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Professor James Intriligator (Bangor)
Dr Gareth Harvey (Glyndwr)
© 2013, Intriligator and Harvey
Who we are
Dr James Intriligator
◦ Bangor: School of Psychology
◦ Neuroscience and Consumer Psychology
◦ Masters programmes
◦ Extracurriculars (EbD, SEA, etc)
◦ N Wales Enterprise Hub
Dr Gareth Harvey
◦ Glyndwr: Business School
◦ Consumer and Workplace Psychology
◦ Consulting
Who are YOU?!
Academic lecturers? Schools?
Academic support staff?
Students?
Others?
Particular interests/issues?
Something WE all know…
Postgraduate students need more relevant
enterprise skills training
Something WE all know…
Postgraduate students need more relevant
enterprise skills training
Context Archer and Davison (2008): "…the minor
importance employers attach to possession of a postgraduate qualification".
Psychology students have a tough time. HESA Destination of Leavers (2011-12): 68% employment for psychology relative to 89% for education and medicine.
Wilson Review (2012): "It is for universities to provide …opportunities for students to develop employability skills through the formal learning methodologies …within the university.”
“…develop employability skills
through the formal learning
methodologies …”
Question
How should employability
(or “enterprise”)
skills be taught within the
university?
“Employability” ?
“Employability”
Higher Education Authority:
“…a set of achievements,
skills, understandings and personal attributes,
that make graduates more likely to gain employment and be successful in their
chosen occupations, which benefits themselves, the workforce, the community
and the economy”
“How to gain these” ?
Embedded or extracurricular?
“Extracurricular”
Some examples:
◦ Enterprise by Design (today)
◦ Social Enterprise Accelerator (poster)
Successful, but some limitations/challenges:
◦ Timetables
◦ Extra costs
◦ Only get “the usual suspects”
◦ Hard to get full engagement Students
Academic Staff
Stuart, M., Lido, C., Morgan, J., Solomon, L. & May, S. (2011).
The impact of engagement with extracurricular
activities on the student experience and graduate
outcomes for widening participation populations.
Active Learning in Higher Education. 12(3), 203-215. Doi:
10.1177/1469787411415081
“Embedded”
Integrate into timetable
Embed in curriculum
◦ Explicitly
◦ Implicitly
“Enterprise-Lessons”
Consumer Psychology
How do people hear about, engage with,
choose, purchase, use, talk about, and
dispose of STUFF.
“What is Consumer Psychology?”
• New product design
• Product / Brand perceptions
• Marketing strategy
• Development of new marketing brief
• Consumer-oriented packaging
• Use of retail spaces
• Consumer exploration of product options
• “Who are your consumers”?
• Stats (age, gender, etc)
• Psychology (“cool”, “caring”, etc)
• “What do they think about your products / services?”
Intersection of psychology, marketing, and business
High-Level Questions
Types of Specific Questions
Consumer Psychology (Theory)
Linking Psych theory with business
Psychological Issues
Perception
Attention
Motor Control
Memory
Emotion
Decision making
Business & Marketing Issues
Product design & innovation
Advertising
Shopping
Preference and choice
Brands
The marketplace
Consumer ethics
Consumer Psychology (Practice)
Applied Consumer Research
Sample projects
New product perception
Assessment of marketing strategy
Development of new marketing brief
Consumer-oriented packaging
Use of retail spaces
In-Store Advertising
Sample Sectors
High tech Food; consumer goods
Clothing Sporting equipment
Entertainment Retail
Consumer Psychology - Two sides to it…
http://thecurrentconsumer.wordpress.com/
Consumer Psychology with Business (MSc/MA)
Consumer Psychology: Applied
Belief: “The only way to get good at something
is to see/do it a hundred times”.
Belief 2: Case study method is good…but…
Belief 3: Better to work on local issues
Belief 4: Get involved and get useful!
Assignment and Deliverables
Task
Find a local company
Work with them to address a real challenge
Use (at least) two forms of data
Link to psychological theory
AND: be a consultant / meta-consultant
Deliverables
Proposal
Final Powerpoint presentation
Formal written report
How would YOU address these challenges?
See a series of projects
How might you address them?
What skills are required?
DIMENSIONS
HEALTH STORE
Dimensions Challenges
Three masters students
◦ Julian Smitter
◦ Katharina Schultz-Ebert
◦ Franziska Homann
Discussions, interviews, research
◦ “Not enough customers…”
◦ “In-store experience is not great…”
◦ “Website doing nothing…”
Dimensions Approach
“Not enough customers”
• briefing with management
arrangements
• analysing data
semi-structured interview • analysing data
focus group
• meeting with management
de-briefing
• Food stand
• Playful shop front
Appearance (shop front)
• Food tastings
• Cooking classes Marketing
• Bar Uno, Blue Sky Cafe
• Hog Soc Cooperation
Dimensions Approach
“Not enough customers”
“In-store experience”
“website”
Challenge 2: Waitrose
Waitrose: A range of challenges
The Effect of Sustainable Packaging on
Consumers’ Perceptions of Quality and Value
Applied Projects – Past 3 Years Cadbury/Kraft
Penrhyn Castle (National Trust)
Mostyn Art Gallery (Llandudno)
“Catalyst” / Total Foods
Marketing
Yo Mamma Restaurant
Us Unlimited Shop
Tyddn Mon - Menai Compost
Project
Gwynedd Museum and Art
Gallery
Communities-first students
attitudes
IT Support and Desires for
Students
Dimensions Health Food Store
Shop Viv (high street)
Ibawab (local start-up)
Ogwen Mountain Rescue
Deiniol Shopping Centre
• BBC Wales
• SmartKem (St Asaphs)
• Bangor SU Nightclub Design
• Bangor SU Communication
Strategy
• Bangor International Office
• Bangor Biocomposites
• Teras Bar
• Maes Glass
• Gelart Clothing
• Adams Clothing
• Halfords Automotive
• SPI Play
• Arquest
• PPM Technologies
• Blah-d-blah Media
• Elysium Water Technologies
What do the students think?
◦ “…made me more employable by allowing me to work with real companies and tackle their problems.”
◦ “…learned how to work with businesses…”
◦ “…learned how to plan projects…”
◦ “…learned to work together in a group…be aware of other’s needs.”
◦ “learned how to create a hypothesis and build an experiment”
◦ “learned how to find your participants and collect data”
◦ “…learned how to present results…”
◦ “…final report will add tremendously to my CV in the form of work example and portfolio.”
Summary of Skills Learned • Project Management
• Interviewing
• Scheduling
• Data collection & synthesis
• Presentation
• Writing
• Technical skills
• Consulting skills
• Content for CV
• Broader social network
• Personal Skills
Self-direction
Independence
Interdependence
Empowerment
Benefits all around
Students Gain
The University Gains
The Community Gains
Challenge: Crafting This for You?
“OK, sounds great… but, that was ‘consumer
psychology’… how can WE do that HERE?”
Things to remember:
◦ Businesses / humans want help!
◦ Businesses / humans like to help students!
◦ “University” name carries weight
◦ Assistance (free!) is a breath of fresh air
Summary
Traditional university training falls short
Enterprise education/skills needed
Extracurricular possible…but challenges
Possible to integrate
When integrated
◦ Students gain skills, CV, etc (LOTS)
◦ University gains (LOTS)
◦ Community gains
You can do it too!
James Intriligator - jamesi@bangor.ac.uk
Thanks!
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