U F L E I S U R E C O U R S E S | 2 Table of Contents EXECUTIVE SUMMARYǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǤǤǤ.ǥǤǤǤ4 MISSION STATEMENTǥǥǥǥǥǥǥǤǤǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǤǤǤǥǥǤǤǤ5 PROBLEM STATEMEǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥ.ǥǥǥǥǥǥǥǥǥǥǥǥǤǤǥǥǤǥǤ5 Ȁ
ǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǤǤ6 S.W.O.T. ǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǤǤǤǤǥǥǥǥǥ7 ǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǤǥǥǥǥǥǥǥǥǥǥǤ11 PUBLICǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǤǤ.ǥǥǥǤ.15 COMPETITOR ANAǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǤǥǥǥǥǥǥǥ16 ǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǤǥǥǥǥǥǥǥǥǥǥǥǥǥǤǤ.18 POSSIBLE OUTCOMESǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǤǤǥǥǥǥǥǥ18 RESEARCH (HYPOTHESIS)ǥǥǥǥǥǥǥ.....................................ǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥ19 QUALIǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǤǤǤǥǥǥǥǥǥǥǥǥǥǥǤ20 ǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǤǤǤ..21 ǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǤǤǤ............21 FOCUS GROUP PROCEDUǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǤǤǤʹͳ FOCUS GROUP ROLEǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǤǤǤ...................22 FOCUS GROUP RESPONSE SUMMARYǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǤǤǤǥǥǤ22 INTRODUCTORY QUESTIONSǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǤǤǤǤǤǤǤǤǤǤǤǤǤǤʹͶ TRANSITIONAL ǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥ.24 KEY QǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǤǤ.27 ǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǤʹͻ U F L E I S U R E C O U R S E S | 3 DISCUSSION OF THEǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǤǥǥǥǥǥ31 QUALITATIVE RESEARC
ǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǤǤǥǥǥ͵͵ QUANTITATIVE REǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǤ.34 QUANTITATIVE RESEARCH PǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǤ͵ͷ ͳǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǤ37 ʹǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǤ40 ͵ǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥ.43 ͶǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǤ46 ͷǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǤ49 ǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǤǤͷ͵ APPENDIǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǤͷͷ ǣ
ǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǤǤǤǤ.56 APPENDIX B: IN-­‐DEPTH ǥǥǥǥǥǥǥǥǤǤǤ..68 APPENDIX C: FOCUS GROUP TRANSCRIPTSǥǥǥǥǥǥǥǥǥǥǥǥǥǥǤ70 APPENDIX D: SURVEǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǤǤǤǤǤǤǤ͹͸ APPENDIX E: SURVEY FREQUENCY TABLES, ǥǥǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤ͹ͻ APPENDIX F: REǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥǥͻʹ U F L E I S U R E C O U R S E S | 4 Executive Summary VANTS PR has conducted extensive research on the University of Florida Leisure Course program, a part of the J. Wayne Reitz Union Division of Student Affairs. The aim of our research was to determine the possible causes of low awareness and low enrollment rates within the program. In the first step of our research, we looked at background information to find out more about the program. We looked up articles from media sources like local newspapers and •‘…‹ƒŽ‡†‹ƒǡ™‡—•‡†–Š‡’”‘‰”ƒǯ•™‡„•‹–‡–‘‰ƒ–Š‡”„ƒ…‰”‘—†‹ˆ‘”ƒ–‹‘ǡƒ†™‡
researched similar programs in other educations institutions around the state. Following our book and online research, we interviewed marketing and leisure course coordinators Emily Davis and Dianna Lampitt, about the public relations efforts and enrollment rates in the program over the years. Based on our preliminary findings, we concluded that lack of communications efforts by past leisure courses coordinators to media channels has been the underlying cause for low awareness and low enrollment in the program. This issue became the basis of our problem statement, and we continued our research with the objective of formulating and testing hypotheses that will give us insight into increasing awareness and boosting enrollment of students in the program. In our next step, we recruited 12 participants for a focus group study about their awareness of the program and overall interest in enrolling in a leisure course. Our focus group was a part of our qualitative research efforts to narrow down specific hypotheses to test relating to our problem statement. Following the focus group, we used the insight that we gathered to formulate a survey to be used as a quantitative basis for our hypotheses. With our survey, we tested five hypotheses to help us evaluate enrollment and awareness of the program. We administered the survey to 251 participants using email, social media and class contacts. We gathered the results and compiled the following document that includes comprehensive analysis and explanations of our procedures and findings. U F L E I S U R E C O U R S E S | 5 Mission Statement The Leisure Course program offers the University of Florida community a chance to explore new skills, attitudes and appreciations. We offer a fun learning environment without the pressure of grades. We would like participants not only to learn a new skill but also to instill an appreciation of it. We want to pass on to the participants the fact that the enjoyment one experiences in a leisure course can be carried over to other aspects of life. Problem Statement VANTS PR agency has become aware of an issue regarding the UF Leisure Course program. Leisure courses are offered through the Reitz Union and they offer students and people within the community a way to take classes that interest them for fun. They range from art classes to bartending. Their purpose is to teach people something they will enjoy and apply to their life. The problem is, many people are unaware of these courses. The marketing and leisure course coordinators, Emily Davis and Dianna Lampitt, are both new to the job and they have indicated that there has yet to be a director to stick with the program for a long period of time. Since their arrival in spring 2011, registration has jumped from 194 people to 510 people in spring 2012. Within a year, the program has more than doubled the amount of people attending the classes. But, out of roughly 50,000 students attending UF, that is still a small number of the student body registering for classes. The problem lies internally. According to the director, awareness of the program has been an issue for a long time. As a group, we hope to understand why numbers are low and conclude a way to increase the amount of students registering for the leisure classes. The †‹”‡…–‘”•ǯ‰‘ƒŽ‹•–‘‹…”‡ƒ•‡classes offered from 70 to 100. U F L E I S U R E C O U R S E S | 6 History and Background: It is hard to identify when the first "leisure" course was offered. However, it can be demonstrated that the idea of leisure time was first really embraced in the United States in the late 1800's. At this time workers started to have more free time, beginning with the advent of the Saturday half-­‐day holiday. People started to enjoy activities that sparked their interest, as they now had time to get away from their jobs and attend a variety of leisure activities. The Progressive movement also increased the significance of leisure time as it promoted health and well-­‐being. People began to partake in intellectual group activities, along with athletic and cinematic events. Today, leisure activities remain highly important, as universities across the country have developed courses to enrich their communities. These courses are offered at a discount price for students and available at a set price for alumni, staff and the general public. Leisure courses offer an instructional class purely for enjoyment and skill development, as they have no effect on GPA. Professional skills and talent development can also be learned from these courses. Leisure activities give the community as a whole the opportunity to increase their knowledge and skills in a variety of areas. The courses also give members of the community a chance to teach the public, as new courses are always in demand. Leisure courses have now grown to encompass anything from bartending to belly dancing. The issue with leisure courses is that most of the general public has little knowledge of the programǯs existence. Advertisement is minuscule, therefore leaving participation rates low. U F L E I S U R E C O U R S E S | 7 S.W.O.T Analysis Strengths Š‡‹˜‡”•‹–›‘ˆŽ‘”‹†ƒǯ•‡‹•—”‡ourses program is strengthened by its operations. It gives professors, students and community members the ability to request to teach a class, resulting in a large selection of available courses that fit a variety of interests from arts and crafts, to computer skills and sports. Students can also submit requests for classes they would like taught. The program has been experiencing growth throughout the past few years. In the spring of 2011, there were 194 students enrolled, while this spring, there were 510 students total. The program has about 70 courses, but is trying to increase this number to 100 for the next semester. This increase would change the number of currently enrolled students from 510 to 700 in just a few months. Furthermore, classes are generally inexpensive, and students are given a discount rate. This allows students living on a tight budget and the public to enroll without having to spend a large sum of money to enjoy practicing a hobby or learning a new trait. The program, which caters largely to students, is an opportunity for them to take a break from their daily academic routine and de-­‐stress. It is a good way for them to relax for at least an hour a week and then return to their studies with a fresh mind and ready to work. Moreover, the advertising department is developing a new approach to spreading the word about the program. Rather than distributing flyers around campus, it is starting to depend more on public relations. The department is working on new ways to interact with its various publics and create a relationship with them. Surveys are going to be sent out to get a better understanding of the demographics of their publics and gather a list of classes they would like to join next semester. These new techniques will spread knowledge about the program more effectively and at a lower cost. U F L E I S U R E C O U R S E S | 8 Weaknesses The Leisure Course program has been relatively unstable in the past. Program directors are replaced about every two years. The current program and marketing coordinators have spent only two semesters in their positions. Also, most of the advertising has been done through posters, email, Alligator ads and the UF calendar. These mostly target students and staff rather than reaching out to community members. Although the marketing department is starting to develop a brochure designed to reach out to alumni and the community, it is still in the developmental stage and will not be sent out anytime soon. Overall, the program lacks sufficient community outreach. The public must find out about the program on its own accord or through word of mouth instead of being approached with the information. The program coordinators find that the leisure courses are not as strong as those offered by other schools, especially Santa Fe, which has a very successful program. In addition, the website is currently out-­‐of-­‐date. The information must be updated and an increase in the capacity of the server is needed because the system has crashed in the past when a large amount of registrations for classes are sent. Opportunities ’’‘”–—‹–‹‡•ˆ‘”‡š’ƒ•‹‘ƒ”‡’Ž‡–›ƒ†ƒ”‡ƒ‹–‡‰”ƒŽ’ƒ”–‘ˆ–Š‡’”‘‰”ƒǯ••—……‡••Ǥ Sports courses have had the biggest jump in numbers, with 155 more students joining this semester than last semester. This is a good opportunity to reach out to groups in the community interested in health, fitness and outdoor activities. It is also less expensive than most outside sports programs and teams, which is a good incentive for the public to join. Also important are the arts and crafts courses, which encompass the courses with the largest number of community members. Opportunities for growth include adding more of these courses and better advertising of these courses to the community. Demographics must be recorded in order to better focus advertising and public relations strategies. U F L E I S U R E C O U R S E S | 9 Moreover, a large number of international students are enrolling in leisure courses. They would be a great target audience to focus marketing promotion strategies on. It would also be beneficial to build a relationship with the UF International Center in these efforts. The program must reach out to local businesses to create courses taught by business owners or professionals in order to create better relationships with the community and hopefully get more people to enroll in the courses. Furthermore, other leisure courses and programs in the community are created for profit, ™Š‹Ž‡ǯ•’”‘‰”ƒˆ‘…—•‡••‘Ž‡Ž›‘‡†—…ƒ–‹‘ǤŠ‡”‡ˆ‘”‡ǡ•–—†‡–•ƒ”‡…Šƒ”‰‡†–‘…‘˜‡”
the costs of the instructor and any facility that is used which is not in UF. This allows courses to be less expensive than other programs. Threats The programǯ•Š‹•–‘”›‘ˆ‹•–ƒ„‹Ž‹–›ǡŽƒ…‘ˆ…‘—‹–›‘—–”‡ƒ…Šƒ†‡ˆˆ‡…–‹˜‡’—„Ž‹
advertising leave it vulnerable to other, more established and popular programs in the community. Santa Fe, RecSports and other community programs are potential competitors. U F L E I S U R E C O U R S E S | 10 SWOT Highlights Strengths: program operations courses offered program growth inexpensive educational development of public relations techniques Opportunities: expansion more sports courses more community outreach reach out to international students Weaknesses: unstable outdated advertising techniques little community outreach not a very strong program overall website Threats: Santa Fe RecSports Community programs/sports teams U F L E I S U R E C O U R S E S | 11 Organizational Analysis Current and Past Communication Efforts: Our client, University of Florida Leisure Courses, has coordinated very limited communication efforts both in the past and currently. Due to the fact, the program has a very small media presence both internally and externally. Internal media refers to channels designed to reach UF students, staff and faculty, while external media refers to channels targeting the Gainesville community. The main focus of their communication campaigns has been to let their publics know the deadlines for course registration each semester. Communication Efforts In Internal Media: As described by Emily Davis and Dianna Lampitt, the Leisure Courses program targets UF •–—†‡–•–Š”‘—‰ŠDz-­‐Š‘—•‡dzƒ†˜‡”–‹•‡‡–ƒ––Š‡„‡‰‹‹‰‘ˆ‡ƒ…Š•‡‡•–‡”Ǥ‘‡
advertising efforts are i†‡’‡†‡–ˆ”‘‘—”…Ž‹‡–ǯ•’ƒ”‡–…‘’ƒ›ǡǤƒ›‡‡‹–œ‹‘
Division of Student Affairs at the University of Florida, while some are in combination with all advertising efforts by the head organization. In-­‐house advertisement includes: x
x
x
x
x
x
x
x
Posters Ads in The Independent Florida Alligator Posts on the UF calendar Posts on the UF resources webpage Posts on the UF press releases page Facebook (J. Wayne Reitz Union) Twitter (J. Wayne Reitz Union) Freshman orientation booklet The posters produced by our client are advertisements reminding students when the registration deadline for Leisure Courses each semester is. Those posters are mainly hung up in the J. Wayne Reitz Union second floor lobby, next to the food court and the colonnade. These posters will only be seen by people who pass by that section of the Reitz Union. U F L E I S U R E C O U R S E S | 12 Our client also runs advertisements in The Independent Florida Alligator in the form of a newspaper article or a square ad in the last pages of the paper. This advertisement will only be seen by people who read the ads section. On the UF page, www.ufl.edu, there is a UF calendar, summing up all of the activities and happenings from UF related participating organizations like football games or music recitals. On this calendar, the leisure c‘—”•‡•’”‘‰”ƒǯ•…Žƒ••”‡‰‹•–”ƒ–‹‘†‡ƒ†Ž‹‡‹•‘–‡†
every semester. Also under www.ufl.edu, the tab for Campus Life can direct students to the leisure courses ™‡„•‹–‡ǤŠ‹•‘’–‹‘‹•˜‡”›Ž‹‹–‡†ƒ††‘‡•‘–‘ˆˆ‡”ƒ›Ž‡ƒ†•–‘–Š‡‘”‰ƒ‹œƒ–‹‘ǯ•
page since there is no distinct category for leisure courses. Students have to click on multiple tags to reach the leisure courses page from the main website. Lastly on www.ufl.edu, the program releases a press release every semester located on the Inside UF tab on the homepage. The press release gives a brief overview of registration deadline dates and a link to the leisure courses homepage. (Example in Appendix A) Social Media efforts, limited to Facebook and Twitter, are a cooperative effort from all J. Wayne Reitz Union organizations. On both of those pages, a single post related to our client ‹•ƒ”‡‰‹•–”ƒ–‹‘†‡ƒ†Ž‹‡”‡‹†‡”‘”ƒŽ‹–‘‘—”…Ž‹‡–ǯ•™‡„’ƒ‰e. Some courses offered by the leisure courses program have their own Facebook pages for the people participating in those classes. (Example in Appendix A). Lastly, the biggest effort by our client, and also the one that gets a larger audience is the information provided during Preview, the freshman orientation program. During Preview, incoming students get a booklet with information about all UF programs. In the booklet, under Student Affairs, our client is mentioned with a brief paragraph explaining the program. (Excerpts included in Appendix A). Those are the main channels that our client uses to reach its internal audience. Those efforts are very limited and they do not reach a very broad audience, especially upperclassmen and staff at UF. U F L E I S U R E C O U R S E S | 13 Communication Efforts in External Media There are no external media channels targeting members of the community controlled by our client. Leisure Courses does not advertise in local newspapers, TV or radio, and all external content is limited to human-­‐interest stories in the local newspaper about specific courses within the organization. Media Portrayal: There are articles in local media newspapers about different classes within the Leisure Courses program. Local newspapers are the only media channels that have discussed our client. Media: x
x
The Gainesville Sun The Independent Florida Alligator (circulation in community businesses and Santa Fe College). x
The Fine Print The Gainesville Sun has run two articles mentioning classes from the Leisure Course program, but neither article is about the program itself. The first article focuses on Kim Kruise, a UF employee who also teaches the sewing class for leisure courses (Article in Appendix A). The article is about a business she has started, Sew Make do offering sewing classes, which is mirrored like her class for the leisure courses program. The other article in The Gainesville Sun is about Kim Taylor, the married name of Kim Kruise, and her crafts. The article has an adverting box on the front page directing the community to her classes for the leisure courses program. (Articles in Appendix A) The Independent Florida Alligator has only run one article on leisure courses and it is the same one mentioned above in the Communication Efforts in Internal Media. The reason why this article is mentioned again here is because The Alligator is also read by students at Santa Fe College and the community who get the paper from local businesses. The article offers information about the classes offered by our client, pricing and student testimonials. (Article in Appendix A) U F L E I S U R E C O U R S E S | 14 The Fine Print, a local alternative newspaper, also offers an article about Kim Kruise and Š‡”‡™ƒ†‡‘„—•‹‡••ǤŠ‡ƒ”–‹…Ž‡„”‹‡ˆŽ›‡–‹‘•Š‡”ƒˆˆ‹Ž‹ƒ–‹‘™‹–Šǯ•‡‹•—”‡
Courses. (Article in Appendix A). The local media has not published anything formal informing the community about our client. A direct media communication to those publics has not been established. Our client could benefit from advertising their courses to the community using local media such as radio, newspaper and TV. U F L E I S U R E C O U R S E S | 15 Publics: To better understand why students are unaware of the leisure courses VANTS PR agency plans to talk to students on campus. We will be sending surveys that will ask what year student they are, age, gender, and race. This will help the studies by grouping the students into categories. The surveys will also contain questions that pertain to the project. We are also setting up meetings with the coordinators and marketing directors of the program. The director of the leisure courses and marketing director will help us with our primary research because they will be able to give us recent and past statistics of the students enrolled in classes and they can give us an idea of how they advertise. According to the director many international students enroll in the leisure courses. This ’‘•‡•–Š‡“—‡•–‹‘Dzƒ”‡‹–‡”ƒ–‹‘ƒŽ•–—†‡–•‰‹˜‡†‹ˆˆ‡”‡–‹ˆ‘”ƒ–‹‘ƒ–‘”‹‡–ƒ–‹‘
–Šƒ‹…‘‹‰ˆ”‡•Šƒˆ”‘–Š‡‹–‡†–ƒ–‡•ǫdz••ƒ‹†„‡ˆ‘”‡™‹ŽŽ„‡‹–‡”˜‹‡™‹‰
guidance counselors and orientation directors to specifically find out what information is „‡‹‰†‡Ž‹˜‡”‡†ƒ†™Š›–Š‡Ž‡‹•—”‡…‘—”•‡•ƒ”‡ǯ–„‡‹‰‡–‹‘‡†Ǥ U F L E I S U R E C O U R S E S | 16 Competitor Analysis: The leisure course website pages of 2 Florida Universities, Gainesville local community …‘ŽŽ‡‰‡ƒ†ƒ•‡…‘†DzŽ‡‹•—”‡-­‐–›’‡dz’”‘‰”ƒ™‡”‡…‘’ƒ”‡†–‘ǯŽ‡‹•—”‡…‘—”•‡•–‘
determine the strengths and weaknesses of each (accessibility, costs, attendance, variety, media coverage ad community knowledge). The main areas that were compared to the UF leisure courses were the attendance rates and course offerings. The school and programs compared to University of Florida Leisure courses were University of Central Florida, University of Miami, Santa Fe Community College, and RecSports at UF. University of Central Florida x
x
x
x
x
Center opened in 1969. Courses offered: Sport Clubs, Outdoor Adventure, Fitness, and Aquatics. Approx. 25 courses. Costs:$20-­‐$200 Advertising methods: Websites, community advertisements, school promotion and encouragement, word of Mouth, Flyers, Facebook and student reference guide. Other information: UCF offers many leisure courses directly through the university for credit and opened to no sports and health management unlike UF. http://rwc.sdes.ucf.edu/about https://myrwc.sdes.ucf.edu/Activities/ActivitiesAdvSearch.asp University of Miami x
x
x
x
x
Last revised on April 13, 2010. Courses offered: cooking, CPR, meditation, aquatics, dance, exercise, martial arts, and sports, approximately 30 different classes with multiple days and times for each. Costs: approximately $30-­‐$150 depending on the program Advertising methods: Websites, community advertisements, school promotion and encouragement, word of Mouth, Flyers, Facebook and student reference guide. Other information: ǯ•’”‘‰”ƒ”‡•‡„Ž‡•–Šƒ–‘ˆ–Š‡‹˜‡”•‹–›‘ˆŽ‘”‹†ƒǤŠ‡
costs, attendance, offerings, and website are extremely similar. They too have a •‡’ƒ”ƒ–‡Dz”‡…”‡ƒ–‹‘dz†‡’ƒ”–‡–ƒ†ƒ††‹–‹‘ƒŽŽ›‘ˆˆ‡”–Š‡•‡Ž‡‹•—”‡…‘—”•‡•Ǥ http://www.miami.edu/sa/index.php/wellness_center/ U F L E I S U R E C O U R S E S | 17 Santa Fe College Ȉ
Ȉ
Ȉ
Ȉ
Ȉ
Program created in 1976. Total Number of courses offered: Animal Care & Training, Art, Career & Test Prep, Computers & Technology, Crafts & Hobbies, Dance, Fine Arts, Food, Health & Fitness, House & Garden, Kids Korner, Languages, Money & Finance, Outdoor Adventures, Special Interests, Sports. They offer 167 individual classes. Costs: Courses range from $25 to over $100. However they offer free seminars and classes. Advertising methods: They have their own brochure, a websites specifically for their classes, Facebook, school advertising, school newspaper, flyers, and word of mouth. Other information: They offer kids and senior classes and discounts to employees. They change their course listings every semester. They have data from every single year in detail. The program is called Community Education. http://dept.sfcollege.edu/ce/ RecSports Ȉ
Ȉ
Ȉ
Ȉ
Ȉ
Ȉ
Program was established 1998 Classes offered: Intramural sports, personal training, group fitness classes (over 150 classes a month, 13 times a day) Costs: Free to Students, $10 for non-­‐members, personal training programs offered for $25-­‐$54 a session †˜‡”–‹•‹‰‡–Š‘†•ǣ—„Ž‹•Š‡†‹•…Š‘‘Žǯ••–—†‡–Šƒ†„‘‘ǡŠƒ˜‡their own website, The Gainesville Sun and the Alligator, Facebook, flyers, promotional events, tabling, word of mouth. Other information: The program is different than the leisure course; however the gist is the same. They offer a variety of classes all fitness and health driven. They offer individual and group classes at multiple locations. University of Florida Leisure Ȉ
Ȉ
Ȉ
Ȉ
Ȉ
Program data only obtainable from 2010 Total Number of courses offered: 70 total courses in Arts & Crafts, Beverages, Computer Skills, Dance, Health &Wellness, Music, Outdoor, Pets, Sports Costs: $30-­‐$150 depending on the program Advertising methods: Has little to know PR or advertising methods in place and rely ƒ‹Ž›‘Dz™‘”†‘ˆ‘—–ŠǤdzŠƒ”‡•ƒ™‡„’ƒ‰‡™‹–Š–Š‡‹–œ‹‘Ǥ Other information: Receives course ideas from students and community members wanting to teach courses. Director has only been with the program for 6 months. U F L E I S U R E C O U R S E S | 18 Research Topic Information ȈOrganization: University of Florida Leisure Course Program ȈIssue/Topic: To determine why there is a lack awareness and low enrollment of the UF Leisure Course program ȈObjective: Our objective is to increase the awareness of leisure course opportunities offered by the UF Leisure Course program. Consequently, awareness will increase and more students will consider participating. Possible outcomes: 1. We want to know if students have heard of the UF Leisure Course Program. We could analyze our results to determine the level of awareness around the UF campus. We could use that ‹ˆ‘”ƒ–‹‘–‘Š‡Ž’–Š‡Ž‡‹•—”‡…‘—”•‡†‹”‡…–‘”ǯ•†‡˜‡Ž‘’ƒƒ”‡–‹‰’ŽƒǤ 2. We want to know the multiple views students have regarding leisure courses and their importance. Then, the UF Leisure Course Program could encourage students by emphasizing the benefits these courses offer. 3. We believe that many students see the leisure courses as part of the RecSports program which is causing low enrollment rates. We want to understand why students presume they are connected with RecSports and how to distinguish one program from the other. 4. Secondly, we believe –Š‡Ž‡‹•—”‡‘—”•‡”‘‰”ƒǯ•†‹”‡…–‘”•ƒ”‡‘ˆ–‡…Šƒ‰‡†ǤŠ‹•
frequent change results in little knowledge of the past marketing, advertising and enrollment issues. The inconsistency of directors needs to be fixed, and a better marketing/advertising plan implemented. 5. One perception of leisure courses is that it is tailored toward women and students living on campus. We will find out the demographics and be able to compare gender ratios with program awareness. We will all be able to identify the number of off-­‐campus and on-­‐
campus students and rate their awareness. This will help determine changes that may need to be made in the program. 6. The perception of the UF leisure Course Program is that it is thought to be expensive. We want to know how cost plays a factor for students when deciding on a leisure activity and if students are aware of the discounts the program offers. U F L E I S U R E C O U R S E S | 19 Research (Hypothesis): VANTS PR evaluated the secondary research findings in conjunction with the problem statement and concluded the following hypothesis questions. 1. International students have a higher enrollment in leisure courses 2. Women attend leisure courses more than men 3. Upperclassmen are more aware of leisure courses than lower classmen 4. Students who live on campus are more likely to know about leisure courses 5. Students who receive Financial Aid are less likely to enroll in Leisure courses When we met with the directors of the leisure course program, they told us that more international students enroll in leisure courses. This specific statement sparked curiosity and so we created a hypothesis to further evaluate this and determine the truths. We were also exposed to a gender difference when it came to enrollments when gathering our research, specifically noticeable during our focus group. During the focus group we noticed that the women had more information on the program and had enrolled in a course while none of the men had. This is where we determined to create a hypothesis regarding gender and enrollment. Our hypothesis referring to awareness between classes stems from the media communication efforts exposed during our research. •†‡•…”‹„‡†„›–Š‡’”‘‰”ƒǯ•
directors, ƒ†˜‡”–‹•‹‰‹•˜‡”›‹‹ƒŽƒ†–Š‡’”‘‰”ƒ–ƒ”‰‡–••–—†‡–•–Š”‘—‰ŠDz-­‐
Š‘—•‡dzƒ†˜‡”–‹•‡‡–ƒ––Š‡„‡‰‹‹‰‘ˆ‡ƒ…Š•‡‡•–‡”Ǥ‡…ƒ—•‡–Š‡’”‘‘–‹‘•ƒ”‡ƒ––Š‡
beginning of each semester we concluded the students who have attended UF longer are more likely to know about the program. Our focus group reinforced our suggestion and therefore we wanted to create a question to quantitatively prove or disprove this idea. Our fourth question also stemmed from our research regarding advertising methods. We found that students living on campus were generally more exposed to the communications efforts found all around campus and thus would be exposed more to the minimal advertising the leisure program admitted to. The final questions were a combination of information found by our focus group and ‰‡‡”ƒŽ”‡•‡ƒ”…ŠǤ‘’ƒ”ƒ–‹˜‡Ž›–Š‡’”‘‰”ƒǯ•’”‹…‡•ƒ”‡†‹”‡…–Ž›‹Ž‹‡™‹–Š–Š‡‹”
competition, but according to our focus group, students do not have enough money lying around to pay for these leisure courses. It was suggested and agreed upon by all focus group participants, if leftover financial aid could be used or if they had extra money they would enroll in a course. We made the conclusion that students receiving financial aid do not have a large income source and would have less money for leisure, therefore leading us to our 5th and final hypothesis question. U F L E I S U R E C O U R S E S | 20 Qualitative Research Plan In-­‐Depth Interview Methods x
x
x
VANTS PR conducted two in-­‐depth interviews with the directors of the UF Leisure course program. The interviews were conducted in order to gather information and develop our hypothesis and the platform for our analysis. The interviews were designed to explore the problems within the program, previous research available for collection and their opinions on the success and competition of the program. We interviewed Dianna Lampitt, the leisure course coordinator and Emily Davis the marketing coordinator. The two women have been in charge of the program for less than a year and said they were eager to make changes. The interview was conducted with the entire VANTS PR group at the office of the leisure course program. With permission, the interviews were transcribed and can be found in (Interview transcripts found in Appendix C). The interviews were held on March 8, 2012 interviewees were contacted first by email to set a date, time and place convenient for them. Each interview lasted between 20 and 45 minutes. Focus Group/Survey In our focus group, we wanted to find out how students are getting information about student activities. Our participants were to be familiar with the Leisure Courses program, so they can help guide on improving attendance/marketing strategies for our client. We wanted to find out from our participants where the communication problem was most prominent, and why, in their opinion, are leisure courses not a popular program. This will help gain insight as to why people have never heard of these courses. Here are a few questions we will ask: x
x
x
x
x
x
Is Leisure Courses offering classes you want to take, or would you like different courses? What activities do you do in your leisure time? How familiar are you with Leisure Courses? Have you taken a class? How could awareness and enrollment be increased? What courses are you interested in? How much would you pay for a leisure class? U F L E I S U R E C O U R S E S | 21 x
x
x
x
How do you pay for school? Do you have a car? Do you live on or off campus? How much time do you spend on UF websites (blog, E-­‐Learning, homepage, newspaper)? Focus Group Introduction The purpose of a focus group is to openly discuss and identify knowledge and awareness through a two-­‐way communication process. The opened-­‐ended questions allow VANTS PR to facilitate qualitative research. The UF Leisure Course Program would like to know the level of awareness among students and how they could encourage them to participate more in their program. They were also interested in marketing strategies and how they could be improved. However, the main focus is to find out what students know about the program, how they know about the program and their interest levels. VANTS PR conducted a focus group to reach our goal of gaining more information and finding solutions to the problems surrounding the UF Leisure Course Program. Recruitment Methods The Leisure Course Program actively targeted UF Students, faculty and Alachua County residents for the focus group participants. VANTS recruited members through work relations, word-­‐of-­‐mouth, and school connections. VANTS ensured multiples demographics were covered and participants had a varying awareness level. Focus Group Procedure We will conduct our focus group by asking our participants, between 8-­‐12 students, to sit down in a room with us and share their thoughts about Leisure Courses. We will carefully record all of the data, demographics and responses, and analyze the responses. Based on what we learn from our focus group, we will create a short survey that will be passed out to a larger sample of the UF student body. In our survey we may ask some of the following questions. U F L E I S U R E C O U R S E S | 22 VANTS PR conducted the focus group in the Weimer Library at 6:00 p.m. on March 12, 2012. The group arrived 15 minutes prior to the participants to set up the room, equipment and paperwork. As the participants arrived we offered pizza and beverages to thank them for coming. In total 12 people participated in the focus group. They each designed a name plate and fill out a waiting room questionnaire. The brief survey was –‘‰ƒ–Š‡”–Š‡‰”‘—’ǯ•
†‡‘‰”ƒ’Š‹…•ƒ†‰ƒ‰‡–Š‡‰”‘—’ǯ•ƒ™ƒ”‡‡••Ǥƒ††‹–‹‘–‘–Š‡“—‡•–‹‘ƒ‹”‡–Š‡
participants signed a media release waiver, allowing VANTS PR to record the session. Two group members were selection to moderate the direction of conversation while other group members observed non-­‐verbal cues as one member transcribed. The entire session lasted approximately 50 minutes. The focus group was a success. The session had no confrontation or conversation monopolizers. The atmosphere was comfortable and flexible. Participants were willing to share openly their ideas, suggestions and opinions. Alicia Slate, one of the moderators, broke the ice by asking each participant to describe themselves and their favorite hobby. The questions had a gradual flow from there. Focus Group Roles ȈŽ‹…‹ƒŽƒ–‡ƒ†‹‹ Caneva served as the moderators of the focus group and asked all of the questions to the participants. Ȉ‹…Š‘Ž‡‡‹š‡‹”ƒ•‡”˜‡†ƒ•–Š‡…‘‘”†‹ƒ–‘”ƒ†–‘‘‘–‡•ƒ„‘—––Š‡‰‡‡”ƒŽ’”‘‰”‡••‹‘
of the focus group. Ȉ‹ƒ‡””›ƒ†–‡’Šƒ‹‡Žƒ…™‡ŽŽ‘„•‡”˜‡†‘-­‐verbal cues and interactions. Focus Group Response Summary Transcripts of the entire focus group can be found in Appendix C. This section provides a detail transcript of our participants; responses to questions asked during the focus group conducted on February 27, 2012. For sensory purpose some language has been removed from the transcripts and small sidebar conversations VANTS concluded was irrelevant to the research the topic were excluded. U F L E I S U R E C O U R S E S | 23 Participants (12): Francie, Melissa, Abby, Steve, Brian, Liz, Colleen, Melissa C., Alex, Lauren, Christian, Sam After meeting with the 12 participants, we gathered the necessary information to create our survey. We found that most of them had heard of the sewing, horseback riding, dance and scuba diving classes, but bartending was the most popular. Word-­‐of-­‐mouth was also the means in which most of them found out about the program. A general consensus was reached that the participants had to actively seek out the information themselves rather than have the information reach them because none of the students have ever seen a leisure course advertisement. This was the main reason they said the program is generally not well-­‐known. Also, our participants agreed their main objectives for enrolling in a leisure course are to have fun and learn new skills they can use later on. Most participants were interested in joining classes such as glass blowing or a life-­‐skills class like business, car maintenance or personal finance. One participant suggested having more certification classes like scuba diving or skydiving. Another advantage the students found about enrolling in a leisure course is the price. Most of them found the program to be affordable and said they were willing to spend up to about $100 per course. While other community organizations or businesses that offer similar courses run their programs for profit, the UF Leisure Course ’”‘‰”ƒŠƒ•–Š‡‰‘ƒŽ‘ˆ‡†—…ƒ–‹‰”ƒ–Š‡”–Šƒƒ‹‰’”‘ˆ‹–ǤŠ‹•‹•‘‡‘ˆ–Š‡’”‘‰”ƒǯ•
strengths, since it makes classes more affordable to students and community members. Aside from two participants who enrolled in leisure courses in the past, none of the other students knew how to enroll in a class. Some suggested making leisure course sign-­‐ups through ISIS during regular class registration. Another student said that she struggled to find the website and that once she did; it was hard to navigate through. She also added that the information did not look like it had been updated for a while. They all agreed however, that information about enrollment needs to be sent out to students through email, social media and other news outlets in order to reach a greater number of students. U F L E I S U R E C O U R S E S | 24 ‡”–‹‡–ˆ‘”ƒ–‹‘ˆ”‘Dz–”‘†—…–‘”›—‡•–‹‘•dz•‡…–‹‘ Favorite hobbies: x
x
x
x
x
x
x
x
x
x
-­‐spending time with friends -­‐traveling -­‐reading -­‐ballet -­‐painting, drawing -­‐music, banjo -­‐bike riding -­‐work -­‐television -­‐sleeping Most participants enjoyed activities that were sports, music, art, or socially-­‐oriented. This would be a good way to decide which types of classes would be most popular with students at UF. Some participants also included working as one of their hobbies. Therefore, it is important to keep in mind that some of the course schedules may conflict with their work schedule, so offering more dates and meeting times for several courses may be needed. Moreover, sleeping and television were popular responses for favorite hobbies, so classes that focus on relaxation, meditation or minimal physical activity would be a good way for students to de-­‐stress from their hectic academic lives. Pertinent Information from Dz”ƒ•‹–‹‘ƒŽ—‡•–‹‘•dz•‡…–‹‘ How students found out about the program: x
x
x
x
-­‐Word-­‐of-­‐mouth -­‐Flyer in Turlington plaza -­‐Heard about the bartending class -­‐Reitz Union website or the leisure course website U F L E I S U R E C O U R S E S | 25 Most participants said that they heard about leisure courses through word-­‐of-­‐mouth from –Š‡‹”ˆ”‹‡†•ǤŠ”‡‡‘ˆ–Š‡•–—†‡–•ˆ‘—†‘—––Š”‘—‰Š–Š‡’”‘‰”ƒǯ•ƒ†˜‡”–‹•‹‰‡ˆˆ‘”–•
•—…Šƒ•–Š‡‡‹–œ‹‘™‡„•‹–‡ǡ–Š‡’”‘‰”ƒǯ•™‡„•‹–‡‘”ƒˆŽ‹‡”Ǥ™‘‘ˆ–Š‡•–—†‡–•ǡ
however, had not heard about the program before participating in the focus group discussion. Some of the students commented that they were searching for a specific course, like bartending or scuba diving, and found the program through their search efforts. Specific leisure courses participants had previously known about: x
x
x
x
x
x
x
-­‐Outdoors 101 -­‐Meditation -­‐Bartending -­‐Sewing -­‐Art classes like pottery and drawing -­‐Ballet -­‐Diving Most of the courses mentioned by the participants included physical activity, like outdoors 101, ballet or diving, or art classes. Bartending and pottery were the classes mentioned the most by the students. Three participants, however, had not known of any classes offered by the program. Reasons participants would join a leisure course x
x
x
x
x
x
-­‐Dz‘‘Ž‘’’‘”–—‹–›–‘†‘•‘‡–Š‹‰™‘—Ž†ǯ–‘”ƒŽŽ›„‡ƒ„Ž‡–‘†‘Ǥdz -­‐affordable prices -­‐to meet new people -­‐for credit -­‐for fun -­‐to gain experience and learn new skills The participants all had similar reasons for enrolling in a class. Four participants agreed that the classes are affordable, and that it would play an important role in their decision to join the program. One of the students said she enrolled in the ballet course because it was cheaper than other community studios or dance outlets that offered similar classes. She said that she received a lot of personal attention because it was a small class. U F L E I S U R E C O U R S E S | 26 Attaining new skills and gaining experience were also reasons for enrolling in a class. One of the participants said she would enroll in a class that could teach her something she can use later on. Moreover, the leisure aspect of the program is still crucial to the program. While most students enroll in UF classes purely for the academic aspect, some participants said they would like to enroll in a class for fun, interest and to meet new people. UF-­‐related information sources x
x
x
x
x
x
x
x
-­‐email -­‐word-­‐of-­‐mouth -­‐Internet -­‐The Independent Florida Alligator -­‐tarp on University Avenue and on campus -­‐work -­‐advertisements on campus -­‐class or student organizations Most of the participants received information about campus events and other UF-­‐related news from word-­‐of-­‐mouth and friends. One student said she finds out about events from classmates in her Chinese class and another said she receives her information from the Engineering Society organization, which she is a member of. The Internet was also a popular source of information, with students visiting sites like Facebook or www.news.ufl.edu –‘ˆ‹†‘—–™Šƒ–ǯ•Šƒ’’‡‹‰‘…ampus or in the community. Moreover, more than half of the participants relied on emails like listserv announcements or the GatorTimes. Although the participants are constantly exposed to advertisements about events or student organizations, none had ever seen a leisure courses advertisement. Moreover, the participants agreed that they wait for UF-­‐related information to reach them, rather than actively looking for it online or through other sources. U F L E I S U R E C O U R S E S | 27 Courses participants would like to take x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
-­‐bartending -­‐dance, ballet -­‐meditation -­‐horseback riding -­‐baking, cooking -­‐pottery, ceramics, glass blowing -­‐marksmanship -­‐gun safety -­‐woodworking -­‐car mechanics, handyman -­‐business -­‐personal development -­‐scuba diving-­‐ -­‐skydiving -­‐rock climbing The most popular courses among the participants when asked which courses they would like to take were bartending, dance, cooking, meditation, pottery, car mechanics and scuba diving. One of the participants said she has enrolled in a small meditation class of six people, which met once a week for six weeks and paid $20. Another participant said she enrolled in a ballet class and paid about $50 for a set number of classes. They both agreed that the prices were for the classes they enrolled in were reasonable. However, one participant said he enrolled in a scuba diving class but dropped out of the class because it was too expensive. Pertinent Informati‘ˆ”‘Dz‡›—‡•–‹‘•dz•‡…–‹‘ Enrolling in leisure courses: x
x
-­‐‹ˆˆ‹…—Ž–›‹ˆ‹†‹‰–Š‡’”‘‰”ƒǯ•™‡„•‹–‡ -­‐Participants did not know how to sign up for leisure courses Š‡’ƒ”–‹…‹’ƒ–™Š‘‡”‘ŽŽ‡†‹–Š‡„ƒŽŽ‡–…Žƒ•••ƒ‹†ǡDz‹–™ƒ•ƒ’ƒ‹–”›‹‰–‘ˆ‹†–Š‡
™‡„•‹–‡ǤdzŽ•‘ǡ•‹…‡–Š‡’ƒ”–‹…‹’ƒ–•†‘‘–ƒ…–‹˜‡Ž›•‡ƒ”…Šˆ‘”-­‐related news on their own, they are not likely to search for the leisure courses website to get U F L E I S U R E C O U R S E S | 28 more information about the program, especially since some of them had not heard of the program before the focus group discussion Affordability of leisure courses x
x
x
x
-­‐Some are affordable, while others are too expensive -­‐Depends on number of classes a student receives -­‐reasonably priced compared to outside sources -­‐cheaper to get certified for scuba diving with a group of friends The general consensus on the affordability of leisure courses was that the prices were ”‡ƒ•‘ƒ„Ž‡Ǥ‡‘ˆ–Š‡’ƒ”–‹…‹’ƒ–••ƒ‹†ǡDz•‘‡ƒ”‡ƒˆˆ‘”†ƒ„Ž‡„—–•‘‡ƒ”‡ˆƒ”‘—–‘ˆ›
’”‹…‡”ƒ‰‡ǤdzŠ‡‰”‘—’ƒ‰”‡‡†–Šƒ–…Žƒ••‡•–Šƒ–”‡“—‹”‡ƒŽ‘–‘ˆƒ–‡”‹ƒŽ•Ž‹‡•…—„ƒ†‹˜‹‰
were generally more expensive. Another participant sƒ‹†ǡDzǯ‘–ƒ„Ž‡–‘•’‡†–Šƒ–—…Š
money on them [classes], but the expensive ones are still reasonably priced compared to ‘–Š‡”•‘—”…‡•Ǥdz One participant said she measures affordability according to the number of classes she receives from enrolling. Furthermore, one of the participants who enrolled in the scuba diving class but dropped it because it was expensive, mentioned that it would be cheaper to get certified in scuba diving with a group of friends from outside sources. This could be an opportunity for the program to offer group deals on classes that are generally more expensive in order to increase enrollment. How much money participants are willing to pay for a leisure course x
x
-­‐Minimum: $20 -­‐Maximum: $150 Most participants agreed about how much they are willing to spend for a leisure course. Two of the students said they would pay between $20 and $150 per course, three students said they would pay up to $100, two students said they would pay up to $50, two students said they would pay about $70 to $75 and one student said he would pay between $100 and $150 for a glass blowing class. U F L E I S U R E C O U R S E S | 29 Pertinent Information ˆ”‘DzŽ‘•‹‰—‡•–‹‘dz•‡…–‹‘ Suggestions concerning leisure courses: x
x
x
x
x
-­‐more certification courses -­‐more advertising -­‐registration through ISIS -­‐free trial -­‐attendance would be high because students are paying out-­‐of-­‐pocket and classes are not academic Students were asked to offer any suggestions they think would be beneficial to the advancement of the leisure courses program. One of the participants said more certification courses like scuba diving or sky diving would attract more people to enroll. Another common suggestion was more advertising. One participant said it is difficult to find information about the program. Some solutions offered include sending an email to •–—†‡–•™‹–Šƒ•—„Œ‡…–Ž‹‡‘ˆDz‡‹•—”‡‘—”•‡•dz‘”‡šƒ’Ž‡•‘ˆƒ˜ƒ‹Žƒ„Ž‡…‘—”•‡•ƒ•ƒ™ƒ›
–‘‰”ƒ„‘‡ǯ•ƒ––‡–‹‘Ǥ‘–Š‡”•–—†‡–•ƒ‹†–Šƒ–—•‹‰ƒŽƒ”‰‡”ˆ‘–•‹œ‡ˆ‘”–Š‡‘”‡
popular classes would also be a good attention-­‐grabber. One participant suggested sending an email to parents with information about the programs and reasons why enrolling would be advantageous to students. Another ’ƒ”–‹…‹’ƒ–ƒ††‡†–Šƒ––Š‡’”‘‰”ƒ•Š‘—Ž†Dz…onvince parents before convincing the •–—†‡–•ǡdz•‹…‡•–—†‡–•ƒ”‡‰‡‡”ƒŽŽ›ˆ‹ƒ…‹ƒŽŽ›†‡’‡†‡–‘–Š‡‹”’ƒ”‡–•ƒ†ƒ”‡
easily influenced by them. Other advertising techniques mentioned were tabling at the Reitz Union and the creation of a Facebook page where students can easily get more information. One way to facilitate registration that was mentioned in the discussion was to give students the choice of registering for a leisure course at the same time that they register for their normal academic classes. The program should also give students the opportunity to pay for leisure courses with their financial aid. U F L E I S U R E C O U R S E S | 30 Another student said that the chance of having a free trial for a class in which students pay for one class and then decide whether they want to continue to take the class is a good way –‘‡–‹…‡’”‘•’‡…–‹˜‡•–—†‡–•ǤŠ‡•—‰‰‡•–‡†Šƒ˜‹‰ƒ–›’‡‘ˆDz†”‘’Ȁƒ††dz’‡”‹‘†Ž‹‡–Šƒ–
of regular academic classes. A general consensus was reached among the participants that they are more willing to attend each class they enroll in because they would be paying out-­‐of-­‐pocket and are learning new skills that they actually enjoy. Final Thoughts General Consensus: more students are willing to attend each class because they are paid out-­‐of-­‐pocket and they are learning things they actually enjoy. Ȉ
Ȉ
Ȉ
Ȉ
Ȉ
Ȉ
Most participants found out about the program through word-­‐of-­‐mouth. Bartending is the class most participants have heard of. Most participants would enroll in a leisure course for fun or to learn a new skill Aside from the one participant who has taken a leisure course, no one knew how to enroll. Most participants are willing to pay up to $100 for a class. More advertising is needed to spread awareness of the classes offered and the program in general. U F L E I S U R E C O U R S E S | 31 Discussion of Themes presented in Focus Group INTEREST IN LEISURE COURSES: In the start of the discussion ten of the twelve participants knew of the leisure course program. Although some did not know of these courses, everyone took an interest in them. As the discussion progressed everyone agreed on reasons as to why they would take a Ž‡‹•—”‡…‘—”•‡Ǥ‘•–’ƒ”–‹…‹’ƒ–••ƒ‹†–Š‡›™‘—Ž†Œ‘‹Dzˆ‘”ˆ—dz‘”–‘DzŽ‡ƒ”‡™•‹ŽŽ•Ǥdz The courses that were most commonly known to the participants were: bartending, sewing, horseback riding, dance and scuba dive courses. Bartending was, by far, the most ˆƒ‹Ž‹ƒ”ǤŠ‹••’ƒ”‡†ƒ‹–‡”‡•–„‡…ƒ—•‡‹–…‘””‡Žƒ–‡•™‹–Š‡˜‡”›‘‡ǯ•†‡•‹”‡ˆ‘”Ž‡arning a new skill and taking part in something that was fun. ADVERTISEMENT OF LEISURE COURSES: The reason VANTS PR decided to study the leisure course program was due to the interest in the lack of advertisement. When talking about the leisure course program it was widely noticed that members of VANTS PR had little to no knowledge of leisure courses as well. As stated before, ten of the twelve participants of the focus group had heard of the leisure course program. We asked the group how they stayed u’–‘†ƒ–‡™‹–Šǯ•‡™•Ǥ‘•–‘ˆ
the group admitted to hearing things by word-­‐of-­‐mouth. This concluded that the participants had heard of leisure courses via word-­‐of-­‐mouth as well. No one in the group had seen an advertisement for leisure courses anywhere on campus or from any UF media. SIGNING UP: Along with never actually seeing an advertisement, no one knew how to sign up for leisure courses. Many assumed the courses would be available through ISIS.ufl.edu. The Leisure courses can be found on the Reitz Union webpage, www.union.ufl.edu/leisure. U F L E I S U R E C O U R S E S | 32 Signing up for leisure courses can be misleading. It would be more beneficial for the program if signing up for leisure courses were offered through ISIS.ufl.edu. This is the website that everyone attending UF has to use to register for classes. This would not only help with confusion but also with advertisement. PRICING: The prices of these courses vary depending on the course chosen and how many days a ™‡‡‹–‹•‘ˆˆ‡”‡†ǤŠ‡•‡…‘—”•‡•™‡”‡ǯ–ƒ†‡ˆ‘r profit. The fees paid go toward supplies and the cost of the teacher of the course. Most of the group agreed the pricing of these courses is reasonable. They said they would pay between twenty dollars to one hundred per class. Everyone agreed it would be nice to have the option to use leftover financial aid but most agreed that realistically, they ™‘—Ž†ǯ–—•‡ˆ‹ƒ…‹ƒŽ–‘™ƒ”†Ž‡‹•—”‡…‘—”•‡•ǤŠ‡›™‘—Ž†•–‹ŽŽ‡†—’’ƒ›‹‰‘—–‘ˆ’‘…‡–
if they did decide to take a leisure course. U F L E I S U R E C O U R S E S | 33 Qualitative Research Findings Overall students are interested in leisure courses but many do not even know they exist or how to access information. Many people do not read their UF emails, GatorTimes, or the Alligator where most news and events are presented. These are primary places for advertisements. This will make it very hard for the leisure course program to get the word out to the public successfully. The idea behind leisure courses is widely accepted and has potential for growth. VANTS PR wants to study what it will take to grow this program. Almost everyone in the focus group said they would join a leisure course for fun or to gain a new skill. This is beneficial for everyone. Leisure became very popular among civilizations to relieve stress from everyday lives. The Reitz Union has adapted to this idea to help students and people within the community. ”‹…‹‰ƒ†–Š‡•‡Ž‡…–‹‘‘ˆ–Š‡…‘—”•‡•‘ˆˆ‡”‡†ƒ”‡ǯ–™Šƒ–‡‡’ƒ––‡†ƒ…‡”ƒ–‡•Ž‘™Ǥ
After studying the focus group VANTS PR learned that it is important to get the word out through posters, orientations, handouts, etc. All forms necessary to stir up word-­‐of-­‐mouth communication. Learning how people know leisure courses will be the main focus within VANTS PR studies. U F L E I S U R E C O U R S E S | 34 U F L E I S U R E C O U R S E S | 35 Quantitative Research Procedure Each individual analysis including our frequency tests and crosstab ƒƒŽ›•‹•ǯ• can be found in Appendix G-­‐K. For the public survey: There were a total of 265 participants, 251 valid answers. Age 60
Percentage Answered 50
40
30
20
10
0
Age
18-­‐21
22-­‐25
26-­‐30
31-­‐41
Unanswered
52.8
23.9
7.2
2.7
7.9
Research Design and Setting Our Public Survey was composed of 26 questions. Two questions presented as a Likert scale while the others were yes/no questions or multiple choice. We had two open-­‐ended questions. The questions focused on awareness, pricing, interest, value and knowledge. Sampling Design and Technique Through our survey, we hoped to obtain around 250 responses. To obtain these results, VANTS PR Group sent the member survey to the VANTS PR Facebook page and distributed it to faculty and community members through a variety of multimedia resources. For the public survey we used cluster sampling. U F L E I S U R E C O U R S E S | 36 Data Analysis After the survey closed, we downloaded the survey data from Qualtrics to SPSS, a statistical data analysis program. Through the SPSS program VANTS PR was able to analyze the data through frequencies, graphs and charts, means, medians, and calculated the standard deviation for the completed survey. VANTS PR also used the SPSS program to perform a series of independent samples, which compared survey questions about the aspects of leisure courses and the awareness among the community. Age 60
Percentage Answered 50
40
30
20
10
0
Age
18-­‐21
22-­‐25
26-­‐30
31-­‐41
Unanswered
52.8
23.9
7.2
2.7
7.9
U F L E I S U R E C O U R S E S | 37 Hypothesis 1: International students have higher enrollment numbers than non-­‐
international students. The results from our Qualtrics survey supported our first hypothesis. One of the survey questions asked was: Are you an international student? A second question asked was: Have you ever enrolled in a leisure course? These two questions were used to determine the validity of our hypothesis. Of the 251 people surveyed, 25% were international students and 49% were non-­‐
international students, 26% people selected not applicable. Out of the 62 international students, 34 had previously enrolled in a course and 28 had not. Of the 123 non-­‐
international students; 22 people said they had previously enrolled, while 101 said they had not. Are you an International Student? International
Non-­‐Internatinal
Not Applicable
25% 26% 49% U F L E I S U R E C O U R S E S | 38 Percentage Surveyed: Enrollment 30% Yes
No
70% We ran a crosstab analysis between: x
x
Are you an international student? Have you ever enrolled? We analyzed the data through Qualtrics making sure to determine the chi-­‐square and percentage ratios. The data presented supported hypothesis 1 and was determined to be very significant. Our data showed a Chi-­‐square of .000. Based on these results, we can see that international students have a higher enrollment percentage compared to non-­‐international students. U F L E I S U R E C O U R S E S | 39 Hypothesis 1 120
Number of people enrolled 100
80
60
40
20
0
International Students
Non-­‐International Students
Enrolled
54.8
17.9
Never Enrolled
45.2
101
Taking the results into considerations, VANTS PR thinks the leisure course program could improve attendance rates if they had an advertising campaign focused on non-­‐international students. We also think the program could gain valuable information by researching more in regards to why international students have higher enrollment numbers and build from there. U F L E I S U R E C O U R S E S | 40 Hypothesis 2: Women attend leisure courses more than men Prior to conducting our quantitative research, we hypothesized that women students would attend leisure courses more than men. This was developed from the higher numbers of female students with knowledge of the program versus the much lower male participants, concluded from our secondary research. To test this hypothesis, VANTS PR asked two questions to help provide the data necessary. One was a generic demographic question: Are you male or female? The second question was: Have you ever enrolled in a leisure course? We expected to see higher enrollment numbers among the female participants, and this is exactly what the survey highlighted. Out of the 251 participants that completed the survey, 70 were male, 174 were female and 21 people did no answer. Percentage Surveyed: Gender 8% 26% Male
Female
Unanswered
66% U F L E I S U R E C O U R S E S | 41 Percentage Surveyed: Enrollment 30% Yes
No
70% After we ran a frequency test and determined we had more women participants than males, we decided to run a second test. We ran a crosstab analysis between: Ȉ
Ȉ
Male or Female? Have you ever enrolled? We analyzed the data through Qualtrics making sure to determine the Chi-­‐square and percentage ratios. The data presented supported Hypothesis 2 and was determined to be non-­‐significant. The Chi-­‐Square was .383. VANTS PR found the data between genders was similar, however, females had an overall higher percentage, and so based on these results, we can see that women have a higher enrollment percentage compared to men. VANTS PR thinks this is supported because of the type of classes offered. After conducting our secondary research, we found many of the classes offered were of interest to women and there were few masculine courses offered. U F L E I S U R E C O U R S E S | 42 Gender 80
Percentage Enrolled 70
60
50
40
30
20
10
0
Male
Female
Enrolled
25.5
32.1
Never Enrolled
74.5
67.9
Although we did anticipate this outcome, we were surprised to find that even with the low participation rate among males, the data was comparable and provided a valid conclusion. We also found interesting, that there was a much smaller gap between the two genders and enrollment numbers than we expected. By incorporating different strategies into their marketing campaign, we believe that the leisure course program will attract both males and females. U F L E I S U R E C O U R S E S | 43 Hypothesis 3: Upperclassmen are more aware of leisure courses than lower classmen In our online survey we included questions which would help prove or disprove this specific hypothesis. After the data was collected and downloaded we found our third hypothesis was supported. The first question we used to gather our data from was: What is your education level? The second question was: Have you ever heard of leisure courses? Of the 251 people surveyed we had 36 freshmen, 62 sophomores, 70 juniors, 44 seniors, 18 graduates, 14 other and 7 unanswered. Out of our total numbers we found that 65.7% of the people surveyed had heard of leisure courses, while 34.3% had never heard of the program. Education Level Other 5% Unanswered 8% Freshman 14% Graduate Student 7% Sophmore 23% Senior 17% Junior 26% U F L E I S U R E C O U R S E S | 44 Have you ever heard of leisure courses? No 34% Yes 66% After evaluating the frequency results we ran a crosstab analysis between: Ȉ
Ȉ
Demographic Question: Education Level Have you ever heard of Leisure Courses? We analyzed the data through Qualtrics making sure to determine the Chi-­‐Square and percentage ratios. The data presented supported Hypothesis 3 and was determined to be very significant. Our data showed a Chi-­‐square of .000. Based on these results, we noticed that there was a steady increase of knowledge about the leisure course program as education levels rose. According to the results upperclassmen seem to be the target audiences for this program. It is undetermined whether this is intentional or simply a result of the current word-­‐of-­‐
mouth advertising. VANTS PR thinks it is important to attract lower classmen to the program because as students progress in their degree they will have less time for recreation/leisure. U F L E I S U R E C O U R S E S | 45 Hypothesis 3 100
90
Heard of (Percentage) 80
70
60
50
40
30
20
10
0
Freshman
Sophmore
Junior
Senior
Graduate
Yes
41.7
64.5
74.3
79.5
94.4
No
58.3
35.5
25.7
20.5
5.6
Assuming the data accurate depicts the UF populations, we concluded that upperclassmen are much more aware of the program. Taking this into consideration, VANTS PR thinks that the leisure course program should use Preview and other underclassmen events to promote leisure courses. Over time this would not only boost awareness but directly increase enrollment numbers. U F L E I S U R E C O U R S E S | 46 Hypothesis 4: Students who live on Campus are more likely to know about leisure courses After completing our Qualtrics survey we found the data to support our Hypothesis 4. For this hypothesis we incorporated two questions. The first was: Do you live on campus? The second was: Have you ever heard of leisure courses? In total we had 244 valid responses to the two questions. Out of the total, 66.8% lived on-­‐
campus, while 33.2% did not. Within this data we found that 70.6% of those who lived on campus previous heard of leisure courses and 29.4% had not. Comparatively, of those who lived off-­‐campus, 65.3% had heard of leisure courses and 34.7% had not. Do you live on Campus? 8% 26% On-­‐campus
Off-­‐campus
Unanswered
66% U F L E I S U R E C O U R S E S | 47 Have you ever heard of leisure courses? No 34% Yes 66% After comparing the data and running multiple tests we found a Chi-­‐Square .435. Based on these results, we can see that students who live on campus are more aware of leisure courses than those who do not live on campus. This was predetermined by our group. We used logical and information from our secondary research to create this hypothesis. We were not surprised by the findings. Although the conclusion is obvious, we found it important to note the findings because the location of participants is an obvious factor in enrollment numbers. U F L E I S U R E C O U R S E S | 48 Hypothesis 4 80
70
Percentage (Heard of) 60
50
40
30
20
10
0
On-­‐Campus
Off -­‐Campus
Yes
70.6
65.3
No
29.4
34.7
After closely looking at the results from Qualtrics, VANTS PR concluded the data was similar; however students on campus are more aware of the program. Because the Leisure course program is offered to everyone not just students, we believe the program should increase advertising outside of UF and target publics other than students. Additionally, we think there are many opportunities to increase enrollment numbers outside of UF and using social media outlets and local news sources will increase awareness and enrollment numbers. U F L E I S U R E C O U R S E S | 49 Hypothesis 5: Students who receive financial aid are less likely to enroll in leisure courses While reviewing the information from our focus group we notice a trend that showed a correlation between receiving financial aid and enrollment. Upon further analysis, our focus group participants emphasized their concern about money and how to pay for extracurricular activates. This was the last hypothesis to be tested from our Qaultrics survey. The end result supported hypothesis5. For this evaluation we evaluated two questions. The first question was: Do you receive financial aid. The second question was: Would you ever enroll in a leisure course? Of the 251 people surveyed 244 answered whether they received financial aid, and 21 declined to answer. Of that 158 said yes and 86 did not. Out of the total participants we had 82 answered: Would you ever enroll in a leisure course? Of the valid responses to this question 80.5% said they would enroll and 19.5% said they would not Would you ever enroll? No 20% Yes 80% U F L E I S U R E C O U R S E S | 50 Do you receive financial aid? 35% Yes
NO
65% After we ran our initial test to determine our descriptive date we also ran a crosstab analysis between: x Do you receive financial aid? x Would you ever enroll in a leisure course? We also found that one of our Likert scale questions could have been used to test this hypothesis. The question was: If I could use financial aid I would enroll in a leisure course. The reason we decided not to use this question to draw our conclusion was because of the wording of our hypothesis. The data for our Likert scale questions as follows: x
x
x
If I had more money I would enroll in leisure courses: mean of 3.67, median 4, mode 4, with a standard deviation of 1.071 I feel that leisure courses are reasonably priced: mean 3.38, median 3, mode 4 with a standard deviation of .858 If I had the opportunity, I would use financial aid to pay for leisure courses: mean 3.67, median 4, mode 4 with a standard deviation of 1.081 U F L E I S U R E C O U R S E S | 51 Please evaluate the costs and payments of leisure courses Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
0
10
20
30
40
50
60
70
80
90
100
Strongly Disagree
10
Disagree
21
Neutral
25
Agree
93
Strongly Agree
36
Priced Well
3
26
65
80
11
More Money
6
27
29
83
40
Financial Aid
In addition to the crosstab analysis and frequency tests, we also ran tests to determine the Chi-­‐Square and percentage ratios. Again, the final data supported hypothesis 5 and was determined to be non-­‐significant. The Chi-­‐Square presented as .484. In conclusion we were able to show students who receive finical aid were less likely to enroll in leisure course. We did find this question had potential to present problems with the wording and presented a challenge when trying to analyze the responses. U F L E I S U R E C O U R S E S | 52 Would you enroll in Leisre courses? Hypothesis 5 80
70
60
50
40
30
20
10
0
Does Receive Aid
Does not Receive Aid
Would enroll
28.4
33.3
Would not enroll
71.6
25
This data presented a unique understanding of students and their finances. VANTS PR suggests the leisure course program offer more payment options for students interested in enrolling. Our online survey concluded that students thought they were reasonably priced, however they did not have the money to pay for them. Most participants agreed if they could use financial aid they would enroll. We believe if the leisure course program allowed extra financial aid to pay for these courses enrollment numbers would go up. They could also offer a special discount for students who receive financial aid to make the classes even more affordable. U F L E I S U R E C O U R S E S | 53 Executive Conclusion: Our survey research findings led us to conclude a few target strategies for the Leisure Course program to adopt that may help boost enrollment and awareness of the program. We used a survey to see if there was a different in enrollment between men and women, and international and non-­‐international students. We also wanted to test awareness of the program between upperclassmen and lowerclassmen, and students who live on-­‐campus or off-­‐…ƒ’—•Ǥƒ•–Ž›ǡ™‡™ƒ–‡†–‘•‡‡‹ˆˆ‹ƒ…‹ƒŽƒ‹†’Žƒ›‡†ƒ’ƒ”–‹•–—†‡–ǯ•‡”‘ŽŽ‡–‹
leisure courses. After surveying the data we concluded that international students have enrolled in leisure courses more than non-­‐international students. We believe that the Leisure Course program could improve enrollment rates by focusing their advertising campaigns to non-­‐
international students. Also, it would be of interest to them to further research why international students enroll more than non-­‐international students. From our survey, we concluded that our second hypothesis, women enroll more than men, is true. Although our findings show that women enroll in leisure courses more than men, the difference is not significant. We believe that incorporating marketing techniques targeted towards men will help even out the gender differences in enrollment rates. Our third hypothesis dealt with the difference in awareness of the program between upperclassmen and lowerclassmen. Our findings concluded that upperclassmen are more aware of the program, but the difference is not significant. It would be in the interest of the Leisure Course program to advertise more to lowerclassmen during Preview or other freshmen events to boost awareness of the program. We also tested if there is a difference in leisure courses awareness depending on the place of residence of students, off-­‐campus or on-­‐campus. From our findings we concluded that students who live on-­‐campus are more aware of the program but the difference is not significant. Since the Leisure Course program is open to members of the community as well as students, we believe that enrollment and awareness of the program will be boosted if marketing and advertising efforts were directed outside of campus, using social media or local news media. U F L E I S U R E C O U R S E S | 54 Lastly, we tested if financial aid is a factor in enrollment by students. We used a Likert scale to test this hypothesis and looking at the results we concluded that the phrasing of our questions might have misled some of our participants. Based on the results we did gather, we concluded that students are more likely to enroll in leisure courses if they could use financial aid to pay for the classes. We believe that the program could greatly benefit from offering more payment options and allowing students to pay for courses using financial aid. Our extensive research and survey findings helped us conclude about general tactics that we believe the Leisure Course program should implement to help increase awareness and enrollment. We believe that all of these tactics are within the reach of the programs marketing and advertising efforts and small changes could make big differences in boosting the program. U F L E I S U R E C O U R S E S | 55 U F L E I S U R E C O U R S E S | 56 APPENDIX A Reitz offers summer leisure classes Miranda Moore, Alligator Contributing Writer | Posted: Wednesday, April 20, 2011 12:25 am Students looking to fill their time this summer can soon register for Reitz Union leisure classes. With a broad range of course offerings from pottery and ceramics to backpacking and meditation, students are sure to find one that meets their interests. Registration for leisure courses begins May 9 and closes once classes start, May 15. Registration is open to anyone. Leisure courses are taught by UF students, professors and people from around the community. Instructors are paid between $15 and $25 an hour, based on their level of experience. If someone wishes to instruct a course that is not offered, he or she may suggest adding the course through an online application. Dz›‘‡™Š‘™ƒ–•–‘–‡ƒ…Šƒ…‘—”•‡ƒ†Šƒ•†‡‘•–”ƒ–‡†–Š‡ƒ„‹Ž‹–›–‘†‘•‘…ƒǡdz•ƒ‹†
ƒ…‹‡ƒ––Š‡™•ǡ’”‘‰”ƒ…‘‘”†‹ƒ–‘”ˆ‘”ƒ”–•ƒ†Ž‡‹•—”‡ǤDz‡ƒ”‡‘’‡–‘ƒ›‹†‡ƒ–Šƒ–
someone may have for a course Ȅ ™‹–Š‹”‡ƒ•‘Ǥdz Leisure classes, which vary in price, are not for course credit and are offered for fun in a more informal environment. Most classes are designed for beginners, unless indicated online that intermediate skills are necessary. Dz‘—–ƒ‡‹–ƒ–›‘—”‘™’ƒ…‡ƒ†›‘—Ž‡ƒ”™Šƒ–›‘—™ƒ––‘Ž‡ƒ”ǡdzƒ––Š‡™••ƒ‹†Ǥ Mary Ann Bonner, who has taught pottery at the Reitz Union for 28 years, said students enjoy taking the classes because it gives them a break. Dz–ǯ•Œ—•–ƒ‰”‡ƒ––Š‡”ƒ’‡—–‹…’Žƒ…‡–‘„‡ǡdz‘‡”•ƒ‹†ǤDzŠ‡›…ƒŽ‘•‡–Š‡•‡Ž˜‡•ƒ†ˆ‘”‰‡–
ƒ„‘—––Š‡‹”•–—†‹‡•Ǥdz Matthews said she hopes to build upon the current course offerings. U F L E I S U R E C O U R S E S | 57 Dz–ǯ•”‡ƒŽŽ›‡ƒ–ˆ‘”‡–‘•‡‡–Š‡…Žƒ••‡•–Šƒ–™‡ǯ˜‡†‡˜‡Ž‘’‡†ƒ†–Š‡•‹ŽŽŽ‡˜‡Ž•–—†‡–•
Šƒ˜‡‹–Š‡„‡‰‹‹‰˜‡”•—•–Š‡‡†ǡdzƒ––Š‡™••ƒ‹†ǤDz–—†‡–•…‘‡„ƒ…ƒ‰ƒ‹ƒ†ƒ‰ƒ‹
–‘–ƒ‡…Žƒ••‡•ǡƒ›„‡‡˜‡–Š‘•‡•ƒ‡…Žƒ••‡•ƒ‰ƒ‹Ǥdz Visit www.union.ufl.edu/leisure to enroll and see the complete list of courses. This copy is for your personal, noncommercial use only. You can order presentation-­‐ ready copies for distribution to your colleagues, clients or customers here or use the "Reprints" tool that appears above any article. Order a reprint of this article now. Local business offering sewing classes By Matt Boles Correspondent Published: Wednesday, February 1, 2012 at 5:35 p.m. By day, Kim Kruse works full-­‐time for the University of Florida Institute of Food and ‰”‹…—Ž–—”ƒŽ…‹‡…‡•ǡ™Š‡”‡Š‡”Œ‘„‹…Ž—†‡•’”‘†—…‹‰–Š‡Dz
ƒ”†‡‹‰‹ƒ‹—–‡dz”ƒ†‹‘
program. By night and on weekends, she is owner of Sew Make Do, a studio offering sewing classes. Š‡„—•‹‡••‡š’ƒ†‡†ˆ”‘”—•‡ǯ••‹†‡„—•‹‡••ǡŠ‡ƒ••›”ƒˆ–‡”ǡ™Š‹…Š•Š‡•–ƒ”–‡†‹
2003. DzƒŽ™ƒ›•†”‡ƒ‡†‘ˆŠƒ˜‹‰ƒ•’ƒ…‡‘ˆ›‘™ǡdz•Š‡•ƒ‹†ǤŠ‡͸ͲͲ-­‐square-­‐foot studio at 706 NW 23rd Ave. is that dream. Kruse started teaching sewing classes in Alachua County libraries in 2008 and then to UF students through the leisure course program. Kruse will have help teaching at Sew Make Do from Sarah Cathey and Vanessa Wilson. Cathey, a research scientist for IFAS, said she learned how to sew in elementary school and still uses sewing as a creative outlet to relieve stress. U F L E I S U R E C O U R S E S | 58 Wilson produces tutorial videos as the Crafty Gemini and on YouTube about everything from cooking to quilting. Wilson said she met Kruse at a crafts store a few years ago. She said they agreed there should be a studio in Gainesville for people to learn how to sew and make quilts. Copyright © 2012 Gainesville.com Ȅ All rights reserved. Restricted use only. This copy is for your personal, noncommercial use only. You can order presentation-­‐ready copies for distribution to your colleagues, clients or customers here or use the "Reprints" tool that appears above any article. Order a reprint of this article now. Etsy.com makes handmade crafts a click away By Christina M. Locke Correspondent Published: Friday, May 21, 2010 at 12:33 p.m. Somewhere between the Monet hanging at the Harn Museum and the ubiquitous, crochet-­‐ topped hand towels made by grandmothers across the South lies a new breed of arts and crafts. This new generation of crafters uses the same methods as their grandmothers Ȅ sewing, embroidery, beading, and the like Ȅ but with an edge. For many of these new crafters, Etsy, an online marketplace for handmade art, provides a virtual storefront for their handiwork. More than 400,000 artists sell their work on Etsy, with almost a hundred from Gainesville. The site features a "Shop Local" search capability, echoing the site's mission "to reconnect producer and consumer, and swing the pendulum back to a time when we bought our bread from the baker, food from the farmer, and shoes from the cobbler" and had $180.6 million in gross merchandise sales last year, according to its Web site, http://www.etsy.com. Kim Taylor, known in some circles as "The Sassy Crafter," is a leader in U F L E I S U R E C O U R S E S | 59 Gainesville's crafting movement and joined Etsy in 2008. By day, Taylor is a senior information specialist at the University of Florida, writing and producing content on gardening. By night, she is the Sassy Crafter, a sewing, blogging, "upcycling," eggbeater clock-­‐making extraordinaire. "I like taking something old and discarded and trying to turn it into something that is new and fun and useful again," Taylor said. Some of her upcycling specialties available on Etsy include an "Atomic Eggbeater Clock" and felted flower accessories made from recycled sweaters. Taylor, whose work has been featured on ApartmentTherapy.com as well as books, magazines and blogs, offers classes through the Reitz Union leisure course program and in free workshops at local libraries. She loves that "magic moment" when her students realize that they just created something. Keeping tight budgets in mind, Taylor makes it easy to do "champagne crafting on a beer budget." When Taylor partnered with Gainesville vintage store Loop de Loop last year to produce a holiday craft show, GLAM: Gainesville Local Art Mart, she turned to Etsy to find local artists who might be interested in the event. One of those artists, Cindy Steiler, is an Etsy success story. Steiler, 39, came to Gainesville a year and a half ago from Colorado, where she worked in theater design. Along with a new career in biomechanical testing, Steiler also embarked on a new hobby: mixed media embroidery. Kim Taylor works in her craft room at her home in Gainesville. "The one promise I made to myself after I started doing this was that what I did was only going be what I enjoy, from here on out for the rest of my life," Steiler said. "After a lot of painting and designing and always making other people's visions come to life, now I'm just doing what I want to do." Her plan worked, and an Etsy shop that started as a way to get feedback on her work has turned into two-­‐book deal, magazine features and art shows. Steiler's spring schedule includes shows in Portland, Seattle and Manhattan's SoHo art district. Etsy staffers helped bring attention to her work, featuring her shop on the Etsy homepage and in marketing e-­‐mails. U F L E I S U R E C O U R S E S | 60 Steiler learned how to sew, quilt, crochet and embroider from her grandmother, Mary Steiler. Her Etsy shop's name, Mary's Granddaughter, is a tribute to that connection. "In a strange way, it helps me keep her memory alive by doing what she taught me to do," Steiler said. The connection to the past is found even in the details of Steiler's work. She only embroiders on handspun linens, often more than a century old. The doll parts she incorporates into some of her works are antique, too, unearthed from a German porcelain doll factory that operated around the turn of the 19th century. "There have been so many hands that have already touched what I am working on," Steiler said. Steiler has two Etsy shops, one featuring her work and one selling craft supplies, including the porcelain doll parts and other vintage materials such as photos and postcards. One of Steiler's most popular series, "connection," features mothers and daughters whose hearts are connected by thread. The muted colors and vintage materials combine with the doll arms and string to create a truly unique work of handmade art. "There's nobody else really doing what I'm doing," she said. The "connection" series was inspired by Steiler's daughter, who will be heading off to college soon. "The connection will be there no matter what," Steiler said. To connect with Steiler on Etsy, visit her site at http://marysgranddaughter.etsy.com. The Sassy Crafter's blog is located at http://sassycrafter.com, which features online craft tutorials and links to her Etsy and Facebook sites. U F L E I S U R E C O U R S E S | 61 Included in The Gainesville Sun article From the www.ufl.edu News Page U F L E I S U R E C O U R S E S | 62 The J.Wayne Reitz Union Facebook Page From the J. Wayne Reitz Union Twitter Page U F L E I S U R E C O U R S E S | 63 From the Preview Student Guide Booklet U F L E I S U R E C O U R S E S | 64 U F L E I S U R E C O U R S E S | 65 U F L E I S U R E C O U R S E S | 66 U F L E I S U R E C O U R S E S | 67 U F L E I S U R E C O U R S E S | 68 APPENDIX B-­‐ In-­‐depth Interview (Dianna Lampitt and Emily Davis) Marketing coordinator-­‐Emily Davis Leisure coordinator-­‐Dianna Lampitt Dianna and Emily are both very new to the leisure course program having only two semesters of experience. They said they will try and get us all the info they can find through email. They also apologized for not having all the answers for us right away. o The history, stats, and when courses began will be emailed to Alicia o In 2011 last spring there were 194 students attending classes, this spring of 2012 there are 510 students. o ‘•–‘ˆ–Š‡ƒ†˜‡”–‹•‹‰‹•†‘‡Dz‹Š‘—•‡dz–Š”‘—‰Š’‘•–‡”•, alligator ads, uf calendar, UF resources and press releases. o The classes that have been around forever are the standard classes like bartending and dancing. The arts have their own teachers and they decide which classes they want to teach and at what time. o A lot of students teach classes. They just go to Dianna to get their class idea approved. o The sports courses had the biggest jump in numbers-­‐155 more people joined o There are about 70 courses offered right now and the goal is to reach 100 o Students can offer suggestions for which classes they would like to have taught o There has to be a minimum amount of students in each class to succeed. The reason for the minimum amount of students is to pay the teacher. The leisure …‘—”•‡•™‡”‡ǯ–†‡•‹‰‡†–‘ƒ‡ƒ’”‘ˆ‹––Š‡›™‡”‡†‡•‹‰‡†•–”‹…–Ž›ˆ‘”–Š‡
students to learn. o ‡‘’Ž‡™Š‘ƒ”‡ǯ–•–—dents can join but it is a higher fee. Majority of outside people join the arts programs. U F L E I S U R E C O U R S E S | 69 o A lot of international students are joining the classes o Emily and Dianna are going to start sending out surveys to get a better judgment of genders and to poll what classes people prefer to come out next semester. o ‹…‡‘—”Ž‡‹•—”‡…‘—”•‡•†‘ǯ–Šƒ˜‡ƒ›•–—†‡–•”‡‰‹•–‡”‹‰ƒ†–Š‡›†‘ǯ–
Šƒ˜‡ƒŽ‘–‘ˆƒ†˜‡”–‹•‡‡–ǡ‹Ž›ƒ†‹ƒƒˆ‡‡Žƒ•‹ˆ–Š‡›†‘ǯ–Šƒ˜‡ƒ›
competition yet. They feel as if the UF leisure courses are not as strong as some other …‘—”•‡•ƒ†”‹‰Š–‘™–Š‡›ƒ”‡–”›‹‰–‘•‘‡™Šƒ–‘†‡Žƒ–ƒ‡ǯ•’”‘‰”ƒǤƒ–ƒ
Fe has a very successful program. o There are about 5 to 10 requests each semester regarding classes o They plan to talk to local businesses to get ideas for classes. diannal@union.ufl.edu emilyd@union.ufl.edu U F L E I S U R E C O U R S E S | 70 APPENDIX C-­‐ Focus Group Transcripts (2/27/12) -­‐What is your favorite hobby? Francie: friends, traveling Melissa: reading, playing with my cat, hanging out with my neighbors Abby: ballet, painting, drawing Steve: playing the banjo, riding my bike Brian: painting, music, hanging out Liz: riding my bike Colleen: work, TV (NCIS) Melissa C.: work, sleeping Alex: work Lauren: sleeping, jigsaw puzzles Christian: working out, studying, reporting Sam: cooking, traveling Introductory: -­‐Have you heard about leisure courses? How do you know about the program? Melissa: word-­‐of-­‐mouth and Reitz Union website. Abby: received a flyer in Turlington and through a friend Francie: Dzǯ˜‡Š‡ƒ”†ƒ„‘—––Š‡„ƒ”–‡†‹‰…Žƒ••ƒ†–Šƒ–ǯ•Š‘™Ž‡ƒ”‡†ƒ„‘—––Š‡’”‘‰”ƒdz Steve: was looking for a job and came across the lifeguard class U F L E I S U R E C O U R S E S | 71 Brian: word-­‐of-­‐mouth ‹œǣ†‹†ǯ–‘™ƒ„‘—––Š‡’”‘‰”ƒ Colleen: leisure courses website Melissa C.: †‹†ǯ–‘™ƒ„‘—––Š‡’”‘‰”ƒ Alex: word-­‐of-­‐mouth Lauren: internet Christian: word of mouth, scuba diving Sam: word-­‐of-­‐mouth -­‐What are some of the leisure courses you have heard of? ”ƒ…‹‡ǣDzŽ‘‘‡†–Š”‘—‰ŠƒŽŽ‘ˆ–Š‡ƒ†•ƒ™—–†‘‘”ͳͲͳdz ‡Ž‹••ƒǣDzŽ‘‘‡†͵›‡ƒ”•ƒ‰‘Ǥdz‡‡„‡”••‡‡‹‰‡†‹–ƒ–‹‘ǡ„ƒ”–‡†‹‰ƒ†•‡™‹‰
classes. Abby: Art classes like pottery and drawing. Also, ballet. –‡˜‡ǣDz™ƒ•Ž‘‘‹‰ˆ‘”ƒŽ‹ˆ‡‰—ƒ”†‹‰Œ‘„Ǥdz Brian: bartending ‹œǣDzǯ˜‡‡˜‡”Ž‘‘‡†‘Ž‹‡dz Colleen: repeatedly heard of bartending Melissa C.: bartending Ž‡šǣ†‘‡•ǯ–‘™ƒ› ƒ—”‡ǣ†‘‡•ǯ–‘™ƒ› Christian: diving class Sam: bartending and pottery U F L E I S U R E C O U R S E S | 72 -­‐Why would you join a leisure course? ”ƒ…‹‡ǣDz…‘‘Ž‘’’‘”–—‹–›–‘†‘•‘‡–Š‹‰™‘—Ž†ǯ–‘”ƒŽŽ›„‡ƒ„Ž‡–‘†‘Ǥdz‘™’”‹…‡•
and to meet people. ‡Ž‹••ƒǣDz™‘—Ž†–ƒ‡‘‡ˆ‘”…”‡†‹–dzŽ•‘ǡˆ‘”‹–‡”‡•–Ǥ Abby: Enrolled in ballet because it was affordable. Said she got a lot of personal attention because it was a small class. Steve: for fun, credit, and affordability. ”‹ƒǣDz–‘Ž‡ƒ”•‘‡–Š‹‰‡™ƒ†‰ƒ‹‡š’‡”‹‡…‡dz Liz: for fun Colleen: would enroll in a class that would teach her something she can use later on (gain skills). Melissa C.: for fun and to learn something useful Alex: to gain a new skill Lauren: inexpensive and allows her to try something different Christian: to meet people. Sam: for fun -­‐Where do you currently get your news about UF-­‐related information? Francie: email, word-­‐of-­‐mouth, www.news.ufl.edu Melissa: word-­‐of-­‐mouth, driving by the tarp on University Ave., The Alligator, sometimes looks at advertisements on campus for job offerings Abby: The Alligator, work (burrito bros.), tarps around campus Steve: email, word-­‐of-­‐mouth Brian: his girlfriend, The Alligator Liz: word-­‐of-­‐mouth, Facebook, email U F L E I S U R E C O U R S E S | 73 Colleen: email, Engineering Society events, Facebook, looks at advertisements in the Reitz for Gator Nights movies Melissa C.: word-­‐of-­‐mouth Alex: word-­‐of-­‐mouth Lauren: Chinese class, email, Googleǯs theater events Christian: email Sam: Facebook, word-­‐of-­‐mouth, email. -­‐What kind of courses would you like to take? Francie: bartending, dance, meditation, horseback riding, baking Melissa: meditation, ballet for beginners, pottery, woodworking, mechanics, business tips or personal development. Enrolled in the meditation class. Said it was small. About six people. Once a week for 6 weeks. Each class was one hour. Paid about $20. Abby: Enrolled in ballet class. Paid about $50 for a set number of classes. Also modeled for a drawing class. Steve: pottery or glass blowing Brian: meditation Lauren: cooking, ceramics, marksmanship or gun safety Colleen: bartending, scuba diving Alex: handyman, mechanics, skydiving, bartending Christian: rock climbing or diving. Enrolled in diving but dropped the class because it was too expensive. Sam: cooking U F L E I S U R E C O U R S E S | 74 -­‐Do you know how to sign up for leisure courses? „„›ǣDz–™ƒ•ƒ’ƒ‹–”›‹‰–‘ˆ‹†–Š‡™‡„•‹–‡Ǥdz -­‐Do you feel that leisure courses are affordable? How much are you willing to pay for a leisure course? ”ƒ…‹‡ǣDz‘‡ƒ”‡ƒˆˆ‘”†ƒ„Ž‡„—–•‘‡ƒ”‡–‘‘ˆƒ”‘—–‘ˆ›’”‹…‡”ƒ‰‡Ǥdz‘‘”‡–Šƒ
$100. ‡Ž‹••ƒǣDz‡’‡†•‘Š‘™ƒ›…Žƒ••‡•›‘—‰‡–Ǥdz‘‘”‡–Šƒ̈́ͳͲͲǤ „„›ǣDzǯ‘–ƒ„Ž‡–‘•’‡†–Šƒ–—…Šoney on them but the expensive ones are still ”‡ƒ•‘ƒ„Ž›’”‹…‡†…‘’ƒ”‡†–‘‘—–•‹†‡•‘—”…‡•Ǥdz Steve: Between $100 and $150 for glass blowing. Brian: Said he has no have the time or money but the classes are reasonably priced. Liz: Between $20 and $150. Colleen: Between $20 and $150. ‡Ž‹••ƒǤǣDzŠ‡…Žƒ••‡•ƒ”‡’”‡––›ƒˆˆ‘”†ƒ„Ž‡Ǥdz‘—Ž†‘–’ƒ›‘”‡than $50. Alex: About $75. Lauren: About $70. Š”‹•–‹ƒǣDz–ǯ•…Š‡ƒ’‡”–‘‰‡–…‡”–‹ˆ‹‡†ˆ‘”•…—„ƒ†‹˜‹‰™‹–Šƒ‰”‘—’‘ˆˆ”‹‡†•Ǥdz„‘—–
$100. Sam: No more than $50 but thinks the classes are affordable. -­‐Can you think of any other suggestions concerning leisure courses? Steve: more certification courses U F L E I S U R E C O U R S E S | 75 Colleen: better advertising. Feelds information about the program is hard to find. The program should send ƒ‡ƒ‹Ž™‹–Š–Š‡•—„Œ‡…–Dz‡‹•—”‡‘—”•‡•dz‘”‡šƒ’Ž‡•‘ˆ…‘—”•‡•
available. Said it would be a good attention-­‐grabber. The program should table at the Reitz. Christian: Should send an email to parents explaining why the courses are advantageous to students. Sam: more advertisements and a Facebook page. Abby: Advertise the most popular courses in large font. Colleen: Registration for courses should be the same time as regular class registration. Advertise that students can use their financial aid to pay for leisure courses. Sign-­‐up –Š”‘—‰Š•‹•ǤDz‘˜‹…‡’ƒ”‡–•„‡ˆ‘”‡…‘˜‹…‹‰–Š‡•–—†‡–•Ǥdz Francie: email program description to parents who can then influence students. Melissa: free trials, pay for one class and then decide if you want to take it (drop/add) ‡Ž‹••ƒǤǣ‘”‡‹…Ž‹‡†–‘ƒ––‡†‡ƒ…Š…Žƒ•••‹…‡‹–ǯ•’ƒ‹†‘—–-­‐of-­‐pocket U F L E I S U R E C O U R S E S | 76 APPENDIX D-­‐ Qualtrics Survey VANTS PR Leisure Course Survey U F L E I S U R E C O U R S E S | 77 U F L E I S U R E C O U R S E S | 78 U F L E I S U R E C O U R S E S | 79 APPENDIX E Survey: Frequencies, SPSS data FREQUENCIES
Age
Frequency
Valid
Valid Percent
Cumulative Percent
18
19
7.2
7.8
7.8
19
43
16.2
17.6
25.4
20
42
15.8
17.2
42.6
21
36
13.6
14.8
57.4
22
46
17.4
18.9
76.2
23
6
2.3
2.5
78.7
24
11
4.2
4.5
83.2
25
15
5.7
6.1
89.3
26
6
2.3
2.5
91.8
27
9
3.4
3.7
95.5
28
3
1.1
1.2
96.7
29
1
.4
.4
97.1
31
3
1.1
1.2
98.4
33
2
.8
.8
99.2
40
1
.4
.4
99.6
41
1
.4
.4
100.0
244
92.1
100.0
21
7.9
265
100.0
Total
Missing
Percent
System
Total
Statistics
Age
Valid
244
N
Missing
21
Mean
21.70
Median
21.00
Mode
22
Std. Deviation
Percentiles
3.337
25
19.00
50
21.00
75
22.00
U F L E I S U R E C O U R S E S | 80 Do you receive Financial Aid?
Frequency
Valid
Valid Percent
Cumulative Percent
Yes
158
59.6
64.8
64.8
No
86
32.5
35.2
100.0
244
92.1
100.0
21
7.9
265
100.0
Total
Missing
Percent
System
Total
Statistics
Rcv_Fin_Aid
Valid
244
N
Missing
21
Mean
1.35
Median
1.00
Mode
1
Std. Deviation
.479
Percentiles
25
1.00
50
1.00
75
2.00
Education
Frequency
Valid
Missing
Total
Percent
Valid Percent
Cumulative Percent
Freshman
36
13.6
14.8
14.8
Sophomore
62
23.4
25.4
40.2
Junior
70
26.4
28.7
68.9
Senior
44
16.6
18.0
86.9
Graduate Student
18
6.8
7.4
94.3
Other
14
5.3
5.7
100.0
Total
244
92.1
100.0
21
7.9
265
100.0
System
U F L E I S U R E C O U R S E S | 81 Education
Valid
244
N
Missing
21
Mean
2.95
Median
3.00
Mode
3
Std. Deviation
1.357
Percentiles
25
2.00
50
3.00
75
4.00
Gender
Frequency
Male
Valid
Missing
Percent
Valid Percent
Cumulative Percent
70
26.4
28.7
28.7
Female
174
65.7
71.3
100.0
Total
244
92.1
100.0
21
7.9
265
100.0
System
Total
Statistics
Gender
Valid
244
N
Missing
21
Mean
1.71
Median
2.00
Mode
2
Std. Deviation
.453
Percentiles
25
1.00
50
2.00
75
2.00
Have you Ever Heard of Leisure Courses?
Frequency
Valid
Total
Valid Percent
Cumulative Percent
Yes
163
61.5
65.7
65.7
No
85
32.1
34.3
100.0
248
93.6
100.0
17
6.4
265
100.0
Total
Missing
Percent
System
U F L E I S U R E C O U R S E S | 82 Statistics
Heard_of
Valid
248
N
Missing
17
Mean
1.34
Median
1.00
Mode
1
Std. Deviation
.476
Percentiles
25
1.00
50
1.00
75
2.00
Have you ever enrolled?
Frequency
Valid
Missing
Percent
Valid Percent
Cumulative Percent
Yes
56
21.1
30.1
30.1
No
130
49.1
69.9
100.0
Total
186
70.2
100.0
79
29.8
265
100.0
System
Total
Statistics
Have you ever
Valid
186
N
Missing
79
Mean
1.70
Median
2.00
Mode
2
Std. Deviation
.460
Percentiles
25
1.00
50
2.00
75
2.00
Do You live on Campus?
Frequency
Valid
Missing
Total
Percent
Valid Percent
Cumulative Percent
Yes
68
25.7
27.9
27.9
No
176
66.4
72.1
100.0
Total
244
92.1
100.0
21
7.9
265
100.0
System
U F L E I S U R E C O U R S E S | 83 Live_on_campus
Valid
244
N
Missing
21
Mean
1.72
Median
2.00
Mode
2
Std. Deviation
.449
Percentiles
25
1.00
50
2.00
75
2.00
Would you ever enroll?
Frequency
Valid
Missing
Percent
Valid Percent
Cumulative Percent
Yes
66
24.9
80.5
80.5
No
16
6.0
19.5
100.0
Total
82
30.9
100.0
183
69.1
265
100.0
System
Total
would_enroll
Valid
82
N
Missing
183
Mean
1.20
Median
1.00
Mode
1
Std. Deviation
Percentiles
.399
25
1.00
50
1.00
75
1.00
U F L E I S U R E C O U R S E S | 84 More_money
Valid
Priced_Well
Finanical_Aid
185
185
185
80
80
80
Mean
3.67
3.38
3.67
Median
4.00
3.00
4.00
4
4
4
1.071
.858
1.081
25
3.00
3.00
3.00
50
4.00
3.00
4.00
75
4.00
4.00
4.00
N
Missing
Mode
Std. Deviation
Percentiles
More_money
Frequency
Strongly Disagree
Percent
Valid Percent
Cumulative Percent
6
2.3
3.2
3.2
Disagree
27
10.2
14.6
17.8
Neither Agree nor Disagree
29
10.9
15.7
33.5
Agree
83
31.3
44.9
78.4
Strongly Agree
40
15.1
21.6
100.0
185
69.8
100.0
80
30.2
265
100.0
Valid
Total
Missing
System
Total
Priced_Well
Frequency
Strongly Disagree
Percent
Valid Percent
Cumulative Percent
3
1.1
1.6
1.6
Disagree
26
9.8
14.1
15.7
Neither Agree nor Disagree
65
24.5
35.1
50.8
Agree
80
30.2
43.2
94.1
Strongly Agree
11
4.2
5.9
100.0
185
69.8
100.0
80
30.2
265
100.0
Valid
Total
Missing
Total
System
U F L E I S U R E C O U R S E S | 85 Financial Aid
Frequency
Percent
Valid Percent
Cumulative Percent
Strongly Disagree
10
3.8
5.4
5.4
Disagree
21
7.9
11.4
16.8
Neither Agree nor Disagree
25
9.4
13.5
30.3
Agree
93
35.1
50.3
80.5
Strongly Agree
36
13.6
19.5
100.0
185
69.8
100.0
80
30.2
265
100.0
Valid
Total
Missing
Total
System
U F L E I S U R E C O U R S E S | 86 CROSSTAB 1
Cases
Valid
N
Missing
Percent
International * ever_enrolled
185
N
Total
Percent
69.8%
80
N
Percent
30.2%
265
100.0%
International * ever_enrolled Cross tabulation
ever_enrolled
Yes
Count
Total
No
34
28
62
% within International
54.8%
45.2%
100.0%
% within ever_enrolled
60.7%
21.7%
33.5%
% of Total
18.4%
15.1%
33.5%
22
101
123
% within International
17.9%
82.1%
100.0%
% within ever_enrolled
39.3%
78.3%
66.5%
% of Total
11.9%
54.6%
66.5%
56
129
185
% within International
30.3%
69.7%
100.0%
% within ever_enrolled
100.0%
100.0%
100.0%
30.3%
69.7%
100.0%
Yes
International
Count
No
Count
Total
% of Total
Chi-Square Tests
Value
Pearson Chi-Square
Continuity Correction
df
1
.000
24.945
1
.000
25.955
1
.000
26.667
b
Likelihood Ratio
Asymp. Sig. (2-sided)
a
Fisher's Exact Test
Linear-by-Linear Association
N of Valid Cases
Exact Sig. (2-sided)
.000
26.523
1
Exact Sig. (1-sided)
.000
.000
185
a. 0 cells (.0%) have expected count less than 5. The minimum expected count is 18.77.
b. Computed only for a 2x2 table
U F L E I S U R E C O U R S E S | 87 CROSSTAB 2
Cases
Valid
N
Gender * ever_enrolled
Missing
Percent
185
N
Total
Percent
69.8%
80
N
Percent
30.2%
265
100.0%
Gender * ever_enrolled Crosstabulation
ever_enrolled
Yes
Count
Total
No
13
38
51
% within Gender
25.5%
74.5%
100.0%
% within ever_enrolled
23.2%
29.5%
27.6%
7.0%
20.5%
27.6%
43
91
134
% within Gender
32.1%
67.9%
100.0%
% within ever_enrolled
76.8%
70.5%
72.4%
% of Total
23.2%
49.2%
72.4%
56
129
185
30.3%
69.7%
100.0%
100.0%
100.0%
100.0%
30.3%
69.7%
100.0%
Male
% of Total
Gender
Count
Female
Count
% within Gender
Total
% within ever_enrolled
% of Total
Chi-Square Tests
Value
Pearson Chi-Square
Continuity Correction
df
1
.383
.482
1
.488
.778
1
.378
.762
b
Likelihood Ratio
Asymp. Sig. (2-sided)
a
Fisher's Exact Test
Exact Sig. (2-sided)
.475
Linear-by-Linear Association
.758
N of Valid Cases
185
1
Exact Sig. (1-sided)
.246
.384
a. 0 cells (.0%) have expected count less than 5. The minimum expected count is 15.44.
b. Computed only for a 2x2 table
U F L E I S U R E C O U R S E S | 88 CROSSTAB 3
Cases
Valid
N
Education * Heard_of
Missing
Percent
244
92.1%
Total
N
Percent
21
N
7.9%
Percent
265
100.0%
Education * Heard_of Crosstabulation
Heard_of
Yes
Count
Total
No
15
21
36
% within Education
41.7%
58.3%
100.0%
% within Heard_of
9.2%
25.9%
14.8%
% of Total
6.1%
8.6%
14.8%
40
22
62
% within Education
64.5%
35.5%
100.0%
% within Heard_of
24.5%
27.2%
25.4%
% of Total
16.4%
9.0%
25.4%
52
18
70
% within Education
74.3%
25.7%
100.0%
% within Heard_of
31.9%
22.2%
28.7%
% of Total
21.3%
7.4%
28.7%
35
9
44
% within Education
79.5%
20.5%
100.0%
% within Heard_of
21.5%
11.1%
18.0%
% of Total
14.3%
3.7%
18.0%
17
1
18
% within Education
94.4%
5.6%
100.0%
% within Heard_of
10.4%
1.2%
7.4%
7.0%
0.4%
7.4%
4
10
14
28.6%
71.4%
100.0%
Freshman
Count
Sophomore
Count
Junior
Education
Count
Senior
Count
Graduate Student
% of Total
Count
Other
% within Education
U F L E I S U R E C O U R S E S | 89 % within Heard_of
2.5%
12.3%
5.7%
% of Total
1.6%
4.1%
5.7%
163
81
244
% within Education
66.8%
33.2%
100.0%
% within Heard_of
100.0%
100.0%
100.0%
66.8%
33.2%
100.0%
Count
Total
% of Total
CHI-SQUARE
Value
Pearson Chi-Square
df
Asymp. Sig. (2-sided)
30.821a
5
.000
31.738
5
.000
3.630
1
.057
Likelihood Ratio
Linear-by-Linear Association
N of Valid Cases
244
a. 1 cells (8.3%) have expected count less than 5. The minimum expected count is 4.65.
CROSSTAB 4
Cases
Valid
N
Live_on_campus * Heard_of
Missing
Percent
244
92.1%
N
Total
Percent
21
N
7.9%
Percent
265
100.0%
Live_on_campus * Heard_of Crosstabulation
Heard_of
Yes
Count
Total
No
48
20
68
% within Live_on_campus
70.6%
29.4%
100.0%
% within Heard_of
29.4%
24.7%
27.9%
% of Total
19.7%
8.2%
27.9%
115
61
176
% within Live_on_campus
65.3%
34.7%
100.0%
% within Heard_of
70.6%
75.3%
72.1%
% of Total
47.1%
25.0%
72.1%
163
81
244
66.8%
33.2%
100.0%
100.0%
100.0%
100.0%
66.8%
33.2%
100.0%
Yes
Live_on_campus
Count
No
Count
% within Live_on_campus
Total
% within Heard_of
% of Total
U F L E I S U R E C O U R S E S | 90 Chi-Square Tests
Value
Pearson Chi-Square
Continuity Correction
b
Likelihood Ratio
df
Asymp. Sig. (2-sided)
Exact Sig. (2-sided)
.609a
1
.435
.395
1
.529
.617
1
.432
Fisher's Exact Test
Exact Sig. (1-sided)
.453
Linear-by-Linear Association
.607
N of Valid Cases
244
1
.266
.436
a. 0 cells (.0%) have expected count less than 5. The minimum expected count is 22.57.
b. Computed only for a 2x2 table
CROSSTAB 5
Cases
Valid
N
Rcv_Fin_Aid * ever_enrolled
Missing
Percent
185
N
Total
Percent
69.8%
80
N
Percent
30.2%
265
100.0%
Rcv_Fin_Aid * ever_enrolled Crosstabulation
ever_enrolled
Yes
Count
Total
No
33
83
116
% within Rcv_Fin_Aid
28.4%
71.6%
100.0%
% within ever_enrolled
58.9%
64.3%
62.7%
% of Total
17.8%
44.9%
62.7%
23
46
69
% within Rcv_Fin_Aid
33.3%
66.7%
100.0%
% within ever_enrolled
41.1%
35.7%
37.3%
% of Total
12.4%
24.9%
37.3%
56
129
185
% within Rcv_Fin_Aid
30.3%
69.7%
100.0%
% within ever_enrolled
100.0%
100.0%
100.0%
30.3%
69.7%
100.0%
Yes
Rcv_Fin_Aid
Count
No
Count
Total
% of Total
U F L E I S U R E C O U R S E S | 91 Chi-Square Tests
Value
Pearson Chi-Square
Continuity Correction
b
Likelihood Ratio
df
Asymp. Sig. (2-sided)
.489a
1
.484
.285
1
.593
.486
1
.486
Fisher's Exact Test
Exact Sig. (2-sided)
.511
Linear-by-Linear Association
.487
N of Valid Cases
185
1
Exact Sig. (1-sided)
.295
.485
a. 0 cells (.0%) have expected count less than 5. The minimum expected count is 20.89.
b. Computed only for a 2x2 table
U F L E I S U R E C O U R S E S | 92 APPENDIX F-­‐ References x
x
x
x
x
x
x
x
x
x
http://www.alligator.org/news/campus/article_82ca51c2-­‐6b06-­‐11e0-­‐92e4-­‐
001cc4c002e0.html http://www.usnews.com/education/articles/2011/12/02/reduce-­‐college-­‐stress-­‐
with-­‐rec-­‐classes http://www.gainesville.com/article/20120201/ARTICLES/120209942 http://www.thefineprintuf.org/2012/01/13/sew-­‐make-­‐do/ http://www.alligator.org/blogs/ifthechoofits/article_4059c0cc-­‐ee35-­‐11e0-­‐83c2-­‐
001cc4c03286.html https://twitter.com/#!/reitzunion http://www.facebook.com/reitzunion?sk=wall http://news.ufl.edu/2007/08/31/leisure-­‐courses/ http://www.gainesville.com/article/20100521/ARTICLES/100529889 http://www.youtube.com/watch?v=GoB2srUlZKM