the attitudes of millennials to inclusive advertising and explore these in a qualitative study”.

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Describe, explain and research the attitudes of millennials to inclusive advertising and explore these in a qualitative study”.

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U55071 Contemporary Issues in Marketing Management Assessment Guide Semester 1 2018-19 Assessment information Assessment details This module follows the principles of the University's Assessment Compact, developed in conjunction with the Student Union, to ensure good practice and transparency in assessment and feedback processes, see: https://www.brookes.ac.uk/ocsld/consultancy/brookesassessment-compact/ Learning outcomes assessed All (1-7) Assignment task You are to conduct a qualitative study on the following contemporary topic: The attitudes of millennials to inclusive advertising Although Millennials have a more cynical attitude to advertising than previous generations (Iyer at el 2016), research shows that they are more likely to respond to ads which they see as emotionally engaging and better reflect the society in which they live. Inclusive advertising is one way in which marketers are responding to this. “While creating the perfect inclusive ads can be a balancing act, some brands are getting it right. Coca-Cola’s ‘Pool Boy’ campaign is a great example, but when a brand gets it wrong it isn’t long before we hear the backlash from consumers on social media, which then migrates quickly to broader media coverage. Research shows that inclusive ads are 25 percent more effective and more emotionally engaging than non-inclusive ads, and the least inclusive ads are less effective and generate the most negative emotional reactions. Creating inclusive ads should be both a business imperative and a moral one. Marketers need to be bold and embrace the opportunity to appeal to a larger audience, to be inclusive of and to better represent the world today. Everyone is biased in some way. Our brains love a stereotype. Most people don’t actively choose to discriminate but they often do” (Kantar 2018) Taking this issue forward, you are required to explore the attitudes of millennials to inclusive advertising. Your task: For this assessment, you are required to add to existing millennial consumer research by exploring the specific topic of ‘inclusive advertising”. Your question, in summary, is to: “Describe, explain and research the attitudes of millennials to inclusive advertising and explore these in a qualitative study”. You will be required to conduct between 5-10 semi-structured interviews with members of the millennial market. While you will be exploring the topic within the UK market, your sample may consist of non-UK residents. 2 There will be scheduled time early on during the module (Weeks 1 and 2) to assist you in delineating the topic for yourself (for example, what aspect of inclusive advertising will you research? what literature should you review? who will you interview? how will you treat cultural differences?). As the module progresses, there will be time available in the seminars to begin developing your qualitative semi-structured interview guide, and develop other ideas and practices related to your data collection. Paramount to succeeding in this assessment is early engagement with the literature and starting your data collection early. The detail: Subsequently, you are required to prepare an original paper, which has the following structure: 1. Introduction 2. Review of Relating Literature 3. Data Collection 4. Findings & Discussion 5. Conclusion 6. References 7. Appendices (which must contain a minimum of two interview transcripts, a profile of your interviewees, and your interview guide) It is mandatory to include at least 2 interview transcripts, a profile of your interviewees, and a copy of your interview guide in the appendices, as these are part of the assessment. Details for each of the sections follow: • Introduction: Give an introduction. Identify the topic and the boundaries of your study. State why this topic is interesting for marketers and potentially what issues there are. Present the purpose of your study clearly. (approx. 200 words) • Review of relating literature: Review the relating literature. Describe and explain aspects of the given topic using frameworks and theories from your reading. Remember to have an appropriate and broad range of references. Clearly state the recent problems/issues in this section, as identified by the literature. Critical views are encouraged – please see the assessment criteria on pages 9-10 (approx. 1000 words). • Data collection: Explain how you conducted the interviews, for example who your participants were and how you approached them. Include details such as when, where and how the interviews took place, how long the interviews lasted, and how you captured the data (approx. 300 words) • Findings & Discussion: Present your findings here. Look at your data from the interviews and see if there are any patterns or themes emerging. What are these themes/topics? Once findings are presented, discuss what you believe it means. A good discussion will draw on the literature you have reviewed and state how your findings are similar, different or surprising. (approx. 1200 words) • Conclusion: Highlight your key findings and implications (for marketing practitioners and academics) from your study. (approx. 300 words) 3 • References: You must reference all sources correctly using the Brookes Harvard style. Be meticulous with your reference list. Try to avoid internet sources and use as many academic journal articles as possible. • Appendices: Include a detailed profile of your interviewees; this is often usefully presented as a table. Include at least two detailed transcripts (more is welcomed) and a copy of your interview guide. THIS IS MANDATORY. WORD LIMIT: 3000 (+/- 10%) Your references list and appendices are not included in the word limit. Aside from the transcripts, profile and interview guide, appendices should be limited to relevant and ‘indispensable’ material and in balance with the length of the paper. You must always refer to your appendices within the main text and number your appendices in the order in which you first refer to them in the main text. Assignment Tutorials There will also be dedicated sessions in Week 7 and Week 8 for any coursework questions that you might have individually – please see Moodle for further details. You have the opportunity to submit an early draft of your work before your tutorial (deadline: 1:00pm on Thursday 8 November) so that you can receive tailored feedback specific to your individual progress. There will also be time for questions and discussions on the coursework during the other weekly sessions – it is important that these questions and discussions move things forward rather than repeating so you will need to keep up with the module group. You will find that the weekly sessions will examine different topics, containing ideas and concepts (and indeed methodological insights) that will relate directly or indirectly to your assignment and will stimulate ideas. It is extremely important that you attend all of these sessions to do well in your coursework. Regular attendance also allows the module group to develop and to cover more material in greater depth (it has much to do with successful ‘co-creation’). Please use the Lecturers who present as part of your ‘resource’ for your coursework and question them e.g. what research tips might they have? Analysis of data? How to write an effective introduction or conclusion for paper publication? How a particular concept might relate to the millennial market and/or inclusive advertising? And be prepared to discuss. All coursework queries and questions will be handled in the class sessions and in the discussion area on Moodle - not by e-mail - so you will need to attend classes and engage with the discussion area to get any additional guidance for the development of your paper. Assessment criteria Please see pages 9-10 or the assessment criteria. 4 Presenting coursework for assessment Your assignment must be word-processed and submitted as a word document. Please note: it is YOUR responsibility to ensure that you upload the correct file; that it is in the correct format; that it is not corrupt; and that it can be opened and read on Brookes systems Assignment length The length of your assignment is limited by a set number of 3000 words (+/ – 10%) to contribute towards the development of writing skills and to ensure all work is assessed equitably. We therefore require you to complete your assignment within the number of words specified in the assignment brief. You will need to think carefully about how best to explain your case within the permitted number of 3000 words, using, for example, an appropriate mix of text, drawings, diagrams and tables, supplemented by information contained in appendices. Please also remember that a report can be enhanced or damaged through layout, for example, placing all tables and drawings in appendices can hamper the flow of discussion. Decisions therefore need to be made about the most appropriate place to use tables etc, to support your case. The specified 3000-word count refers to the main body of the report and does not include front cover, title page, contents page, executive summary, reference list, or appendices. (The appendices must include transcripts, interviewee profiles, and the interview guide). The word count includes headings, tables and in-text citations, but not equations or diagrams. Words that exceed the maximum allowed will not be marked. If in doubt, you should discuss this with the Module Leader before submission. Submission date and instructions Your work must be uploaded to the dropbox in Moodle by Thursday 6 December (Week 11) by 1:00pm via Turnitin. Please give the file which you intend to upload a file-name which begins with your student number. For example, ‘12345678-CiMMassignment .Please do not include your own name anywhere in the file name (or in the assessment itself). You must submit a word document (.doc, docx). Work submitted in other formats will not be marked. 5 Regulations See also ‘University Information’ block on the module’s Moodle site Late submission of work / non-attendance at exams Students who submit work late, or do not attend an examination, will receive a mark of ZERO for that element of assessment. If mitigating circumstances (for example, medical or personal circumstances) affect your ability to meet an assessment deadline or attend an examination then it is ESSENTIAL that you notify your module leader as soon as possible and in any case BEFORE an assessment deadline or the start of an examination. You will be required to provide satisfactory documentary evidence to support your claim. The only exception to this is for very short extensions (up to one week) to an assessment deadline, where you may be allowed to selfcertify your difficulties if there is a valid reason why you cannot provide evidence. If you submit a claim of mitigating circumstances later than an assessment deadline or the start of an examination, then you will not only need to demonstrate that you were affected by these circumstances but you will also need to provide evidence that you were unable to submit your claim by the deadline. For further details of the University’s regulations for the consideration of mitigating circumstances please see: https://www.brookes.ac.uk/students/your-studies/mitigating-circumstances Late submission regulations apply to both hard copy (paper) and electronic submissions, including electronic submissions to Turnitin where relevant. Resit Information If your final module mark is between 30% and 39% you will be awarded a resit. If the mark for the resit assignment is 40% or more, then you will pass the module. After a resit, the total module mark is capped at 40% (unless a mitigating circumstances decision directs otherwise). Authenticating your coursework You must be able to demonstrate that the coursework you submit for assessment is your own. You must therefore keep all working documents (electronic and paper) that you used or created while preparing the assignment, such as photocopies of sources and internet pages, your own notes on your reading and preparation and where primary research has been conducted, completed questionnaires or interview schedules, details of the process of analysis, field notes and so on. Most importantly, you should keep the early developing drafts of your coursework as evidence of the originality of your work by saving each revision to a file with a different name. This material should be kept until after the module results have been published on PIP. Please note that you may be required to submit an electronic version of your work. 6 Guidelines on using others to check your work If you are not too confident in the accuracy of your written English, you may want to ask someone to help you by checking your work. However it is important that this is not done in such a way that you are committing academic misconduct, which could result in disciplinary action. University guidance can be found at: http://www.brookes.ac.uk/Documents/Regulations/Current/Other/E21-Guidance-onProofreading/ In addition, if a checking or proofreading service is used, the Business School requires you to declare this at the front of your work, giving the name of the person who did this for you. Marking and moderation of your work All your coursework submissions are marked anonymously. Your work is marked and given clear comments by one member of staff (the first assessor) and then a representative sample of these assessments is reviewed by one or more other assessors from within the Marketing team to ensure that each marker has been fair and consistent. Your identity will only be revealed once the assessors have agreed your mark. This is to ensure that feedback on your assessed work is personalised and tailored to you. However, the marks cannot be amended once your identity is revealed. If you would like to read the full and formal regulations on anonymous marking you can find them in the University Regulations, section A3.6:Marking and Moderation https://www.brookes.ac.uk/regulations/current/core/a3/a3-6/ Following this internal moderation process, a sample of work is reviewed by the External Examiner for the programme to ensure that the standards applied are comparable to those at other institutions Feedback Feedback on your work will be provided in a range of ways at various times throughout this module, and different feedback will serve slightly different purposes. Feedback is designed to support your learning and help you to improve subsequent work, so you need to get the most out of the feedback provided. Please note that feedback is provided throughout the module NOT JUST ON FORMAL ASSESSED TASKS. It will be provided on your work and contribution in class, on the formal assessment tasks and, in some circumstances, during staff office hours. Students will have the opportunity to receive feedback on this module in the following ways: • One to one verbal feedback on draft assignment submissions (during tutorials in Weeks 7 & 8) • Electronic written feedback on final coursework submissions after Christmas Please note: there is also time available at the end of each seminar session for individual assignment queries 7 If you would like further information about feedback, or how to use it, please talk to your tutor on this module or your Academic Adviser. Turnitin Your assignment on this module will be submitted through Turnitin. Turnitin is a web-based tool that supports the development of good academic practice when preparing written work for assessment. This text-matching tool allows academic staff to check assignments for improper use of sources or potential plagiarism by comparing it against continuously up-dated databases (including web-pages and other student work). A note on equality, diversity and inclusion Oxford Brookes Business School promotes an inclusive learning environment in which individuals are valued and supported in achieving their full potential. The Faculty endeavours to meet its duties under the Equality Act 2010 to eliminate unfair discrimination and promote equality of opportunity and good relations among members of the university community. For the university statement on equality, diversity and inclusion please see https://www.brookes.ac.uk/staff/human-resources/equality-diversity-and-inclusion/edi-atbrookes/ 8 U55071 Assessment Criteria Learning Outcomes LO1 Demonstrate a critical appreciation of a customercentric approach to marketing management, including the ongoing evolution of marketing theory and concepts, and their role and significance in the wider strategic organisational context LO2 Understand the theory underpinning the processes and practices involved in the management and organisation of marketing, and the planning, control and integration of effective marketing strategies, programmes and operations LO5 Devise, substantiate, sustain and where necessary refute arguments emerging from current theoretical developments in the marketing management discipline, informed by both critical enquiry and practical insights, and using appropriate means of dissemination LO4 Select and critically apply appropriate research methods and tools of qualitative and quantitative data analysis to gain 70%+ 60-69% 50-59% 40-49%
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Running head: ATTITUDE OF MELLINNIAL TO INCLUSIVE ADVERTISING

Attitude of Millennial to Inclusive Advertising
Student
Professor
Institution
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ATTITUDE OF MELLINNIAL TO INCLUSIVE ADVERTISING

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Attitudes of millennial to inclusive advertising
Introduction
Advertising as one of the forms of marketing has been one-sided because of the mediums
which are used to conduct it. The advertisements use ads, for example, newspaper and magazine
ads are two dimensional, and the ads can use images, texts or combine both. TV and radio
advertisements are complex and dynamic since they use moving objects and voice components.
Television and radio advertisements are not fully interactive since people cannot interact with the
sent messages. The advertisements are limited on what they focus on. The use of digital
advertising is highly interactive, and it has become a solution to the complications posed by a
magazine and television advertisement ads. Mobile advertisements offer marketers an
opportunity to target a specific audience, and they make advertisements according to clients
about their search patterns, the customers' preferences. The digital advertisements give marketers
an opportunity to reach customers at whichever place they are. Hence there is no surprise as to
why the digital advertising market is on the rise (Duffett, 2016).
Digital advertising can be defined as text and graphics like commercial adverts which are
sent to clients via digital devices like cellular phones and PDAs (Personal Digital Assistants. The
Mobile Marketing Association defines mobile advertising as a way of sending advertisements to
users via their handsets. In the modern world, mobile media is mostly used by individuals aged
between 10 and 30 years. People within this age group are the most active mobile users hence
mobile advertisements should concentrate on their brand awareness and product loyalty. The
common name used to refer to individuals aged between the 10 and 30 years is the millennials
who are people who were born from 1982 to 2004. The millennial generation is the first

ATTITUDE OF MELLINNIAL TO INCLUSIVE ADVERTISING

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generation to grow up with the internet and mobile phone technology hence they easily adjusted
to it from their early years. Therefore, they should be taken into account. Mobile platforms are
widespread but still, there is a negative attitude, and there needs to be a bridge between the two
to have a mutual benefit among the two groups involved. The purpose of this study is to discuss
and analyze the various types of media platforms and gauge the multiple factors digital
advertisements should possess (Elkan, 2018). The research will also assess which digital
advertisement ads do millennials love and have a positive attitude towards and which ones have
the most influence on the attitude.
Literature review
In this section, we are going to provide a review of the existing literature on the main
concepts of our study like the millennials, attitude and digital/mobile advertising. The section
will give definitions about these concepts and how they can be understood in this research paper.
The chapter also establishes a connection between these concepts and discusses the type of
media which will be analyzed and the contextual factors which will be included in the research.
Attitudes
Attitudes can be described as an internal evaluation of an object like an advert, and it can
be categorized as either favorable or unfavorable. Attitudes are real and valuable components of
human nature. They help in the evaluation of the satisfactory and consistency of a person's
behavior. Evaluations which are based on an individual's opinions does not offer a correct
prediction of a customer's behavior. The main limitation of measuring attitudes is the ability to
specify attitude variables and the restriction in measuring them (Duffett, 2016).
Millennials

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Millennial is a favorite word among individuals who were born in the years ranging from
1882 up to 2004 after generation X. this is the first group to grow up with the internet and digital
equipment, and they have been adjusted to this advancement in technology as they grow.
Millennials use mobile devices more than any age group as they use this digital media to interact
and communicate. They are majority users of mobile technology across the world (Elkan, 2018).
Advertisements towards the millennials have been explored in different researches, and
there are discoveries which have been made which can help us better understand the idea of
marketing towards the millennials. A strategic analysis was done by Smith in 2011 regarding
digital marketing where he suggested five hypotheses about the attitude of towards internet
advertisements. The first suggestion is that th...


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