Case Studies

Perceptions and Messaging in Education

Situation:
A world renowned university sought additional insight from a targeted group of parents, teachers, and math/science professionals in association with its girls’ math and science initiative.  The University’s goals were two-fold: 1) to better understand each audience’s perceptions about, response to, and role in influencing young girls’ interest in the fields of math and science and 2) to gauge reactions to the tone and manner of proposed communications messages in support of the initiative.

Solution:
Campos Inc. recommended three focus groups—one with each of the targeted stakeholder groups—and partnered with the University to carefully screen qualified candidates based on relevant research criteria.  As a valued consultant and advisor to the University’s leadership team before, during, and after the focus groups, Campos developed core objectives in direct response to the client’s business needs, crafted the discussion outline, facilitated all focus groups, analyzed the research findings, and wrote a comprehensive follow-up report that included conclusions, recommendations, and detailed key findings with participant quotes.

Because the University also sought input on proposed communications messages directly associated with this initiative, stimulus materials were used during the focus group sessions.  In all focus groups, participants read multiple concept positioning statements and were asked to respond to each statement with regard to: its main message; emotions elicited; impact of the copy; appropriateness; likelihood to motivate (call to action); and ability to encourage/increase girls participation in math and science.

In addition, during two of the three focus groups, participants were shown a variety of visuals and asked to rationalize the image(s) that best reflected their daughter’s or student’s attitude about math and science.  This particular interactive exercise enabled the facilitator to gauge participants’ rational and emotional feelings about the subject at hand.   

Results:
The culmination of extensive preparation and screening, onsite and experienced group facilitation, and comprehensive follow-up and reporting yielded strong, insightful perspectives that far exceeded the University’s expectations.

Significant key findings among each of the three participant groups (parents, teachers, and math/science professionals)—as well as important recurring themes among all groups—were uncovered and reported.  Key factors that positively and negatively influence teenage girls’ interest in math and science were discovered and discussed. 

The research also uncovered important perceptions—and misperceptions—from focus group participants’ relative to barriers to success in the fields of math and science, as well as the availability and breadth of career opportunities. 

Lastly, participant reactions to the key positioning statements were considered highly relevant because they helped redefine the future tone and manner of communications messages directed to the University’s most influential teen and adult audiences.  Increased use of dramatic visuals and compelling copy were encouraged in order to “cut through the clutter” and positively change the target market’s perceptions about math and science. 

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