Strong ties develop additional points of attach-
ment. Our analysis suggested that consumer-centric rela-
tionships with different entities in the brand community
might be cumulative or even synergistic in forming a single
construct akin to customer loyalty. Put another way, more
and stronger points of attachment should lead to greater
integration in a brand community (IBC). Similar to the con-
struct of brand loyalty in that it conveys an emotional and
behavioral attachment to a brand (Ehrenberg 1988; Jacoby
and Chestnut 1978), IBC is a more comprehensive concept
grounded in consumers' total-life experience with a brand as
most broadly construed.
As compelling as we found our ethnographic evidence
to be, we nevertheless desired to triangulate our data. Quan-
titative testing enabled us to confirm qualitative interpreta-
tions and answer several empirical questions.
Quantitative Triangulation
Ethnographic work revealed four customer-centered rela-
tionships that appeared to be integral at the macro level to
the brand community and at the micro level to individual
IBC We observed that the brandfests, which provided much
of the context for our study, have an impact on each of those
relationships. Our desire for quantitative triangulation and
additional empirical exploration led us to examine the fol-
lowing hypotheses in the context of Camp Jeep:
27. H1: Integration in the Jeep brand community (IBC) is a func-
tion of the customers' perceived relationships with their
own vehicles, the brand, the company, and other owners.
H2: Customers will report more positive relationships with
their own vehicles after participating in the brandfest.
H3: Customers will report more positive relationships with the
Jeep brand after participating in the brandfest.
H4: Customers will report more positive relationships with
Jeep as a company after participating in the brandfest.
H5: Customers will report more positive relationships with
other Jeep owners after participating in the brandfest.
H6: The overall level of integration in the Jeep brand commu-
nity will increase as a result of participation in the brandfest.
Quantitative Methods
This field study was constrained in some ways by corporate
requirements. The construction of the questionnaire was
influenced by the need to address a broad assortment of top-
ics for different corporate audiences, the desire to maximize
response rate, the need to manage a budget, and other con-
flicting objectives. The intent of this portion of the study
was to triangulate the qualitative findings and to some extent
quantify effects of the marketing program. The scales we
used were derived largely from ethnographic data. On the
basis of informant interaction, they have face validity.
We collected quantitative data in connection with two
consecutive national Camp Jeep events. The first year, we
conducted a post-event survey of participants. It included
questions related to the participants' experience at the event
and measured variables related to our model of brand com-
28. munity. Analysis of this data served as a pretest for the
design and execution of the survey at the second event. The
assessment of the second Camp Jeep was structured as a
one-group pretest/posttest quasi-experimental design (Cook
and Campbell 1979) of the impact of the event. In this study,
the experimental treatment was participation in the event.
Because no control group was associated with this design,
the interpretation of our results must acknowledge the possi-
bility of several different biases (Cook and Campbell 1979).
We designed the measurement to minimize the potential
impact of these biases. For example, we timed the survey and
devised the instrument to reduce the impact of testing bias. The
pretest survey had a cutoff return date approximately five
weeks prior to the event and asked a wide range of questions
that were not specific to the research topic (e.g., proprietary
segmentation questions). The post-event questionnaire was
similarly constructed to make it difficult for the respondent to
glean our research purpose (e.g., including a series of ques-
tions evaluating specific event activities) and was sent approx-
imately three weeks after the event. Consequently, the repeated
measures occurred about eight weeks apart, a time period we
believed was sufficiently long that respondents could not read-
ily recall the first set of questions or their responses to them.
Moreover, the quantitative findings need not stand alone; they
are triangulated with ethnographic fieldwork conducted at the
sites of these and other brand community events.
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29. Sampling Plan
Camp Jeep was national in scope. It was promoted through
a national print campaign. In addition, recent Jeep pur-
chasers were sent direct-mail invitations to the three-day
event. Before the event, all registrants were sent a package
of materials, which included information about activities,
suggestions for items to bring to the event (e.g., sunscreen,
appropriate clothing), and an identification-coded pre-event
questionnaire. They were directed to return the question-
naire with other registration information in a prepaid return
envelope. Participants were encouraged to submit this infor-
mation by a date approximately five weeks prior to the event
to reserve space in desired activities. Approximately 40% (n
= 453) of preregistered participants returned the question-
naire on time.
Three weeks after the event, an identification-coded
post-event questionnaire was sent with a cover letter and
other materials to all respondents who had returned the pre-
event questionnaire. Respondents were also sent a reminder
card. A total of 259 usable questionnaires were returned, for
a response rate of 57% of initial respondents. Because we
were able to match returned post-event questionnaires with
the pre-event questionnaires, it was possible to provide com-
parisons between consumers who did and those who did not
return the second questionnaire. We found no meaningful
differences between these groups.
Measurement
On the basis of the model developed from our ethnographic
research, we measured four customer-centric relationships:
owner-to-product, owner-to-brand, owner-to-company, and
owner-to-other owners. All items were measured with a five
point Likert-type scale, anchored by (1) "strongly disagree"
30. and (5) "strongly agree."
The customer-product relationship was measured with
four items that attempt to capture owners' feelings about the
product they own (see Table 1). The selection of these items
was informed by our ethnography, Belk's (1988) work on
extended self, and the earlier pretest. The customer-brand
relationship was measured with two scales. One represented
important brand-related values or associations that have
been promoted by the marketer.1 The other scale consisted
of measures that are typically associated with brand loyalty.
The brand association scale consisted of three items. The
brand loyalty scale consisted of four items (Table 1). The
customer-company relationship was measured with two
items that attempt to capture the feelings owners have about
the organization that sponsored the event. This scale reflects
the company's concern for customers, a theme that came up
consistently in our on-site ethnography and interviews
among participants (Table 1). The customer-customer rela-
tionship was measured with three items that attempt to cap-
ture the feelings owners of the product have about other
owners (Table 1).
Analysis and Results
The survey items that correspond to the four customer-
centered relationships were tested in a four-factor confir-
matory model (details are described in the Appendix). An
acceptable fit was achieved after three items were elimi-
nated; this change had a negligible impact on the substan-
tive content of the affected dimensions, and reliability and
average variance extracted (AVE) for each dimension
were good (Table 2, Appendix). The next step was to
assess whether these four constructs were an adequate
reflection of a single higher-order construct. For this pur-
pose, a second-order factor structure was tested (see Fig-
ure 3), and an acceptable fit for this model was found
31. (Table 3). The confirmatory factor analysis (CFA) and the
second-order model provide evidence of two important
points: First, each dimension has good measurement prop-
erties and is distinct from the other dimensions, and sec-
ond, the dimensions can be combined to form one higher-
TABLE 1
Community Integration Scale Items
Dimension Items
Product 1. I love my Jeep vehicle.
2. I am proud of my Jeep vehicle.a
3. My Jeep vehicle is one of my favorite
possessions.
4. My Jeep vehicle is fun to drive.
Brand 1. I value the Jeep heritage.a
2. <proprietary>
3. <proprietary>
4. I would recommend Jeep to my friends.a
5. If I were to replace my Jeep vehicle, I
would buy another Jeep.
6. Jeep is of the highest quality.
7. Jeep is the ultimate sport-utility vehicle.
Company 1. The Jeep division understands my needs.
2. The Jeep division cares about my opinions.
Other 1. I have met wonderful people because of
owners my Jeep.
2. I feel a sense of kinship with other Jeep
owners.
32. 3. I have an interest in a club for Jeep owners.
aRemoved from final scale.
Notes: Items identified as proprietary reflect specific brand-
related
values. To protect the competitive position of participating
organizations, these individual items are not reported.
TABLE 2
Measurement Properties
Number
Construct of Items Reliability AVE
Owner-product 3 .90 .74
Owner-brand 5 .88 .58
Owner-company 2 .88 .79
Owner-other
owners 3 .70 .61
IWe also measured a customer's identification with the brand
(as
reflected by a desire to wear branded clothing or purchase
branded
accessories). Additional analysis substituting these measures of
the
customer-brand relationship produced similarly supportive
results.
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FIGURE 3
Two-Stage Model of IBC
Owner-Product
I
Owner-Product
Owner-Product 3
Owner-Brand 2
COmperBrany
Owner-CBran2d 3 Relationship
Owner-Brand 3
Owner-Brand 4 T12
Owner-Brand 5
IBC
Owner-Company I Owner-
Company
Owner-Company 2
----os
Owner-Owners
13
Owner-Owners 3
34. Owner-Owers
Owner-Owners
Own r-Owners 3 T~ 14
order construct. From this point, the focus shifted to
examining the brandfest's impact on participants'
attitudes.
We performed two tests to begin to understand the rela-
tionship between the pre- and post-event scores. The first
test was an overall assessment that modeled pre-event IBC
and post-event IBC as unobservables in a structural equation
model (see Figure 4). The structural parameter between the
pre- and post-event brand community was left as a free para-
meter to be estimated in one model and fixed at zero in a
second model. When the parameter was estimated, the coef-
ficient was positive and significant, and the fit of the model
was significantly better than the model estimated without
the parameter (see Table 4).
The second test was a repeated measures analysis that
used the four components as well as the composite measure
of IBC as dependent variables. Separate analyses were run
for each variable. On the basis of an examination of pre-
event frequencies, it was clear that some owners already had
strong positive feelings. Because these owners had nearly
"pegged the scale" before attending the brandfest, it would
be difficult for the brandfest to have a significant, positive
impact on their attitudes. To account for this ceiling effect,
IBC and the four component relationships were sorted by
the magnitude of the pre-event scores, split at the median,
and analyzed separately as "high" and "low" groups.
35. The majority of the analysis of variance (ANOVA)
results showed violations of the homogeneity of variance
assumption (Levene 1960). We estimated the data sets that
exhibited homogeneity of variance violations using the gen-
eralized least squares (GLS) procedure (Judge et al. 1985) in
the SHAZAM econometric package (White 1977), and we
estimated the remainder using ordinary least squares (OLS).
Using the approach suggested by Cohen and Cohen (1983),
we calculated the percentage of within-subjects variance
explained by time for each regression.
For owners who were less positive before the event, all
five repeated measures analyses showed significant changes
between pre- and post-event scores, with R2 values ranging
from .25 to .57. Three of the five upper-half analyses were
significant, with R2 values ranging from .04 to .08 (Table 5).
Pre- and post-event means for each group are also included
in Table 5.
Discussion
Both the quantitative and qualitative analyses offer support
for hypotheses regarding the multifaceted nature of brand
community and the way in which brandfests may build it.
With respect to hypotheses H2-H6, we also found that the
strength of prior owner bonds wields significant moderating
influence in the experience of the brandfest. A discussion of
the hypotheses is followed by additional ethnographic
findings.
H1: The Construct of Brand Community
H1 was confirmed strongly. Quantitative analysis supports
the integrity of a construct of IBC as the cumulative impact
of four types of customer-centered relationships. In addi-
tion, although the individual relationships are depicted as
dyadic, our ethnographic data reveal that they do not func-
36. tion entirely independently of each other. Rather, they
develop interdependently in ways that are mutually
reinforcing.
The following excerpt from an interview at Jeep 101
provides an example of how brand community may begin to
form in the early stages of purchase and ownership. The
informant, Susan, is a first-time Jeep owner attending Jeep
101 with her fiance, George. Throughout the purchase
process, Susan referred to her interpersonal relationships for
assistance and input. Interaction with friends, car dealers,
and the Internet (with the assistance of her brother) all
helped her arrive at her purchase decision. Subsequently,
postpurchase communication with her dealer and from the
company further strengthened her connection to the brand:
I've been very happy. I get a lot of communications from
Jeep, which I've been so impressed with. Usually you buy
a car and then you're a forgotten soul. Its kinda like they
want you to be part of the family. As soon as I got the invi-
tation for Jeep 101, I registered. I was very excited. But I
was nervous. I didn't think I would end up driving. I was
very relieved to see someone in the car with you, 'cause it
gave you the confidence to do what you're supposed to.
Otherwise, I had visions of abandoning the truck on the
hill and saying, "I can't do it!" [laughs]. I thought I might
wimp out, but I didn't [smiles].
Susan viewed "Jeep," a corporate entity, as a caring
institution, a family, that provided her a sense of belonging
and importance, not feelings of being a "forgotten soul." In
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TABLE 3
Standardized LISREL Estimates for Second-Order Modela
Indicator Owner-Product Owner-Brand Owner-Company Owner-
Other Owners
First-Order Loadings (Ay)
Own-Prl .894b
Own-Pr2 .830 (15.29)
Own-Pr3 .863 (16.40)
Own-Brdl .761 (9.89)
Own-Brd2 .753 (8.78)
Own-Brd3 .706b
Own-Brd4 .759 (9.86)
Own-Brd5 .757 (9.84)
Own-Orgl .795 (9.98)
Own-Org2 .986b
Own-Own1 .713 (10.82)
Own-Own2 .900b
Own-Own3 .712 (10.81)
Second-Order Loadings (Tyk)
First-Order Construct Community Integration
Product .925 (13.41)
Brand .939 (10.13)
Organization .595 (8.53)
Other owners .802 (11.19)
Goodness-of-Fit Statistics
X2 (61 d.f.) = 223.61 (p = .0)
Goodness-of-fit index = .867
38. RMSR = .060
Normed fit index = .872
CFI = .903
aThe t-values are in parentheses.
bFixed parameter.
FIGURE 4
Model to Assess the Association Between Pre-
event and Post-event Measures
0e5,1 E Pre-event Owner-Product
86,2 2
--
Pre-event Owner-Brand X2 IBC
03 E3 Pre-event Owner-Company X4
0E4
4
Pre-event Owner-Owners
0E5 Post-event Owner-Product X5
8E6
-
Post-event Owner-Brand )6 IBC
00e Post-event Owner-Company ).
39. OE8
---'
Post-event Owner-Owners
a situation that inspired fear as well as excitement, "Jeep"
was there in the form of a real person to support her in
achieving a meaningful personal triumph. Her experience
left her wanting more of the same kind of interaction in the
future. She feels and values a sense of community among
Jeep owners:
I would love to do a Jamboree.... If we had something
locally I would definitely go. Or even somewhere on the
East Coast, you know, Virginia, Florida, I'd go. Defi-
nitely. And it really makes you feel like a part of a
family.
Susan's relationship with the Jeep brand means that she
is not alone in the important and sometimes daunting arena
of automobile ownership. Moreover, she appeared to be
blind to the lines between the corporate and dealer organi-
zations, seeing instead a unified entity that she can trust to
take care of her and her Jeep vehicle. A combination of
attentive dealer service, periodic marketing communica-
tions, and face-to-face interaction with company agents at
Jeep 101 have strengthened Susan's perceived relationships
with the entity of "Jeep." She has learned to understand and
appreciate her own Jeep vehicle better. She feels like she
belongs to a benevolent family of Jeep that includes both
owners and marketers. This community gives her confi-
dence and inspires her to seek out additional opportunities,
such as Jamborees, to join in shared consumption of the
brand.
40. Susan's story is far from unique among our informants.
Repeatedly in our ethnographic work, we have encountered
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similarly synergistic development of customer relationships.
Products are purchased and consumed in the context of
social and business relationships, which in turn influence
feelings about the products specifically and brands more
generally. Each relationship connects to all the others
through the central nexus of consumer experience, creating
the holistic sense of a surrounding community. Moreover,
each relationship acts as a personal linkage to the brand
community. The more each relationship is internalized as
part of the customer's life experience, the more the customer
is integrated into the brand community and the more loyal
the customer is in consuming the brand.
TABLE 4
Comparison of Two Models of Pre-event and Post-event IBC
Fit Statistics for the Model Fit Statistics for a Model of
Connecting Pre- and Post- Independence of Pre- and
event IBC Measures Post-event IBC Measures Change in Value
IBC
Correlated error terms used 4 of 4 possible 4 of 4 possible
41. x2 25.763, 15 d.f. 92.852, 16 d.f. 67.089,1 d.f.
P(2,1 )b .634 (7.34)a .0
RMSR .0142 .0800 .0658
Goodness-of-fit index .971 .902 .069
Normed fit index .965 .872 .093
CFI .985 .890 .095
aThe t-value is in parentheses.
bStandardized parameter estimate.
TABLE 5
Means for Pre-event and Post-event Scores and Repeated
Measures Regression Results
Lower Halfa Upper Half
IBC Pre-event mean 43.42 55.73
Post-event mean 49.64 57.23
F(1,98) = 80.28 F(1,97) = 6.37c
p < .001 p < .025
R2 = .450b R2 = .062
Product Pre-event mean 11.22 14.67
Post-event mean 12.51 14.22
F(1,98) = 33.44 F(1,97) = 8.55C
p < .001 p < .005
R2 = .254 R2 = .081
Brand Pre-event mean 17.20 22.00
Post-event mean 19.38 22.51
F(1,98) = 49.27C F(1,97) = 4.54c
p < .001 p < .05
42. R2 = .335 R2 = .045
Company Pre-event mean 5.68 8.16
Post-event mean 6.94 8.28
F(1,98) = 55.23c F(1,97) = .70c
p < .001 p = n.s.
R2 = .360 R2 = .007
Other owners Pre-event mean 8.07 12.16
Post-event mean 10.57 12.46
F(1,98) = 132.13c F(1,97) = 2.19c
p < .001 p = n.s.
R2 = .574 R2 = .022
aBased on a median split of the pre-event scores.
aR2 presented is the percentage of within-subjects variance
explained by time.
cWe used GLS estimation to account for differences in variance
between the pre-event and post-event scores.
Notes: n.s. = not significant.
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H2: The Brandfest and the Customer-Product
43. Relationship
For Jeep owners who felt less of a bond to their vehicles
before the brandfest, H2 was confirmed strongly; brandfest
participation led to more positive relationships with their
Jeep vehicles. However, for the owners who felt more posi-
tive toward their vehicles, we found a statistically significant
reduction in their enthusiasm for their Jeep vehicles.
The increase in positive feelings toward their vehicles of
owners with weaker product bonds (and who usually have
less product-related experience) can be explained by the
nature of their brandfest experience. Many of them have
their first off-road experiences, learn new skills, and, more
important, learn about previously unknown or unappreciated
capabilities of their Jeep vehicles. At the conclusion of a
Colorado Jeep Jamboree, Vivian, a single woman approxi-
mately 50 years of age, offered these remarks that indicated
the development of an interdependent (Fournier 1998)
customer-product relationship:
Researcher: Did your experience change the way you
think about your Jeep?
Vivian: I love my Jeep now. I liked it before, but now I feel
like we're a team.
Researcher: You've formed a relationship with the vehicle
that didn't exist before?
Vivian: That's right [continues nodding her head].
Researcher: Could you explain how this happened?
Vivian: Well, mine sits in the garage a lot because I have a
second vehicle. I've had the Grand Cherokee for a
year, and it's just kind of my luxury car and so I
didn't know it as well as I have since this weekend.
44. [Now] I just feel like it's very dependable. And I
feel like we could probably go anywhere and I'm
not going to be fearful.
In contrast to Vivian and other relative neophytes, par-
ticipants who were already more highly engaged with their
own vehicles tend already to be very familiar with them.
Vigilant for information about engineering improvements in
new models or newly available performance modifications,
the more experienced owners may feel some dissatisfaction
from comparing their current vehicles with others, which
they regard as even marginally superior. For example, we
asked Jody, a 24-year-old Wrangler owner, what he thought
of the new Wrangler model (on display and in use at Jeep
101). He described at length the advantages of its new fully
independent coil-spring suspension over the leaf-spring sus-
pension of his own vehicle. When we asked if he thought he
would trade up to the new model, his response was that he
would if he could afford it. Exposure to new and improved
products within the context of a brand community at a
brandfest may be instrumental in motivating trade-ups and
the purchase of new vehicles and accessories.
H3: The Brandfest and the Customer-Brand
Relationship
For Jeep owners who exhibited weaker connections to the
brand before the event, H3 was confirmed strongly; brand-
fest participation led to more positive relationships with the
Jeep brand. Those who felt stronger brand connections
before the event also showed strengthening in the customer-
brand relationship, but to a lesser degree. The main differ-
ence in attitude shifts seemed to be a simple matter of room
for improvement; those in the upper measurement category
of the customer-brand relationship had already pretested at
such high levels that there was less room left in the mea-
45. surement scale to accommodate upward change.
Changes in the customer-brand relationship among cus-
tomers who previously had weaker bonds to the brand were
sometimes dramatic. For example, David, who was approxi-
mately 25 years of age and was the owner of a Ford Explorer,
had this to say after his Jeep 101 driving experience:
Dave: I just had the most amazing time. My dad's friend is
the dealership, you know, the Ford guy? So I don't
want to mock him or anything, but (the Wrangler)
kills my Explorer. My Explorer's a Limited. It has
air suspension, all this special crap. And it just
destroys my Explorer.
Researcher: Would you feel comfortable on this course
with your car?
Dave: I don't think so. I think it might tip, actually.
David left the Jeep 101 resolved to buy a new Jeep,
despite a long-standing family friendship with the Ford
dealer who had made him a deal on a top-of-the-line Explorer
sport-utility vehicle. Among non-Jeep owners who attended
Jeep 101, mostly as guests of Jeep owners, we interviewed
several who appeared to have become converts to Jeep.
Other evidence of improved customer-brand relation-
ships manifested in participants' interactions with brand dis-
plays and in purchases of branded products. Camp Jeep and
Jeep 101 participants report deriving considerable benefit
from Jeep heritage displays (which include Jeep advertise-
ments through the decades, a video about Jeep's military
beginnings, and antique Jeep vehicles), engineering displays
(including life-size cutaway models of new Jeep vehicles),
and product displays (which include new Jeep models and
46. accessories). At these and other such events, we observed
brisk sales of branded accessories. Informants proudly wear
branded apparel from the events when they return home and
for long afterward (see Cornwell 1990).
H4: The Brandfest and the Customer-Company
Relationship
For those who felt less tied to the company before the event,
H4 was confirmed strongly; brandfest participation led to
more positive relationships with the Jeep corporate entity.
The owners who scored higher on this scale before the event
showed no significant change in this relationship. As for H3,
the main difference in attitude shifts between these owner
groups appears to be relative room for improvement.
Corporate image can play an important part in customer
reactions to a company's products (Brown and Dacin 1997).
Our analysis, which examines perceptions of the company
as a caring and approachable entity, demonstrates that a
brandfest can effectively influence that image. Participants
report how impressed and respectful they are that Jeep
would go to the expense of hosting Jeep 101 or Camp Jeep
without introducing hard-sell (or even soft-sell) sales tactics.
Building Brand Community / 49
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Consistent with gift-giving theory (Sherry 1983), the com-
pany has given customers a gift, the brandfest, without push-
ing for direct reciprocity, thereby creating a sense of indebt-
47. edness or generalized goodwill on the part of the customer.
More important, our research emphasizes the value of
going beyond image-building endeavors to establishing real
relationships between the company and customers.
Customers crave audience with the people behind the brands.
The ethnographic evidence for this observation is staggering.
At Camp Jeep, the engineering roundtables consistently drew
maximum-capacity participation. At Harley-Davidson brand-
fests, where intense corporate interaction with customers is
made policy, some corporate officers have achieved celebrity
status and occasionally are swamped by requests for pho-
tographs or signatures. Brandon J., an employee who rou-
tinely travels to attend the company's events, has developed
friendships with people from coast to coast who seek him out
at events to chat or for after-hours socializing. Employees
can provide customers a human manifestation of the com-
pany at a time when many corporations are perceived as
impersonal and unfeeling bureaucracies.
H5: The Brandfest and the Customer-Customer
Relationship
For customers who felt less connected to other owners, H5
was confirmed strongly; brandfest participation led to more
positive relationships with other Jeep owners. Owners who
pretested higher on this scale showed no significant differ-
ence in their feelings toward fellow owners. The latter result
can be explained, as for previous hypotheses, in terms of
high base-level responses. These typically more experienced
owners likely have had more interaction with other owners.
Less experienced owners probably have had less cause to
form brand-related interpersonal relationships, and their
overall image of other users is more likely to suffer from
stereotypes or misconceptions before the brandfest.
For an example of how a brandfest can facilitate lasting
48. customer-customer relationships, consider the case of
Katie, a 22-year-old Michigan woman and first-time Jeep
Wrangler owner. She had attended her first Jamboree with
her sister-in-law Kim in Michigan the previous year. At the
Michigan event, she met two young men and their father
who also owned a Wrangler. The two parties got acquainted
during the event, and afterward they corresponded to share
home videos of the Jamboree experience. By prearrange-
ment they met again at the Jamboree in French Lick, Ind.,
where the friendship continued. When we encountered Katie
during the second day of activities she told us in animated
tones how the young men had just taught her how to remove
the doors from her Jeep for a more open feeling. When
asked about her intentions for the future of the relationship
she quickly stated that there were no romantic considera-
tions but that they all intended to keep in touch and meet at
other Jamborees.
Hg6: The Brandfest and the Construct of Brand
Community
Analysis strongly confirms H6 for the entire sample; brand-
fest participation led to significant increases in overall feel-
ings of integration in the Jeep brand community (IBC). Not
evident from an analysis of the quantitative data is that the
reasons and the processes behind the strengthening of com-
munity differ between the two groups. From the ethno-
graphic experience, we learned that novice owners at a
brandfest begin to feel more a part of the community as they
learn to consume the brand in ways that provide greater ben-
efits to them, whether those benefits are utilitarian, self-
expressive, social, and/or hedonic. For the more experienced
owners, the brandfest provides opportunities to demonstrate
and reaffirm their community ties while both mentoring and
performing for neophyte owners.
49. Long-Term Impact of Temporary Communities
The longevity of relationships, especially those of an interper-
sonal nature, that have their genesis in a brandfest or other
brand-specific context should be considered. The quantitative
data provide only inferential evidence of long-term impact
(i.e., attitudinal measures related to future intentions: "I would
buy another Jeep"). Additional evidence is provided by pro-
prietary tracking research conducted by Chrysler that suggests
that its community-building efforts through brandfests result
in significantly increased repurchase rates among participants
(Duffy 1999). Our ethnographic data strongly indicate a long-
term, lasting impact of relationship-building efforts. We have
witnessed many participants, like Katie and Kim, who formed
interpersonal relationships at a brandfest that were maintained
over a distance and reaffirmed at a subsequent event. As
researchers, we have maintained long-term (some as long as
eight years) connections with Harley owners, many of whom
initially built relationships with the community at a brandfest
and still value their connections to the brand community.
We have noted that customers who purchase a branded
product often do so with the support of other users, which
leads to the possibility of brand-focused interpersonal
bonds. Social support from such relationships may, in turn,
influence increased personal investment in a customer's
consumption of the product and the brand. To the extent that
the company behind the brand facilitates such interactions,
the customer base is likely to reciprocate with increased
appreciation for the company and a sense of being an impor-
tant part of a larger set of social phenomena.
Part of the reason for the longevity of customer-centered
relationships may be their role as exit barriers. Customers
value the relationships available to them as a result of brand
ownership. For some customers, the expectation of develop-
50. ing these types of relationships motivates initial product
acquisition; they are looking for a sense of community.
Other customers acquire the brand for more strictly utilitar-
ian or self-expressive reasons and discover the benefits of
brand community in the course of consumption. Community
ties become exit barriers as owners realize that valued inter-
personal relationships would be altered or lost if they were
to defect to another brand. Positive relationships with mar-
keters and bonding with personal possessions also create
exit barriers. The same elements that lend longevity to suc-
cessful interpersonal and community relationships, such as
reciprocity (Gouldner 1960; Sahlins 1972), investment,
commitment, interdependence, and integration in social net-
works (Lund 1985), exist in the community of brand, prod-
uct, company, and customers.
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Marketing Implications
In today's marketing environment, sustaining a competitive
advantage on the basis of product differentiation often is an
exhausting race to a constantly shifting finish line. Any lead
in the race is eroded quickly by imitation or even by superior
technology from competitors. One way to sidestep this tread-
mill is to redefine the terms of competitive advantage. Part of
the success of brands like Jeep lies in their focus not merely
on the product or its positioning but also on the experience of
ownership and consumption. Differentiating on the basis of
ownership experience can be achieved through programs
51. strategically designed to enhance customer-centered relation-
ships. The events examined here provide opportunities for
consumers to experience anticipated but unrealized product
benefits, share those experiences with others, meet with the
previously faceless and nameless people behind the brand,
and learn more about the brand's heritage and values. Our
research demonstrates that such marketing programs can have
a measurable impact on the full range of customer-centered
relationships. By proactively providing the context for rela-
tionships to develop, marketers can cultivate community in
ways that enhance IBC and thereby increase customer loyalty.
The benefits to a firm of cultivating brand community are
many and diverse. Community-integrated customers serve as
brand missionaries, carrying the marketing message into other
communities. They are more forgiving than others of product
failures or lapses of service qtLality (Berry 1995). They are
less apt to switch brands, even when confronted with superior
performance by competing products. They are motivated to
provide feedback to corporate ears. They constitute a strong
market for licensed products and brand extensions. In many
cases, we even find loyal customers making long-term invest-
ments in a company's stock. Customers who are highly inte-
grated in the brand community are emotionally invested in the
welfare of the company and desire to contribute to its success.
Limitations and Directions for Further Research
Although our research extols the virtues of cultivating cus-
tomer relationships, recent research suggests that customers
are becoming overwhelmed by attempts of marketers to
engage them in relationship marketing (Fournier, Dobscha,
and Mick 1998). As marketers consider cultivating relation-
ships with customers, it is important to recognize that rela-
tionships take on many forms (Fournier 1998). In addition,
marketers should recognize that relationships are reciprocal:
52. Both parties give and receive. For example, the brandfests
discussed in our work were events in which managers made
conscious decisions not to view the events as strictly short-
term investments. The marketers provided experiences,
entertainment, and education that customers perceived to be
in excess of the costs they incurred to participate. The antic-
ipation that customers would reciprocate with increased loy-
alty and trust (see Morgan and Hunt 1994) was confirmed
by this research.
Our study identifies many issues that merit further
research. It would be valuable, for example, to examine how
Fournier's (1998) work regarding the character of relation-
ships applies to the different relationships formed within the
brand community. Further research might consider explor-
ing the characteristics of products and services that make
them amenable to the types of relationships we have identi-
fied. Our experience in the business-to-business context
(e.g., De Walt and Mentor Graphics), for example, indicates
that our findings may have applicability beyond the con-
sumer market. In addition, in the brand communities we
have studied, the focal products are rich in expressive, expe-
riential, or hedonic qualities. How might IBC be relevant to
less flamboyantly experiential brands? The overlapping and
interlocking nature of communities suggests that the real
importance of some brand communities may lie in strength-
ening ties within other communities, such as extended fam-
ilies or towns, which may be more important from the con-
sumers' point of view. Research has shown that the
ownership of brands of more mundane products such as bath
soap, tools, and toys provide valued bridges to family,
friends, or neighbors (see Fournier 1998; Gainer and Fischer
1991; Olsen 1993), which suggests the potential relevance
of our current findings to these types of product categories.
53. Our largely exploratory research has inherent method-
ological limitations. The practical demands of the field study
constrained our ability to examine quantitatively many of the
relevant issues on which this research touches. We have, how-
ever, identified directions for the development of measurement
scales. There is a need to further develop and refine instru-
ments that measure the relationships of brand community and
integration within it. Within any product category, it should
also be possible to create an index of IBC to facilitate the diag-
nosis of opportunities for building brand community. We posit
that any brand community, weak or strong, exists somewhere
on the continua of geotemporal concentration, richness of
social context, and overlap with other communities and that
the brand's position on these continua can be influenced.
Our research also touches on issues that would espe-
cially benefit from the types of insights marketers have
sought from qualitative research (see Levy 1981; Winick
1961). It would be valuable to examine, for example, what
characteristics lead consumers to value brand community
and participate in communal activities (cross-cultural
research might be of particular interest). Further research
might also be directed toward the executional elements of
brandfests that are most effective in cultivating a given
brand community. For example, our research indicates the
importance of designing events with a focus on socializing
neophytes while offering special recognition to those who
are already the most integrated in the community. It would
also be valuable to examine circumstances that may lead to
defection from the community or conflict within it and
explore the implications of such issues to community vital-
ity and potential impacts on brand positioning or brand
equity.
Appendix
Scale Development
54. We used LISREL 8 (Joreskog and Sorbom 1993a) to per-
form a CFA of the survey items based on the dimensions of
community integration observed in the qualitative data col-
lection. The fit of the data to this model was marginal (x2
Building Brand Community / 51
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with 98 degrees of freedom [d.f.] 520.79, root mean square
residual [RMSR] = .0647, comparative fit index [CFI] =
.829), and we refined the set of items using the approach
suggested by Gerbing and Anderson (1988). The process
concluded after we dropped three items: two from the
owner-brand construct and one from the owner-product
construct. Although we deleted two items from the owner-
brand construct, we judged the substantive content to have
changed minimally: The final set of items contained two
brand association items and three brand loyalty/quality
items. At this point, we judged the fit of the data to the
model to be acceptable (X2 with 59 d.f. = 197.485, RMSR =
.0503, CFI = .917).
The reliabilities of three of the hypothesized constructs
(Gerbing and Anderson 1988) were strong (see Table 2). In
addition, we calculated the AVE for each construct. The
AVE is a more conservative measure than reliability, which
examines the amount of variance captured by the construct
(Fornell and Larcker 1981). The minimum acceptable value
for AVE is .50; all four of these constructs easily exceed the
55. .50 value. By using Gerbing and Anderson's (1988)
approach, we created unidimensional measures of each con-
struct based on the internal consistency and external consis-
tency criteria implied by the multiple-indicator measure-
ment model.
Second-Order Model
To assess whether these constructs were an adequate reflec-
tion of a higher-order construct, the analysis proceeded to
test a second-order factor structure (see Figure 3). This
model fits the data reasonably well (X2 with 61 d.f. =
223.61, RMSR = .060, CFI = .903). Compared with the
CFA, the second-order solution has two more degrees of
freedom and a chi-square value 26 points higher. This chi-
square difference is statistically significant, but the marginal
decrease in the CFI (from .917 to .903) indicates that the
change has little practical impact. The second-order load-
ings (Yik) are significant and reasonably uniform across the
four first-order constructs (Table 3). In addition, the reliabil-
ity of the community-integration construct is strong (.89),
and the AVE is good (.68).
The fit of the model and the consistency of the second-
order loadings provide solid evidence that these constructs are
a reflection of the second-order factor, community integration.
Associations Between Pre- and Post-event
Measures
After the structural equation analyses, we directed our atten-
tion to determining whether a significant connection existed
between the pre- and post-event scores for each component
of community integration, as well as the composite measure
of community integration.
56. We performed two tests to better understand the rela-
tionship between the pre- and post-event measures. The first
test involved an assessment of the importance of a structural
parameter linking pre- and post-event community integra-
tion in a structural equations model. The second test used a
repeated measures analysis to determine if significant dif-
ferences in level existed between the pre- and post-event
constructs.
Structural equation test. We modeled both pre- and post-
event community integration as unobservables (Ti). We
assessed the importance of estimating a structural connection
between the constructs in the structural model by observing the
difference in the fit between the model that estimated P (2,1)
and the model in which P (2,1) was fixed at zero (see Figure 4).
Given the longitudinal nature of the data collection, which
used the same items as in the pre- and post-event question-
naires, it is not unexpected that measurement errors (0E) for
these items would be correlated (Jireskog and Sorbom 1993b).
Anticipating that correlated measurement error would be
added to .the model, we deemed it advantageous to have fewer
input variables in the analysis. As we determined the final set
of items for each of the four dimensions to be unidimensional
on the basis of the criteria for internal consistency and external
consistency (Gerbing and Anderson 1988), we summed the
individual items to create a single score for each dimension.
The input to LISREL was then eight variables: a pre-event and
post-event score for each of the four dimensions of IBC.
Correlated error terms were added one at a time, until all
pre-item error variances were correlated with the corre-
sponding post-item error variances. Adding each correlated
error term resulted in a statistically significant drop in the
chi-square value and a corresponding increase in the fit
indices. It was noted in the process of adding correlated error
57. terms that the modification indices indicated that estimating
the structural coefficient between the pre- and post-event
community integration would produce a greater decrease in
the chi-square value than allowing correlated error between
any of the pre- and post-event community integration factors.
The standardized estimate for the structural parameter (P
2,1) and the fit statistics for the final models, which both
included four correlated error terms, are presented in Table
4. As correlated error terms were added to the model, the
structural parameter connecting the pre- and post-event
measures was consistently positive and significant, and fix-
ing this parameter at zero resulted in a significant decrease
in the fit of the model (Table 4). The comparison of these
models indicates a strong positive association between pre-
and post-event community integration.
Repeated measures analysis. On the basis of an exami-
nation of the pre-event frequencies, it was clear that a subset
of the product owners came to the brandfest with high lev-
els of enthusiasm for the product, brand, sponsoring organi-
zation, and other owners. As a result of these owners' strong
positive feelings, it would be difficult for the brandfest to
have added significantly to these owners' enthusiasm levels.
Taking this into account, we sorted each of the four com-
ponents and overall community integration by the magni-
tude of their pre-event scores. Each set was split at the
median of the pre-event score, and we performed a repeated-
measures ANOVA on the upper and lower half of each com-
ponent and overall community integration.
When we examined the ANOVA results, eight of the ten
data sets exhibited significant differences in variance
between the pre-event and post-event scores on the basis of
Levene's (1960) test. When a more variable group is com-
58. pared with a less variable group, GLS regression can be used
to conduct a repeated measures analysis (Judge et al. 1985).
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An additional benefit of the regression approach is an easily
interpretable measure of effect size, R2. We adapted all data
sets to a regression format and estimated those that had sig-
nificant pre-event/post-event differences in variance using
the GLS procedure in the SHAZAM econometric package
(White 1997). We estimated the data sets that satisfied the
homogeneity of variance assumption in a regression format
using OLS estimation.
Using the approach suggested by Cohen and Cohen
(1983), we estimated the percentage of between-subjects
variance and calculated the amount of within-subjects vari-
ance. We began this process by regressing the attitude scores
on a dummy variable for time (pre-event, post-event) using
OLS for the data sets that satisfied the homogeneity of vari-
ance assumption and GLS for the remainder. The R2 from
this regression is the proportion of the total variance in event
scores accounted for by the difference in time (Cohen and
Cohen 1983). The proportion of total variance was used to
calculate the percentage of within-subjects variance
explained by time (Table 5).
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