1. Koreen Johannessen, MSW, LCSW Andrew J. Maghielse, BFA Campus Health Service - The University of Arizona koreen@dakotacom.net drewster@email.arizona.edu

2. Why Market Research? You need to –get to know your target audience –put information in the proper language –bridge the generation gap so you can be understood

3. Choosing… What if I wanted to know if student testimonials were believable? …what images were attractive …do certain words mean something different to heavy vs. light drinkers

4. What do key stakeholders think about the campaign? …are there gender specific difference in the appeal of images, activities …are the norms credible, if not instantly believable Choosing…

5. Focus Group Use to uncover and understand how target population is interpreting campaign Uncover language, protection, public conversation Discover deeper issues/meanings Small sample (6 – 12) Use skilled interviewer and one or two recorders

6. Classroom Sampling Get feedback from groups and organizations or classes to assess media habits, preferences and impact Useful for tapping campaign saturation, overall feel

7. Key Informant Interview ½ hour structured interview with one subject at a time One questioner, one or two recorders Can be utilized for every aspect of campaign development –Message –Overall campaign design –Particular words/images

8. Field Test Compare materials Usually no more than 15 questions 50 participants or until… Use incentives to reward participants for participation Set up exhibits, invite students to participate on the spot

9. Mall Intercept Final photo selection Overall campaign design Test language Test reaction to sponsoring department

10. Campus Wide or Target Group Survey Use to gather norms and misperception data Use to determine exposure to the message Use to determine change in behavior/perceptions

11. Campaign Cycle Survey –Development –IRB approval –Administration –Data entry –Analysis

12. Photo shoot Message and campaign development –Testing Placement –Testing Campaign Cycle

13. UA Sample Timeline

14. Design and Print Media Issues Working with a designer Design basics Social Norms Marketing vs. Advertising Design Production Working with printers Cost issues

16. Distribution Locations Visibility Spot checking Vandalism Competing media

19. Reports Should contain information about how participants were recruited Time, place, facilitators, participants Questions and responses Summary of findings

20. What’s different about high school interviewing?

21. Example high school project and changes Feedback Simplifying Budget Target audience School size and population differences

28. Photo Shoot Schedule Using own photos or stock Scouting locations Model selection and screening Organizing schedule Call ahead for approvals Props Maximizing time Video

33. Photo Shoot Tips Screen participants Be inclusive of all in the target population Settings should be easy to recognize and relate to your school/group

34. Use stock photos or graphics Tap into talented amateurs Set a table in the lobby and conduct a quick poll Photo Shoot Tips

35. Example General Campaign Changes

49. Sorority Campaign Changes Changes in media Calendar Large posters, small posters, half page fliers

59. Sorority Calendar Feedback Variety of media Mixing norms and educational Incentive and timing Distribution issues

62. Shoe String Solutions Hire student workers who are outgoing and in the know If you are not always able to set up formal market testing, make sure you get feedback from some students

65. Sample UA forms and other campaign materials: www.socialnorms.campushealth.net - or - contact Koreen at koreen@dakotacom.net