Search results

Health policies often require individuals to limit behaviours deemed enjoyable or suffer other burdens. This leads to considerable and contested discourse often played out in the popular media. The aim of this study is to determine the effects of such contested media discourse on viewers' perceived attitude change towards the target behaviour.

Combining concepts from discourse analysis and marketing-psychology elaboration models, the authors undertook an online survey in which a large sample of the public (N = 855) watched parts of a real daytime news debate on the UK Sugar Tax. The authors then evaluated the effects of this discourse on the perceived understanding of the tax and perceived attitude change to the consumption of sugary drinks.

Participants differentiated between parts of the discourse related to facts and arguments (termed argument-related discourse devices) and parts related to the format and tone of the debate (termed debate-/speaker-related discourse devices). Contrary to what might be expected, debate-/speaker-related discourse devices, which might be thought of as subjective, appeared to effect positive perceived attitude change through a cognitive processing route that involved perceived improved understanding. The argument-related discourse devices, which may appear objective or rational, were not associated with perceived improved understanding but were directly associated with positive perceived attitude change.

Given the authors' interest in the relationship between discourse and perceived attitude change, the authors take the novel step of linking concepts from discourse analysis with models of attitude change taken from the marketing-psychology domain. Furthermore, the authors' large-scale survey “democratises” discourse analysis, allowing non-expert participants to reflect upon discourse.

To question the models of childhood implied within contemporary UK debate about advertising to children. The paper identifies a role for qualitative market research in establishing a more fully‐articulated account of childhood, with implications for both policy makers and marketers.

A brief literature review of contemporary sociological perspectives on childhood informs an account of controversy in the UK about the legitimacy of advertising to children. Adult versions of childhood from this debate are contrasted with children's own accounts of their experience of advertising, drawing on a pilot study using informal qualitative methods.

Illuminates the assumptions about childhood which divide industry advocates from their critics, and suggests that qualitative understanding of children's experience of advertising should have a greater role in complementing the predominantly positivist research on which the debate draws.

Limited to recent UK discourse on children and advertising (which may restrict its extendability to non‐European cultures), and draws on a very small pilot study. This does, however, point the way to future research using informal methods.

Intended to enrich understanding of debate and policy on advertising and children, and to encourage the informed use of qualitative research in this area.

This paper fills a gap in the predominantly empirical or polemical literature in this area by setting competing arguments in an ontological framework.

The purpose of this paper is to explore the use of Conversation Analysis methods in arts marketing research.

Eight telephone interviews are conducted with members of the audience of a regional UK symphony orchestra who self‐identified as users of online message boards (“web forums”). The interviews are transcribed and interpreted using techniques from Conversation Analysis, an approach to qualitative data analysis which pays close attention to the details of language‐in‐use as a form of activity by and between speakers.

Conversation Analysis‐led interpretation suggests that motivations for participation in web forums are more complex than literal analysis of interview data might reveal. Conversation Analysis' detailed attention to how communicators manage their interaction emphasises the co‐production of data between respondent and interviewer. The manner of emotion and meaning (re)construction through such exchanges provides valuable cues for researchers in interpreting respondent motivations. Because of the personalised nature of arts experience, this highly specific, context‐oriented approach to understanding respondent meanings offers particular potential to arts marketing researchers.

The use of produced data (interview transcripts) rather than naturally‐occurring data (spontaneous talk) in Conversation Analysis is controversial, but the paper defends this choice.

Insights from Conversation Analysis enrich the interpretation of interview data to enhance qualitative research in the arts.

The paper demonstrates the extra value scholars can leverage from qualitative data interpretation by Conversation Analysis, and thus adds to an understanding of arts consumers.

This article seeks to understand how audience members at a live jazz event react to one another, to the listening venue, and to the performance. It considers the extent to which being an audience member is a social experience, as well as a personal and musical one, and investigates the distinctive qualities of listening to live jazz in a range of venues.

The research draws on evidence from nearly 800 jazz listeners, surveyed at the Edinburgh Jazz and Blues Festival and in The Spin jazz club, Oxford. Questionnaires, diaries and interviews were used to understand the experiences of listening for a wide range of audience members, and were analysed using NVivo.

The findings illustrate how listening to live jazz has a strongly social element, whereby listeners derive pleasure from attending with others or meeting like‐minded enthusiasts in the audience, and welcome opportunities for conversation and relaxation within venues that help to facilitate this. Within this social context, live listening is for some audience members an intense, sometimes draining experience; while for others it offers a source of relaxation and absorption, through the opportunity to focus on good playing and preferred repertoire. Live listening is therefore both an individual and a social act, with unpredictable risks and pleasures attached to both elements, and varying between listeners, venues and occasions.

There is potential for this research to be replicated in a wider range of jazz venues, and for these findings to be compared with audiences of other music genres, particularly pop and classical, where differences in expectations and behaviour will be evident.

The authors demonstrate how existing audience members are a vast source of knowledge about how a live jazz gig works, and how the appeal of such events could be nurtured amongst potential new audiences. They show the value of qualitative investigations of audience experience, and of the process of research and reflection in itself can be a source of audience development and engagement.

This paper makes a contribution to the literature on audience engagement, both through the substantial sample size and through the consideration of individual and social experiences of listening. It will have value to researchers in music psychology, arts marketing and related disciplines, as well as being a useful source of information and strategy for arts promoters.

The purpose of this Editorial is to introduce the reader to the changing environment of arts marketing, which poses challenges to researchers and necessitates creative methods of inquiry.

The Editorial introduces the papers in this special issue.

It was found that creative inquiry in arts marketing includes the use of both established and innovative interpretive methods.

The Editorial explains how the application of creative methods of inquiry can aid our understanding of the relationship between art and the market.

Discusses the link between organizational context and the nature of effective teamwork. Using a variety of examples from the police force, highlights the importance of the explicit authority structure in terms of providing clear leadership and accountability. Other types of organizations are unable to provide this sort of absolute parameters, particularly since the trend is towards leaner, flatter structures and empowered workforces. Staff are likely to find themselves in a number of teams, all working to different agendas and with little guidance about priorities. One solution is to focus on translating the business strategy into clearly defined goals so that the context for teamwork is explicit and the priority of the outcome is clear.

It's been three years since my previous survey in RSR. Superb reference books in pop music have been appearing so frequently that I've been having trouble keeping up. Let's hope “next year's” survey will only be 12 months in the making and not 36.

The purpose of the study is to examine educational history through television's portrayal of educational activity in post-apocalyptic society. The paper examines how and why television drama set after a catastrophe is in dialogue with, but rejects, both contemporary government discourse of “protect and survive”.

The paper treats television programmes as historical artefacts made during periods of heightened anxiety about nuclear and bacteriological war. This paper follows established methods for interpreting educational history by examining the representation of schooling and the discursive construction of teachers and their practices via television. This paper proceeds by tight selection of sections from two texts, examining them as documentary evidence of education in later-20th-century Britain and representations of specific types of schooling that were found in real-world Britain in the period, namely, the minor public school and educational television.

Television drama showing education during and after an apocalyptic event was a reaction to and critique of official assurances that life would continue after a large-scale catastrophe. The representations of schooling reflect the preoccupations of the writers and depict the intersection of schooling, teachers and students with contemporary anxieties in a period where global war and large-scale catastrophe were prominent fears in popular consciousness. Representations of schooling enabled a twofold critique of education. One is critique of the industrial and civil society that had called formal schooling into existence, questioning the value of what in the 1970s and 1980s was being taught in schools. The second is the subversion of the assurances contained in “disaster” education, which promised that disaster would be a temporary setback and underlying social structures and institutions would survive. This paper suggests these sources of educational history present the need to unlearn old knowledge, urge the recourse to self-teaching and question the reliance on a television to teach.

This paper endorses educational, historical and popular cultural research that has found meaning and importance in popular television as a reflection of actual educational practice. Efforts to educate a civilian population about civil defence have received some scholarly attention; however, so far, the way educational practice is portrayed in television that shows the end of the world as we know it has received limited attention. These sources yield valuable insights regarding the interaction between education, disaster and popular consciousness.

Regionalism implying some form of city-region or metropolitan-level planning and governance has long been promoted for multiple reasons albeit with varied success. Experiencing a resurgence in 1990s, regional coordination and cooperation has proven effective in pursuing economic development and bolstering competitiveness. Unfortunately, other voices, such as those promoting regional scale land use planning and management to cultivate more sustainable urban form and settlement patterns became comparatively crowded out. With climate change-related environmental and ecological pressures mounting, the chapter suggests it is time to frame regions as socio-ecological rather than mere socio-economic spaces, thereby placing greater emphasis on ecosystems and ecological land management and a circular, regenerative economy. Using the city-region of Stuttgart (Germany) as exemplar, our contribution initiates an exploration into whether statutory regional planning in combination with various informal tools and a multi-level governance framework allows actors to begin to embed and implement these emerging ecological sustainability concepts.

This chapter provides a review of existing research on learning gain and related topics in higher education. The methodology adopted is a form of systematic review. The origins and meaning of learning gain, and its relation to similar terms, are discussed. The ways in which learning gain has been applied in practice and in research are considered. The issues raised by this practice and research are examined, and the various criticisms made are reviewed. Some conclusions are then drawn.