title: Measuring sport sponsorship effectiveness: links to existing behaviour

authors: Garland, Ron

subjects: sport sponsorship

abstract: The expanding role of sponsorship in the communications mix has generated increased attention to, debate about, and demand for effective measures. Yet there is no universally accepted approach to measuring sponsorship effectiveness. At the core of the sponsorship effectiveness debate is the role information processing plays in influencing consumers. Some commentators emphasize cognitive/emotional responses as fostering behavior while others view sponsorship as primarily serving to reinforce existing brand-related behaviors. As such, evaluation of sponsorship effectiveness, whether in sport or general sponsorship remains a vexing issue for marketers, sponsors and academics alike.
Using New Zealand rugby fan reactions to sponsorship, this research contrasts two cognitive measures (free and prompted sponsor awareness) with two behavioral measures (past and future intended sponsor brand purchase). Future purchase intentions had the highest correlations with recent past purchase. In response to a single-item, direct question on the probability of sponsor purchase because of their home team sponsorship, the correlations remained high. This suggests that sponsorship reinforces existing purchase behavior, making, by inference, sponsorship more suitable for larger, well-known brands. Claiming that sponsorship can affect consumers in ways beyond reinforcement of existing behavior remains unproven.

text: Measuring sport sponsorship effectiveness: links to existing behaviour The expanding role of sponsorship in the communications mix has generated increased attention to, debate about, and demand for effective measures. Yet there is no universally accepted approach to measuring sponsorship effectiveness. At the core of the sponsorship effectiveness debate is the role information processing plays in influencing consumers. Some commentators emphasize cognitive/emotional responses as fostering behavior while others view sponsorship as primarily serving to reinforce existing brand-related behaviors. As such, evaluation of sponsorship effectiveness, whether in sport or general sponsorship remains a vexing issue for marketers, sponsors and academics alike.
Using New Zealand rugby fan reactions to sponsorship, this research contrasts two cognitive measures (free and prompted sponsor awareness) with two behavioral measures (past and future intended sponsor brand purchase). Future purchase intentions had the highest correlations with recent past purchase. In response to a single-item, direct question on the probability of sponsor purchase because of their home team sponsorship, the correlations remained high. This suggests that sponsorship reinforces existing purchase behavior, making, by inference, sponsorship more suitable for larger, well-known brands. Claiming that sponsorship can affect consumers in ways beyond reinforcement of existing behavior remains unproven.

year: 2008

title: Lake water quality modelling to assess management options for Lake Hayes

authors: McBride, Chris G.

abstract: Lake Hayes is an important ecological, historical and cultural asset to the Otago Region. The lake and its catchment have been substantially altered from their natural condition, including conversion of the catchment from forest to pasture, invasion of the lake by non-native macrophytes, blooms of cyanobacteria (blue-green algae) and lake Trophic Level Index has increased over recent years (Figure A). Since 2010 the lake has been characterised by very poor water quality and pronounced summer algal blooms. This has attracted public attention and provided impetus from community and stakeholders to assess available management options for restoring water quality in the lake.

This report examines the drivers of poor water quality and associated algal blooms in the lake, and assesses various management options that have been either specifically proposed for Hayes, or have proven effective for other lakes in New Zealand and globally. Here we report on monitoring undertaken by Otago Regional Council in the catchment (surface inflows) and in the lake. Primarily, we apply state-of-the-art computer models to simulate physical, chemical, and biological processes within the lake. These simulations are then used to evaluate a range of management scenarios to provide guidance on the likely effects of management options.

text: Lake water quality modelling to assess management options for Lake Hayes Lake Hayes is an important ecological, historical and cultural asset to the Otago Region. The lake and its catchment have been substantially altered from their natural condition, including conversion of the catchment from forest to pasture, invasion of the lake by non-native macrophytes, blooms of cyanobacteria (blue-green algae) and lake Trophic Level Index has increased over recent years (Figure A). Since 2010 the lake has been characterised by very poor water quality and pronounced summer algal blooms. This has attracted public attention and provided impetus from community and stakeholders to assess available management options for restoring water quality in the lake.

This report examines the drivers of poor water quality and associated algal blooms in the lake, and assesses various management options that have been either specifically proposed for Hayes, or have proven effective for other lakes in New Zealand and globally. Here we report on monitoring undertaken by Otago Regional Council in the catchment (surface inflows) and in the lake. Primarily, we apply state-of-the-art computer models to simulate physical, chemical, and biological processes within the lake. These simulations are then used to evaluate a range of management scenarios to provide guidance on the likely effects of management options.

year: 2019

title: The teaching, learning and testing of te reo Māori in tertiary institutions in Aotearoa/New Zealand

authors: Tihema, Ngaire L. A.

subjects: tertiary educational institutions

abstract: Additional language teaching and learning is fraught with problems the world over and Aotearoa/New Zealand is not immune to these issues.  This doctoral research investigates current practices of teaching and learning te reo Māori (the Māori language) as an additional language in tertiary educational institutions and explores the appropriacy of measuring the language proficiency of speakers and learners of te reo Māori by using a variation of the C-test principle.  The first chapter (Chapter One) sets the context by providing an overview of post-colonial historical events in Aotearoa/New Zealand that led to a language shift which would result in many Māori learning te reo Māori as a second language.  The literature review (Chapter Two) provides an historical overview of additional language teaching methods and approaches since the 18th century and critiques some language teaching methods/approaches – found to be outdated, teacher-centred and/or too limited in scope – that are currently used to teach the Māori language in tertiary institutions.  The next two chapters report on responses from a questionnaire-based survey (Chapter Three) and semi-structured interviews (Chapter Four) with tertiary teachers of te reo Māori, which found that most teachers are largely untrained and unqualified in the area of additional language teaching and learning.  The chapter that follows (Chapter Five) provides an analysis of a textbook series – reported to be the most widely used Māori language resources in tertiary institutions – which was found to be largely influenced by an eclectic approach to textbook design that includes grammar translation and audiolingual methods.  For the next chapter (Chapter Six), the development of a particular type of Māori language proficiency test (variant C-test) is discussed, along with the findings and results of its trial, which was done, firstly, with a sample of highly proficient speakers of te reo and, secondly, with a small sample of second language learners of te reo, prior to a pilot of the test which was conducted with a second sample of tertiary learners of te reo Māori.  While analyses of test scores reveal that satisfactory reliability coefficients were obtained, more research is required, not only to investigate the validity of this particular C-test variant, but also to further explore the appropriacy of applying the (variant) C-test principle to measuring general Māori language proficiency.  This chapter (Chapter Six) concludes with a discussion of the questionnaire responses about the educational backgrounds, language backgrounds, motivations and attitudes of the samples of learners, approximately half of whom are additional language learners and the other half of whom have been raised with te reo Māori as (one of) their main language.  An overview of the research findings and its limitations is provided in the final chapter (Chapter Seven), along with potential contributions of the research and further recommendations for future research.  The challenge that each issue raised in this thesis places on teachers, students and the revitalisation movement of te reo Māori in tertiary institutions, is one which needs to be further explored and addressed.

text: The teaching, learning and testing of te reo Māori in tertiary institutions in Aotearoa/New Zealand Additional language teaching and learning is fraught with problems the world over and Aotearoa/New Zealand is not immune to these issues.  This doctoral research investigates current practices of teaching and learning te reo Māori (the Māori language) as an additional language in tertiary educational institutions and explores the appropriacy of measuring the language proficiency of speakers and learners of te reo Māori by using a variation of the C-test principle.  The first chapter (Chapter One) sets the context by providing an overview of post-colonial historical events in Aotearoa/New Zealand that led to a language shift which would result in many Māori learning te reo Māori as a second language.  The literature review (Chapter Two) provides an historical overview of additional language teaching methods and approaches since the 18th century and critiques some language teaching methods/approaches – found to be outdated, teacher-centred and/or too limited in scope – that are currently used to teach the Māori language in tertiary institutions.  The next two chapters report on responses from a questionnaire-based survey (Chapter Three) and semi-structured interviews (Chapter Four) with tertiary teachers of te reo Māori, which found that most teachers are largely untrained and unqualified in the area of additional language teaching and learning.  The chapter that follows (Chapter Five) provides an analysis of a textbook series – reported to be the most widely used Māori language resources in tertiary institutions – which was found to be largely influenced by an eclectic approach to textbook design that includes grammar translation and audiolingual methods.  For the next chapter (Chapter Six), the development of a particular type of Māori language proficiency test (variant C-test) is discussed, along with the findings and results of its trial, which was done, firstly, with a sample of highly proficient speakers of te reo and, secondly, with a small sample of second language learners of te reo, prior to a pilot of the test which was conducted with a second sample of tertiary learners of te reo Māori.  While analyses of test scores reveal that satisfactory reliability coefficients were obtained, more research is required, not only to investigate the validity of this particular C-test variant, but also to further explore the appropriacy of applying the (variant) C-test principle to measuring general Māori language proficiency.  This chapter (Chapter Six) concludes with a discussion of the questionnaire responses about the educational backgrounds, language backgrounds, motivations and attitudes of the samples of learners, approximately half of whom are additional language learners and the other half of whom have been raised with te reo Māori as (one of) their main language.  An overview of the research findings and its limitations is provided in the final chapter (Chapter Seven), along with potential contributions of the research and further recommendations for future research.  The challenge that each issue raised in this thesis places on teachers, students and the revitalisation movement of te reo Māori in tertiary institutions, is one which needs to be further explored and addressed.

year: 2018