360O EVALUATION

DAVID PREECE AUGUST 31, 2016

REQUEST FOR RANK ADVANCEMENT

TO ASSOCIATE PROFESSOR
BRIGHAM YOUNG UNIVERSITYHAWAII
Applicant Name: David Preece

Request Date: August 31, 2016

I Hereby Request Advancement to Associate Professor

Current Rank: Assistant Professor
Verified*
Length of Service at BYUH: Six Years
Verified*
*Verification done by the office of the Vice-President for Academics

Signature of Applicant:
Date: August 31, 2016
Dossiers, when reviewed by the committee, become the property of the University and may not be returned
to the candidate. Please do not put original documents in the dossier if it is feasible to submit copies.

APPLICATION FOR
RANK ADVANCEMENT

DAVID PREECE
ASSISTANT PROFESSOR
BUSINESS MANAGEMENT DEPARTMENT
COLLEGE OF BUSINESS, COMPUTING & GOVERNMENT

AUGUST 31, 2016

August 31, 2016

Promotion Review Committee
Brigham Young UniversityHawaii
Aloha Committee Members:
I respectfully submit for your consideration this application for advancement to
the rank of Associate Professor. This portfolio is structured as a 360 Evaluation of
my performance as a Business Management Department faculty member in the
College of Business, Computing and Government, and in my role as Academic
Director of the Center for Hospitality and Tourism. The document is divided into
five sections titled Curriculum Vitae, Teaching, Scholarship, Citizenship, and Exhibits.
Each includes supporting evidence of significant professional achievement since
joining the BYUHawaii faculty in Fall Semester 2010.
I love teaching and have found these past six years terrifically fulfilling as I play a
role in the learning and development of our students. I have gained important new
knowledge and skills in the process, and found many ways to use this professional
growth in serving the campus ohana and the Laie community.
I am grateful for the opportunity to present my qualifications for rank
advancement, and I look forward to many more years of service to the university.
Mahalo nui loa,

David Preece
Assistant Professor of Business Management
Academic Director, Center for Hospitality and Tourism
College of Business, Computing and Government
808.675.3338 | david.preece@byuh.edu
3

EXTERNAL PEER REVIEW

RECOMMENDATIONS
Any effort at a 360 Evaluation of ones professional performance must include
the perspective of peers, both inside and outside the institution. The Promotion
Review Committee has requested recommendations of such peers from
advancement candidates, and I respectfully submit the following as potential
reviewers outside of my immediate circle in the Business Management Department
and the Hospitality and Tourism Management program. Each of these diverse
associates knows me well and is aware of their inclusion on this list.
Dr. Hiagi Wesley
Director, Jonathan Napela Center for Hawaiian and Pacific Studies
Brigham Young UniversityHawaii
hiagi.wesley@byuh.edu
Dr. Nancy Ann Swanger
Director, The School of Hospitality Business Management
Associate Dean for Strategic Initiatives, Carson College of Business
Washington State University
swanger@wsu.edu
Mr. Carl Winston
Director, L. Robert Payne School of Hospitality & Tourism Management
San Diego State University
cwinston@mail.sdsu.edu
Mr. Eric Workman
Chief Marketing Officer, Polynesian Cultural Center
workmane@polynesia.com
Mr. Edwin Fuller
President, Laguna Strategic Advisors
ed.fuller@lagunastrategicadvisors.com

TABLE OF
CONTENTS
CURRICULUM VITAE: PAGE 9
TEACHING: PAGE 13
SCHOLARSHIP: PAGE 43
CITIZENSHIP: PAGE 65
EXHIBITS: PAGE 75

CURRICULUM VITAE

DAVID PREECE
Brigham Young University-Hawaii | 55-220 Kulanui Street, BYUH #1956 | Laie, Hawaii 96762 | 808.675.3338 | david.preece@byuh.edu
Pacific Tourism Institute | 55-568 Naniloa Loop, 1B | Laie, Hawaii | 815.520.0506 | pacifictourisminstitute.com|davidpreece56@gmail.com
EDUCATION
Northwestern University, Medill School of Journalism, Evanston, Illinois
M.S. in Integrated Marketing Communications
Emphasis in Advertising, Public Relations, Promotion, and Direct Marketing Management

1982

Brigham Young University, Provo, Utah

B.A. in Communications
Emphasis in Advertising Management

1981

ACADEMIC EXPERIENCE
Brigham Young University-Hawaii, Laie, Hawaii
Academic Director, Center for Hospitality & Tourism
Chair, Business Management Department
Assistant Professor, Business Management Department
Tourism Destination Management and Marketing, Sustainable Tourism, Marketing Strategy,
Branding, Integrated Marketing Communications, Sales and Customer Relationships

2015 Present
2014 2015
2010 Present

PROFESSIONAL EXPERIENCE
Pacific Tourism Institute, Laie, Hawaii
Founder and Principal
Created a firm to share expertise in the planning, development and marketing of sustainable
tourism built on a destination's unique cultural, social and natural assets, and to offer innovative
tourism management education that produces real results. (www.pacifictourisminstitute.com)
NEXTyouthsports, Laie, Hawaii
Founder and Principal
Established a venture that partners with communities to generate economic growth from youth
sports events that make a difference. The foundation is Big Life Sports: using youth sports
programs as a preparation place for a productive life after competition-centered recreation.
(www.nextyouthsports.com)
Rockford Area Convention and Visitors Bureau, Rockford, Illinois
President and Chief Executive Officer
Introduced sophisticated branding approaches, segmented group sales, and technology-based
marketing strategies to Illinois second-largest destination organization. Annual visitor
spending increased by over 13% in three years, exceeding the state average, and reached the
$300 million mark. Played a key role in leading public/private partnerships focused on catalytic
destination product development projects. (www.gorockford.com)
Classic Vacations/Expedia, San Jose, California
Vice President of Trade Marketing
Led rebranding effort for this well-respected, upscale vacation package wholesaler to enhance
and differentiate brand image among its travel agent distribution network and the tourism
trade media. (www.classicvacations.com)
The Travel Institute, Wellesley, Massachusetts
President and Chief Executive Officer
Directed the turnaround and long-term strategic plan of this iconic, 40-year-old, professional
certification non-profit. Focused on brand strategy, innovative curricula, new certifications,
broadening reach, and tighter professional standards. (www.thetravelinstitute.com)
Hawaii Visitors and Convention Bureau, Honolulu, Hawaii
Vice PresidentNorth America
Created an innovative, integrated consumer marketing strategy that accelerated annual visitor
expenditure growth in a competitive environment which included the 9/11 crisis. A multichannel strategy was built on consumer lifestyle/lifestage segmentation, targeted offline/online
communications, and strong trade customer relations. (www.gohawaii.com)
Polynesian Cultural Center, Laie, Hawaii
Vice President of Marketing and Sales
Leveraged consumer research among visitors and non-visitors to create a new marketing
campaign that strengthened this top attractions market position, supported new products and
events, bolstered sales trade support and business volume, and raised visitor counts and
revenues to record levels. (www.polynesia.com)

2014 Present

2009 Present

2006 2009

2005 2006

2003 2005

1999 2003

1995 1998

Advertising and Brand Management Positions: New York, Georgia, New Jersey, Michigan
Distinguished career in consumer brand management and advertising, working at advertising
agencies on brands like Frito-Lay, Pepperidge Farm, Borden, and Phillips Petroleum; and
managing consumer/trade marketing at companies such as M&M/Mars, Gerber and Famous
Amos. Directed the development and launch of new brands and products, marketing research,
grocery and franchise distribution, advertising campaigns, and sales promotion programs.

1982 1994

SELECTED PRESENTATIONS, PUBLICATIONS, PAPERS AND PROJECTS

Rural Tourism Development and Management Study Mission
Seminar and site visits on successful rural tourism models in Hawaii at a five-day event for 25
Asia-Pacific tourism officials. Sponsored by Tokyo-based Asian Productivity Organization
Agritourism Business Development Workshop
Instruction on agritourism development at a five-day seminar in Indonesia for global
public/private tourism leaders. Organized by Tokyo-based Asian Productivity Organization.
Hospitality and Tourism Marketing Best Practices Professional Development Course
Two-day program for industry managers in Nadi in collaboration with Fiji National University.
Training Course on Planning and Management of Ecotourism
Presentations on sustainable ecotourism experiences at a five-day seminar in Fiji for global
public/private tourism leaders. Organized by Tokyo-based Asian Productivity Organization.
Cultural Tourism: Planning, Product and Promotion
Presentation and workshop with the senior leadership delegation from Yunnan Nationalities
Village in China. Focus was on innovation and sustainability in cultural tourism experiences.
All-Star Ballpark Heaven/Field of Dreams Youth Sports Venue Marketing Research
Contracted to design and conduct two critical market surveys among key target groups to
confirm this Iowa-based projects viability, support business strategy, and secure investors.
Contribution of the Vans Triple Crown of Surfing to Hawaiis Economy and Brand Image
Collaborated with a BYUH colleague and students to direct the design and implementation of
an economic impact study commissioned by the lifestyle brand Vans.

June 12-19, 2016

August 3-7, 2015

June 17-18, 19-20, 2014

November 25-29, 2013

October 9, 2013

April-June, 2013

March 15, 2011

MEMBERSHIPS, RECOGNITIONS AND SERVICE

Certified Teacher of the Case Study Method, Harvard Business School Seminars (2013)
Certified Travel Counselor (CTC), The Travel Institute professional designation (2002)
Honolulu Chapter Board Member, BYU Management Society
Faculty Advisor, Hookipa Society, the BYU-Hawaii Student Hospitality Association
Member, American Marketing Association; Destination Marketing Association International;
Association of Travel Marketing Executives; The International Ecotourism Society
PROFILE SUMMARY
David brings nearly 30 years of business experience to his faculty and leadership roles at Brigham Young UniversityHawaii. His professional career was divided between two industry sectors: consumer goods marketing, and tourism
and destination management. This varied background is leveraged in teaching business and hospitality management
courses in strategy, marketing, integrated marketing communications, sales, and tourism destination development.
Davids classes are engaging, rigorous, and real-world focused, and his student evaluations are consistently strong.
He is widely recognized as an innovative marketing and tourism consultant on subjects such as branding, integrated
communications, tourism attractions, sustainable destination development, and cultural and rural tourism. In
addition to his teaching responsibilities, David presently serves as the founding academic director of the BYU-Hawaii
Center for Hospitality & Tourism, whose purpose is to support the enhancement and expansion of the Hospitality &
Tourism Management program, one of the largest and fastest-growing majors on the BYU-Hawaii campus.
He is the founder and active principal of two consulting firms: NEXTyouthsports which partners with sports-oriented
communities (nextyouthsports.com); and the Pacific Tourism Institute which consults on sustainable development
and training with destinations and attractions (pacifictourisminstitute.com). His previous role was President and
Chief Executive Officer of the Rockford Area Convention & Visitors Bureau, where he oversaw the strategic direction
and operations of this non-profit tourism marketing organization for the Northern Illinois region (gorockford.com).
Prior to joining the RACVB, David was Vice President of Travel Trade Marketing at Classic Vacations (Expedia, Inc.),
responsible for brand stewardship and partner marketing programs (classicvacations.com). David was previously the
President and CEO of The Travel Institute in Wellesley, Massachusetts, the industrys educator and grantor of
professional certifications (thetravelinstitute.com). His introduction to tourism was in Hawaii, first as Vice President
of Marketing and Sales for a top visitor attraction, the Polynesian Cultural Center (polynesia.com), and later as Vice
President-North America of the Hawaii Visitors & Convention Bureau (gohawaii.com). David began his business
career in consumer brand management and advertising, working at well-known agencies Ogilvy & Mather/New
York and Tracy-Locke/Dallas, and at consumer packaged foods companies such as M&M/Mars, Famous Amos, and
Gerber. David holds a masters degree in integrated marketing communications from Northwestern University, and
his undergraduate communications degree is from Brigham Young University. He and his family live in Laie, Hawaii.

TEACHING

13

TEACHING PHILOSOPY
My approach to my role is quite simple. As I tell each class at the beginning of
a semester, my job is not to teach a course but rather to help students learn. They
immediately understand and appreciate this perspective on our learning partnership.
Each of my class periods is naturally designed
around specific subject content and learning
objectives, and I attempt to make each session as
engaging and informative as possible. But if the
students are not fully engaged in that process and
cannot demonstrate mastery of concepts and their
application, then we both fail.
That philosophical emphasis on learning notwithstanding, I acknowledge
being an excellent teacher. And having no previous formal training in educational
pedagogy before joining BYU-Hawaii, I therefore consider myself an intuitive
instructor. I apply in the classroom what I learned over many years as a student, as a
successful business executive, as a spouse and parent, and as a lifelong gospel learner
and teacher. And now with six years in my faculty role I am able to apply substantial
new knowledge and skills gained from teaching and professional development.
I endeavor to apply the Rigor/Relevance/Relationships learning model
originated by Dr. Willard R. Daggett of the International Center for Leadership in
Education. This profound model aligns nicely with our learning framework of
Prepare/Engage/Improve, as both focus on the intersection of personal responsibility,
knowledge acquisition, and practical applicationaugmented with faith and service.
As I construct and deliver course curriculum, I strive to build in a level of
rigor that is sufficient to achieve desired learning outcomes, and apply it in a way
that makes obvious the connection between what we do in class and what students
need for success in their professional and personal realms. This instructional
approach is combined with evident mutual respect and a mentor-focused rapport
that are greatly facilitated by our typically small class sizeand by my efforts to keep
current with communications technologies and popular culture.
15

ASSIGNED COURSES
The Business Management Department is comprised of two majors: Business
Management (BUSM) and Hospitality & Tourism Management (HTM). As of
December 2015, the HTM curriculum is directed by the Center for Hospitality and
Tourism while HTM faculty remain administratively attached to the Business
Management Department.
Like many of my colleagues, I teach across multiple related disciplines in the field
of business. I was recruited to BYU-Hawaii with the specific objective of leveraging
my education and professional experience across both the BUSM and HTM majors.
This teaching flexibility not only reflects my cross-over professional career in the
consumer products and tourism sectors, it is an essential factor in our small faculty
teams ability to cover a broad range of business course offerings. During my 20
semesters at BYU-Hawaii I have taught over 1,500 students in 65 class sessions of
eight different courses (excluding 399R internship and 495R independent study
courses), with a mean class size of 23 (see details in Exhibits). My current
instructional load consists of rotating between the courses listed below, and I am
contracted to teach 36 credit hours across Winter, Fall and Spring Semesters:
Hospitality and Tourism Management 230: Geography of Tourism (which I
developed for Fall 2016 but will hand off to an adjunct in Winter 2016-17)
Hospitality and Tourism Management 270: Destination Management and
Marketing (which I developed in 2010)
Hospitality and Tourism Management 304: Hospitality and Tourism Marketing
(which I developed for Fall 2016)
Hospitality and Tourism Management 370: Meeting and Convention
Management (currently in development for Winter 2016-17)
Business Management 421: Integrated Marketing Communications (which I
changed significantly after taking the course in 2011)
My current teaching load represents a significant shift toward HTM from 20102015 when most of my courses were in BUSM. This change reflects the growing
student demand for the HTM program, and the Fall 2016 launch of an updated
curriculum with new HTM courses requiring additional faculty resources.
16

COURSE SYLLABUS
The course syllabus forms the foundation of student-teacher interaction,
describing not only what will be studied during the semester, but also establishing
the contractual relationship between these partners in learning. It defines mutual
expectations and performance standards. It must be a document of great clarity that
provides specific direction and anticipates most questions. My students are required
to submit a Canvas-based acknowledgement that they have read, understood and
agree with the content and terms of the syllabus.
All of my course syllabi follow an identical format, and aside from course-specific
information one might expect to see, they all share a great deal of common content.
This approach creates helpful continuity for students and lends simplicity in course
preparation. For the sake of avoiding redundancy in this portfolio, I have included
as an example a syllabus and class schedule for HTM 304, Hospitality and Tourism
Marketing. This is an HTM Core class required of all students, and its syllabus serves
as a good representation of all my syllabiadjusted, of course, for variations in
subject discipline, learning objectives and course structure.
HTM 304 evolved from BUSM 304 Principles of Marketing Management which I
taught since arriving at BYU-Hawaii. I no longer teach BUSM 304 but use the same
textbook and cover all the concepts and principles of modern business marketing
only do so in a hospitality and tourism context using visitor industry cases, readings,
examples and assignments.
Please also note that HTM 304 is taught as a hybrid course which meets for 1.5
hours each Thursday to review, discuss and explore more deeply the subject matter
assigned for (mostly) self-paced study during the remainder of the week. This
innovative approach has proven to be a highly successful format which activates and
optimizes the learning framework principles of Prepare/Engage/Improve. Student
feedback on this hybrid structure has been consistently positive and academic
performance is actually higher than when BUSM 304 previously used a traditional
Tuesday-Thursday meeting scheme.

17

This HTM 304 syllabus reflects my pedagogical method which combines key
concepts and principles, critical thinking skills, and real-world application with a
heavy dose of student responsibility. I do not deliver lectures that simply reiterate
content already assigned for study before class. Students are expected to be fully
prepared for each class session and must be actively engaged in discussions and small
group activities. Case studies, learning exercises, team projects, a final exam, and
frequent in-class quizzes comprise most of the grading points, with instructorawarded Preparation and Engagement points making up the balance. This has
proven to be an effective pedagogical mix.
I arrived at this structure after a great deal of experimentation and refinement
based on cumulative course experience with BUSM 304, student feedback (both
anecdotal and via Student Ratings), best practices research, and input from
colleagues. To a great extent I have flipped all my courses, shifting most of the
initial topic learning responsibility to students on a before-class basis using a variety
of teaching tools, and then using class time to elaborate on important concepts, add
some current real-world relevance, discuss case study scenarios in depth, and help
students apply their new learning through interactive small-group exercises.

18

Course Syllabus
Hospitality & Tourism Management 304: Hospitality & Tourism Marketing
Fall 2016, Section 1 TU TH 7:40 - 9:10 am, HGB 113 (note hybrid schedule details below)
Instructor: David Preece
Office: HGB 233
Office Phone: 808.675.3338 Mobile/Text: 815.520.0506
E-Mail: david.preece@byuh.edu
Office Hours: Wednesday 10:00 am - 12 noon or by appointment
Text: Principles of Marketing, 14th Edition, by Kotler and Armstrong. Publisher: Pearson PrenticeHall. ISBN: 978-0-13-216712-3 (reference copies are on Reserve at the library)
Course Description and Learning Objectives: Marketing is the one function of business that
focuses on demand. Ultimately, marketing is about how an organization can win and keep
customers through mutually-beneficial value exchange. A primary learning objective of this course is
to help you gain a comprehensive overview of the basic concepts and practices of marketing and
their application in the services industry--particularly in the hospitality and tourism sector. Topics
include market and customer analysis; branding and product development; segmentation, targeting
and positioning; integrated communications; sales, pricing and distribution strategy--essentially the
management of the marketing mix, or "4P's" of marketing (product, price, place/distribution, and
promotion). Additional learning objectives are to help you appreciate the imperative for sustainable
marketing practices, to be aware of global marketing issues and implications, to understand the
importance of business ethics, and how to think and act like a marketer in a professional tourism
industry environment.
These course learning objectives support the HTM Program Objectives defined as:
1. Apply general business principles to the unique characteristics and demands of the
hospitality industry.
2. Lead others toward the successful accomplishment of a task or project.
3. Demonstrate an understanding of the means of producing a high level of service quality in a
hospitality setting.
4. Solve business problems using qualitative and quantitative tools.
5. Demonstrate a high degree of professionalism in work habits and communication skills.
6. Compete successfully for jobs and promotion within the hospitality industry.
7. Adjust creatively to changes in the business environment.
8. Integrate a hospitality career into a well-rounded, moral, productive and satisfying life.
How Conducted: This section of HTM 304 is based on a unique "hybrid" schedule that blends
self-paced study of materials and assignments posted on Canvas with a weekly classroom meeting
to review, discuss and apply key concepts. Normally, live class sessions will only be held on
Thursdays, but check the posted class schedule in each module very carefully because there may
be exceptions where we also meet on Tuesday. Each week students will read and view lots of
topical content posted on Canvas, submit a related assignment, and take a brief quiz or twoall of
which are usually due before the Thursday class. This format places a lot of responsibility on
students for diligent and disciplined studying. Do not procrastinate all the weeks assignments until
the last daylearning quality and assignment grades will reflect such an approach.

19

Follow the directions closely for each Canvas module and let the instructor know if something is not
clear.
Students will be organized into teams during the term, and these team members will work closely
together on an important project. This organizational structure is designed to simulate todays typical
professional work environment, and good teamwork is essential for success. Each team member is
expected to be fully engaged with the team's efforts and is required to contribute a fair share of the
work. Team members will be asked to rate the performance of their fellow teammates at the end of
the semester, and this rating will affect each student's course grade.
Students will also work on several individual assignments, and the final exam is an individual test of
overall course knowledge. The comprehensive final exam is an important tool to evaluate student
learning and to reinforce key marketing concepts.
Canvas notifications and email will serve as the primary course communications tools. Students
should monitor Canvas activity and check email regularly. Keep in mind that Canvas uses campus
email as the default address, so please check that email account regularly. You should also change
your Canvas messaging settings to auto-forward to your personal email address and text number.
You can do that on the Account > Notifications page of Canvas. Not reading a Canvas notification or
email from the instructor in a timely manner is not an accepted excuse for being unaware of
important course information.
Students are required to bring a computer, tablet, smart phone or other Internet device to class each
day, primarily for the purpose of taking in-class quizzes, but also for occasional use during in-class
activities. Students may check out a laptop computer from Media Services if they do not own an
Internet device they can bring to class.
Overall, the expectation is that you view your engagement and performance in this course as you
would in a professional work environment.
Assignments and Exams
Individual Case Assignments: Three individually written case assignments will be required during
the semester. A hard copy of each case is due on particular dates as noted in the schedule. The
instructor is always available for previewing students' work to offer adviceemail is preferred. Cases
will be selected from the textbook or other sources, and each will be used to reinforce key principles
and practices, as well as to assess the students understanding and application of important
concepts. The written analyses should include a brief introductory section and must answer each of
the listed case questions. Turnitin is used for essay assignments and case study reports, and a hard
copy is also required to be submitted.
There is no minimum length requirement for the reports, and the write-up must be comprehensive
but concisejust as in a business setting. Some creative thought will certainly add points to the
grade. Each case is worth 50 points and will be graded based on the scale below. If you clearly
answer all the questions with a logical response that demonstrates understanding of concepts and
their application, you will likely receive a good grade. See the ESPN case report from a previous
student posted on Canvas (Course Resources section) as an example of a good case write-up.
Please use this format as a guide for your casesand be sure to include an introduction section that
establishes the case context for the reader!

20


++

+



-0

equals 50 points (A+: completed all assignment tasks very well and showed
extra thought/creativity)
equals 47.5 points (A: completed all assignment tasks very well)
equals 45 points (A-: completed all assignment tasks satisfactorily but fell
short in one area)
equals 42.5 points (B: completed all assignment tasks satisfactorily but fell
short in a couple areas)
equals 37.5 points (C: completed some assignment tasks but was
unsatisfactory in several areas)
equals 32.5 points (D: did not really put any effort into the assignment)
equals 0 points (F: self-explanatory)

Trends Assignments: These brief written responses to brand situations are intended to reinforce
concepts from readings and discussions and help you apply them in scenarios involving current
market trends in hospitality and tourism. Students will be presented with a brand scenario related to
a posted article or video (or both) that they will read/view and analyze. The response to the
scenario's question or task should be posted on Canvas in the text box provided for each
assignment. Students will do 10 of these short assignments and each is worth 15 points. The
primary grading criteria are comprehension, thoroughness and innovation--in other words, read and
analyze the scenario carefully and present a relevant and creative solution the brand problem that
shows an understanding what's going on.
Team Project: Students will be assigned to small project teams and are expected to work together
through part of the semester on a company/brand situation outlined in the Canvas schedule. The
project requires the team to submit and present an innovative marketing plan using the prescribed
format which is due the final week of the semester.
Each student will be expected to contribute a fair share of work to the project, just as they would in a
professional setting. Team members will decide among themselves how to allocate specific
responsibilities to take full advantage of each persons talents. The project is worth 200 points and
will be graded on the following scale:

++

+



-0

equals 200 points (A+: completed all assignment tasks very well and showed
extra thought/creativity)
equals 190 points (A: completed all assignment tasks very well)
equals 180 points (A-: completed all assignment tasks satisfactorily but fell
short in one area)
equals 170 points (B: completed all assignment tasks satisfactorily but fell
short in a couple areas)
equals 150 points (C: completed some assignment tasks but was
unsatisfactory in several areas)
equals 130 points (D: did not really put any effort into the assignment)
equals 0 points (F: self-explanatory)

Online Quizzes: An open-book quiz covering assigned readings will be administered via Canvas
during the week for most textbook chapters to reinforce learning and ensure students are reading
assigned materials before class sessions. A closed-book quiz on topics from assigned weekly
readings will be administered in class (typically on Thursdays) shortly after the start time of the
period. You will need to bring an Internet device to each class to take the in-class quizzesand
don't be late or you'll miss the quiz. Total value of the quizzes is 250 points.

21

Exams: A final exam will be given at the end of the semester via Canvas, normally in the Testing
Center. The exam will be cumulative and comprehensive, covering material learned throughout the
semester. The format is a combination of multiple-choice/true-false questions and a few scenariobased essay questions. The exam is worth 100 points. There is no mid-term exam; its role is
replaced by the weekly open-book and in-class Canvas quizzes. Students must take and pass the
final exam to pass the course.
Preparation and Engagement: It is essential that students be fully engaged in the course. They
should attend and be well-prepared for all class sessions. This engagement will be obvious as I track
student activity in self-study work, class attendance, and involvement in discussions. Attendance will
not be taken with a roll, but I do make mental notes of who is there, and the in-class quizzes are an
obvious indicator of attendance. Being fully engaged in class activities, discussions and team
projects is very important element of course success. When in class you should not use your
computer or mobile device for anything other than taking notes (that means no texting, IM, or social
media). At the end of the semester, preparation and engagement grade points will be allocated
based on a 150-point scale:
150
135
120
105
90
0

equals highly consistent preparation, attendance, and class participation

equals fairly consistent preparation, attendance, and class participation
equals inconsistent preparation, attendance, and class participation
equals very low preparation, attendance, and class participation
equals extremely low preparation, attendance, and class participation
equals a total lack of preparation, attendance, and class participation

Grading for the Course

Individual Case Assignments (3 at 50 points each): 150 points
Individual Trends Assignments (10 at 15 points each): 150 points
Online Quizzes: 250 points
Team Project: 200 points
Final Exam: 100 points (must pass the exam to pass the course)
Class Preparation and Engagement: 150 points
Total Semester Points: 1,000 points
Grades will be based on your final point score as follows:
930 1000
900 929.99
870 - 899.99
830 - 869.99
800 829.99
770 799.99
730 769.99
700 729.99
670 699.99
630 669.99
600 629.99
< 600

A
AB+
B
BC+
C
CD+
D
DF

22

Other Important Information

Class Preparation: You should be prepared for every class. That means reading any assigned
material before attending class and completing all assignments on time. If for some reason you are
not prepared, please let me know before the start of the class. This saves us both the
embarrassment of calling on you to summarize the topic of the day, answer a discussion question, or
show your work on a class preparation task. Be sure to read materials before class and be on time
to take the quiz as noted in the class schedule.
Policy on Late Work: Unless otherwise instructed, all assignments must be turned in at the end of
class on the day that they are due. In addition to submitting case studies, reports and essay
assignments via Turnitin, I also require a hard copy of each as noted in the class schedule. It is your
responsibility to make sure that the assignment is submitted on time. I will not accept computer or
printer problems as an excuse for not submitting your assignments on time, so you really should
plan on completing them in plenty of time to avoid those problems. Get your assignments to me on
time if you want to receive full credit for them!
Honor Code and Cheating: Students should willingly follow the BYU-Hawaii Honor Code
(http://honorcode.byuh.edu/) in speech, behavior, dress and groomingwithout creating the need
for an instructor to report violations. Please do not put the instructor in the awkward position of being
the "Honor Code Enforcer."
BYU-Hawaii students should also feel a unique responsibility for promoting ethical behavior in
business, and this begins while still in school. Students are expected to not cheat in any way. An
explicit statement on academic integrity is an important part of the Honor Code. Scholastic honesty
excludes copying from other students, sharing information about exams or quizzes, plagiarizing on
homework assignments or papers, buying reports or essays from students or websites, not properly
attributing content produced by others, failing to cite information or images from online sources,
uploading homework or course information to sharing websites, and any other similar activity.
One particularly tempting form of academic cheating is plagiarism, the act of representing someone
elses intellectual property as ones own without proper attribution. The temptation to plagiarize can
be exacerbated by poor time management and bad study habits. Please take a few minutes to watch
this excellent overview from a U.K. college about what defines plagiarism and how to avoid it:
https://www.youtube.com/watch?v=vGO5iSBU_gM. And here are some good FAQs on plagiarism
from Georgetown University in the U.S.: http://honorcouncil.georgetown.edu/whatisplagiarism.
At the instructors discretion, anyone caught cheating will be assigned a zero grade on that
assignment or exam, and the instructor may issue an F grade for the course if appropriate. All
academic integrity violations will be reported to Office of Honor.
University Statement on Discrimination: The University is committed to a policy of nondiscrimination
on the basis of race, color, sex (including pregnancy), religion, national origin, ancestry, age,
disability, genetic information, or veteran status in admissions, employment, or in any of its
educational programs or activities.
Title IX and Sexual Misconduct: Brigham Young UniversityHawaii is committed to promoting and
maintaining a safe and respectful environment for the campus community. Title IX prohibits all
sexual misconduct against any participant in an educational program or activity.

23

Sexual Harassment is unwelcome speech or conduct of a sexual nature which includes unwelcome
sexual advances, request for sexual advances, request for sexual favors and other verbal, nonverbal, or physical conduct is unwelcome if it not requested or invited.
Stalking is repeatedly following, monitoring, harassing, threatening or intimidating another by phone,
mail, electronic communication or social media without legitimate purpose.
Domestic and Dating violence is a pattern of abusive behavior in any relationship that is used by
one partner to control another partner. This includes behaviors that intimidate, manipulate, humiliate,
isolate, frighten, terrorize, coerces threaten, blame, hurt, injury or wound.
Sexual violence/assault is actual or attempted sexual contact with another person without that
person's consent.
Consent cannot be obtained when someone is a minor, under the influence of drugs or alcohol or
has certain disability. In the absence of an outward demonstration, consent does not exist. If at any
time it is reasonably apparent that either party is hesitant, confused, or uncertain, both parties should
stop.
The following individual has been designated to handle reports of sexual misconduct and other
inquiries regarding BYU-Hawaii compliance with Title IX:
Debbie Hippolite-Wright PhD
Title IX Coordinator
Vice President of Student Development & Life
Lorenzo Snow Administrative Building
55-220 Kulanui St.
Laie, HI 96762
Office Phone: (808) 675-4819
E-Mail: titleix@byuh.edu
Sexual Harassment Hotline: (808) 780-8875
BYU-Hawaiis Office of Honor upholds a standard which states that parties can only engage in
sexual activity freely within the legal bonds of marriage between a man and a woman. Consensual
sexual activity outside the bonds of marriage is against the Honor Code and may result in probation,
suspension, or dismissal from the University.
University Grievance Policy: The policies listed on the syllabus can act as a contract and will be
referenced if a student complains about the faculty.
Services for Students with Special Needs: If you have a disability and need accommodations, you
may wish to self-identify by contacting:
Services for Students with Special Needs
McKay 181
Phone: (808) 675-3518 or (808) 675-3999
Email address: aunal@byuh.edu
*The Coordinator for Students with Special Needs is Leilani Auna.
Students with disabilities who are registered with the Special Needs Services should schedule an
appointment with the instructor to discuss accommodations. If the student does not initiate this
meeting, it is assumed no accommodations or modifications will be necessary to meet the

24

requirements of this course. After registering with Services for Students with Special Needs, Letters
of accommodation will be sent to instructors with the permission of the student.

Course Schedule (as posted on Canvas)

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STUDENT RATINGS
Every successful business has created a strong community of loyal brand
evangelists as an important subset of their customers. Think of Apple, BMW, Disney
and IKEA. And while the role of university professors is not to fashion a following
of raving fans, we do have an analog for customers called students to whom we have
an obligation to deliver value. Our ability to facilitate their academic and personal
growth while sending them off satisfied with their learning experience must be an
essential measure of a 360 Evaluation.
I am generally pleased with my student
ratings, and I believe they indicate
conveyance of real customer value. As
the adjacent charts illustrate, the
aggregated Overall Course and Overall
Instructor ratings are consistently high each
semester (Course range 6.0-6.8, Instructor
range 6.1-7.0) and are always at or above
the average scores for the University, the
College, and the Business Management
Department (see Exhibits).
The occasional dips in scores during
semesters in the 2012-2015 period can be
largely attributed to two administrative
distractions: my intensive focus on AMPS Marketing Week development, and
serving as department chair. In both cases, the effect on classroom instruction and
management was a significant delay in grading assignments, quizzes and cases. This
naturally lowered student satisfaction with the course and the instructor and
reinforced the importance of managing my priorities.
It is important to note that these student evaluations are not compiled from a
limited sample of supportive pupils. The range of response rates across all my classes
runs between 60% and 100% which is typically higher than the average response
38

rates for the University, College and

Department. I make a concerted effort to
ensure as many students as possible
provide evaluative feedback so I can
effectively monitor the quantitative
ratings as well as glean qualitative
suggestions for improvement. My students
know I read every score and comment.
Evidence of the importance I place on this
process is the series of good-natured (but effective) SPAM emails I send them until
the class response rate is satisfactory.
An analysis of data for individual
courses indicates similarly high ratings,
as shown in the adjacent series of charts.
There is some expected variation
between courses, and the class-specific
ratings across semesters vary with

39

differences in class chemistry, ongoing instructional experimentation, and the

natural inconsistencies in quality of curriculum delivery.
When analyzing the student rating questions that reflect their more detailed
perceptions of the course and the instructor, scores for all my courses are within a
well-above-average array of 5.8 to 7.0. The three areas that are typically rated at the
lower end of this range are Rigorous and Challenging, Timely Feedback, and Shared
Gospel Insights or Values. I have addressed each of those evaluations below:
Rigorous and Challenging: Ranging from 5.6 to 6.4, this rating area presents a
bit of a dilemma. Marketing-focused courses by nature are generally less
rigorous than many other business subjects, particularly the more
quantitative disciplines of finance, economics and accounting. Common
marketing topics such as market analysis, segmentation, creative
communications, consumer behavior, and customer relationships might be
characterized by some as softer knowledge subjects. It is my observation that
rigor associated with assignments like case analyses or marketing plans are
viewed by students as less demanding than harder tasks like corporate
valuations or price elasticity calculations. Nonetheless, I regularly review the
composition of coursework to find opportunities for adding relevant rigornot
just for sake of increasing perceived difficulty. Finally, I always view this rigor
rating in the context of the New Knowledge, Skills, and Awareness score because
learning is not necessarily correlated with challenges in concept
comprehension or task completion. The New Knowledge, Skills, and Awareness
ratings for all courses fall between 5.9 and 6.6.
Timely Feedback: These scores range from 4.9 to 6.7, but there is no mystery to
them being slightly lower than most ratings: I am often too slow at grading
and returning assigned cases. The previously-mentioned administrative
distractions influenced these scores. I also sometimes struggle with finding the
right balance of objectively- and subjectively-graded assignments. But after
much experimentation, I believe I am finding a good mix between evaluative
tools such as multiple-choice questions, essay responses, and narrative case
studies. I therefore expect the Timely Feedback ratings to improve in
subsequent semesters. One point of encouragement on this topic is the higher
40

scores for Useful Feedback (5.3-6.8) which indicate the issue has more to do
with my response speed than response quality.
Shared Gospel Insights or Values: High scores on this measure in a businessrelated course are arguably inherently limited. I make a sincere and concerted
effort to weave meaningful and relevant gospel topics into course content and
discussions. For example, one important marketing concept is the consumer
decision-making process (Awareness > Liking > Preference > Deciding > PostDecision Analysis). After offering various illustrative scenarios like choosing a
toothpaste brand or buying a car, I will compare this process to that of
missionary work and conversion, and then make it even more personal by
relating it to dating, courting and marrying. When teaching the principle of
altruistic servant selling as the basis for customer-focused business
relationships, it is easy to liken this to the principle of Christ-like charity as
the foundation for rewarding personal relationships. I am generally content
with my level of gospel insights integration but will continue seeking
opportunities for more in-class parallels between business concepts and faithbuilding values.
As previously mentioned, my students know I read every comment in their
ratings, and that I use this qualitative feedback as a valuable source for course
improvement. These comments expectedly include the good, the bad, the ugly, and
the occasional outlier, but fortunately most fall in the first category. I have offered a
number of student comments below that, while a composite, are approximately
representative of the positive-to-critical ratio across all semesters and courses:
Brother Preece does an excellent job teaching principles using simple, clear definitions and examples to
help us learn. He is charismatic and tries to get his students to participate. He is also very accommodating of
foreign studentshe takes the time to make sure that they understand him and even explains popular U.S.
idioms. He does a great job facilitating discussions in his class. He engages the students with lots of video and
requires participation. The class was built on doing case studies--it was rigorous and it stretched me even going
out of my comfort zone of presenting in class. I can't think of another teacher who asks as many great
questions to help students learn the principles he is teaching. He is a very good communicator and simplifies
the concepts well, keeps the class entertaining, and uses relevant examples. He was very organized, responded
in a timely manner to emails, and was available whenever needed. I liked the field trip and loved going out to
the real world and applying what we learn in class. This class prepared me more for the career path I am
choosing than any other class. The only advice I would give is that he gets behind on grading, and maybe give
a little more feedback on case studies. Stop doing in-class group activities--it's annoying that I always have to
41

talk to other people and they never contribute anything. The only thing I would change is getting grades back
quick to know how I am performing and get more specific feedback so I know how I can improve. Add more
quantitative marketing skills into the course curriculum. Make the group case study worth less and the
individual studies worth more. Let us pick our own groups. No matter who the group members are, one person
ends up doing everything. The team project should start earlier in the semester. The hybrid class schedule is
good because it gives students enough time to cover all the readings for the week and allows students to think
about the concepts on each chapter. I really love the way this course is structured and really enjoyed the hybrid
aspect of this course. I would have the students research more on their own, something that they are truly
interested in. His personal interest and experience in the subject matter helps students to better understand
marketing. Brother Preece was very good at involving the whole class in the discussions and explaining terms.
Fair but slow in his grading This was my first HTM class and I absolutely loved it and it makes me excited for
the future.

42

SCHOLARSHIP

43

SCHOLARSHIP OF TEACHING
The great majority of my time is allocated to teaching-related thoughts and tasks,
and in my early teaching years, a substantial portion of that time was spent on
exploring different ways to advance student learning. Indeed, I have always been
drawn toward continuous improvement, even before becoming aware of Boyers
admonition that pedagogical procedures must be carefully planned, continuously
examined, and relate directly to the subject taught. (Boyer, Scholarship Reconsidered)
Using the BYUH Prepare/Engage/Improve learning framework and Daggetts
Rigor/Relevance/Relationships model as roadmaps, I have made literally thousands of
adjustments to the courses I teachfrom barely-perceptible wordsmithing to blowing
up and starting over. To inform these ongoing refinements, I stay current with
learning research, actively seek ideas from colleagues, carefully analyze student
ratings, and take opportunities in class to poll students about tools and techniques.
Pedagogical topics have been addressed in previous sections of this document,
and outlined below are some specific examples of experimentation and innovation
in my teaching scholarship as additional points of reference for consideration.
Developing New HTM Curriculum: The growth
potential and target area relevance of the
Hospitality and Tourism Management
program indicated a need to update its
curriculum. I oversaw a collaborative effort
among faculty to design a new HTM major
and minor that added more rigor, created
greater breadth and depth, expanded
experiential learning opportunities, and
allowed for more flexibility to align with
student career interests (see Exhibits). The new
curricula were well-received by students and have
been instrumental in attracting new students
into the HTM program.
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 Flipping All Classes: I first learned of

flipping the classroom about a year
into teaching at BYU-Hawaii and
immediately envisioned its potential for
improving my courses. As described in
some detail in the Course Syllabus
section, I do not deliver traditional class
lectures but instead require students to
prepare for an interactive, facilitated
discussion by reading assigned textbook
chapters, relevant articles and posted
videos, or working on small assignments
before coming to class. After a brief online
quiz to motivate preparation and
attendance, their preparation helps fashion well-informed and fully-engaged
class members.
Integrating Video into Instruction: The current generation of students grew up on
a diet of video and they digest the world through their eyes. They have
developed short attention spans and can
absorb terrific amounts of information
from the briefest of content exposure. It
is indeed convenient that a considerable
portion of my teaching disciplines can be
built around such visual communications
content, making it easy to integrate a
wide range of rich media into classroom
presentations. While I find this a key to
student engagement, it also requires
constant updating to keep ever-changing
media content fresh and current for
optimal relevance.

46

Leveraging Small-Group Activities: One

important element of the flipped course
strategy is to incorporate hands-on
activities in class that reinforce key
concepts, provide application
opportunities, and foster good teamwork
skills. All of my courses include such
small-group exercises, and I have
developed dozens of them using
textbook content, topical articles, or my
own professional experiences. A few
students are admittedly averse to this
type of learning task, but most find it
stimulating and a refreshing break from
traditional classroom discussion.
Developing New Courses: Upon joining the Business Management Department
faculty, I was assigned to teach BUSM 304, BUSM 421, and BUSM 499 (see
more details in the Assigned Courses section). I was also immediately asked to
create two new courses from scratch. The
first of these was HTM 270, Destination
Management and
Marketing, which was
intended to broaden
the HTM course
offering and take
advantage of my
experience working in
the tourism industry
since 1995. It takes the
perspective of a destination
marketing organization (DMO) and
focuses on developing and promoting
sustainable travel destination experiences.

47

It also includes modules about convention/meeting/event planning and sales,

a popular student subject that will be the substance of a future course (HTM
370) focused on that industry sectorwhich I will develop for Winter 2016-17
to further expand the program. Importantly, both HTM 270 and this future
class are reflective of the myriad, rapidly-growing, public/private tourism
career opportunities open to our
students, particularly in the Pacific-Asia
region. Creating BUSM 334, Sales and
Customer Relationship Management, had
the dual objective of adding breadth to
the Marketing Track and attracting
students from outside the track with an
interest in this one-to-one marketing
discipline. The course is typically oversubscribed which is an indication of
broad interest. It focuses on the
fundamentals of the selling process,
sales management, customer service,
customer relationships, and the
technologies supporting these functions.
Companies using best practices are
highlighted, and we even use one class
period for the students to participate in
an online chat session with representatives
from Zappos, an innovative Internet
retailer known for creating a
company culture of superb customer
service. Professor PJ Rogers has
since taken on this course as part of
his instructional load and has no
doubt continued its evolution.
During the Fall 2016 semester I am
concurrently developing and
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teaching a new course, HTM 230, Geography of Tourism. As part of the

enhanced HTM curriculum launched in 2016, this foundational course is
offered as an elective for majors and minors seeking career paths in sectors
such as tourism management, tour and travel operations, travel
transportation, and sustainable tourism development.
Producing an EIL Video: In 2012 I was asked by the English Language Teaching
and Learning Department to help them produce a brief video to use in
advanced EIL courses as a test of English
comprehension. We created a 60-minute recording
of a truncated BUSM 304 class session about the
globalization of marketing. I used this as a unique
opportunity to review, rethink, and refine my
course curriculum and class facilitation style. See
https://youtu.be/dpetYT_PgkI to view the video.
Attending Harvard Business Schools Case Method Teaching Seminar: I have
become a strong advocate of the case study
method as a premier learning tool in
business education. It demands
professional-style critical thinking and
problem-solving skills, and can also be
used to build teamwork capabilities. I was
approved to attend the HBS Case Method
Teaching Seminar conducted in May 2013
in the Chicago area. This two-day
workshop was an intense immersion into
the theory and techniques of integrating case
studies into coursework and was attended by
people in higher education from across the
U.S. and many other countries. I found this
professional development opportunity
extremely helpful in supporting my initiative
to accelerate the use of cases of various types
in all my courses. Indeed, it motivated me to
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begin writing a case study myself that I hope to publish in the near future.
This case, which is still in early draft outline form, is tentatively titled St.
Benedict University of the Pacific: A Dilemma of Mission and is loosely based on
our own BYUHawaii as a private faith-based school with ambitious
expansion plans. SBUPs motto is Sapientia, Munificentia (Wisdom,
Generosity) and it is the Hawaii-based extension of a Catholic university
system in San Diego with a strong Pacific legacy. The dilemma facing SBUP
involves growth strategies to meet increasing demand in third-world regions
which must be balanced with limited resources and university system
impatience. Former BYU-Hawaii President Steven Wheelwright, a noted HBS
case study author himself, provided invaluable guidance in my first attempt at
case writing.
Developing BUSM 304/HTM 304 Hybrid Courses: BUSM 304 has been a
foundational requirement for all Business Management and Hospitality and
Tourism majors, and is taken as an elective by other majors within the
College. Thus, finding ways to create more schedule-flexible access to the
course would benefit many students, and doing this in a way that optimizes
instructor productivity would be an additional bonus. Further, if these
changes reduced the usage pressure on classroom facilities, some sort of
multiplier effect may even come into play. A few BYUH faculty members have
been experimenting with hybrid or blended courses that combine traditional
classroom interaction with
engaging, self-paced, online
content. Online learning has its
proponents and detractors, but
in some studies hybrid
approaches have been shown to
produce outcomes superior to
online-only and traditional
classes. Several years ago I
explored such a structure for
BUSM 304 with assistance from
the Center for Teaching and
50

Learning and the BYUH Online department. The Canvas-based configuration I

already had in place for current BUSM 304 sections was highly conducive to
hybrid adaptation due to its modular structure, and because I had already
flipped the course. However, a significant amount of new online-oriented
material needed to be included to support the self-paced learning element of
the course.
The conversion to a hybrid format for BUSM 304 was successfully completed
in the Winter 2014 semester. A wide variety of adjustments in structure,
content and delivery methods have since been made in an effort toward a
pedagogical ideal. The self-study materials typically assigned during the week
consist of textbook chapters, relevant articles or papers, illustrative videos,
quizzes, and brief essay assignments. My observation and analysis indicate this
change has been good for the course, the instructor, and the students, with
these claims reinforced by comparable classroom and exam performance, and
by many positive mentions in student evaluation verbatims.
To support the new HTM curriculum launch in Fall 2016, my teaching
assignments were altered with a charge to create a new course for HTM
majors, HTM 304 Hospitality and Tourism Marketing, as a close analog to
BUSM 304 but with a slant toward hospitality industry related content. I am
currently teaching HTM 304 for the first time using the BUSM 304 hybrid
structure as the basis for the
new course. I have observed
similar student appreciation
for the hybrid course
structure, and as the
semester proceeds I
continue to make
appropriate refinements in
content and instruction.

51

 Incorporation of Meaningful Team Projects: Project-based learning is a proven

method of adding contextual relevance and practical application of a
disciplines key concepts and principles. For business related subjects, student
projects also simulate the preponderance of
team-based work in a professional setting.
These assignments may occasionally introduce
another important learning element: interacting
with a real client who has provided their
business situation as a case study project. All of
my courses include a team project which
normally accounts for a major portion (30-50%)
of the class grade to ensure it receives
appropriate student focus and effort. The
nature of these projects naturally varies by
course subject, and ranges from BUSM 421s
integrated marketing communications campaign to support Whole Foods
launch of a new Millennials-targeted retail concept called 365, to HTM 270s
project to develop a growth strategy of sustainable visitor experience
enhancement and creative promotional tactics for a rural travel destination of
the teams choice (see the Exhibits section). While these projects can prove to
be quite rigorous assignments, the student feedback is always positive as
exemplified by this quote from a students Winter 2015 evaluation of HTM
270: The team assignment was really helpful. I learned so much because of our
collaborative efforts in researching about a destination. I liked it. The class kept my
brain at work.

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SCHOLARSHIP OF DISCOVERY
Boyers Scholarship Reconsidered defines the Scholarship of Discovery as relating to
being the first to find out, to know, or to reveal original or revised theories,
principles, knowledge, or creations. [Academic discovery reflects] the commitment to
knowledge for its own sake, to freedom of inquiry and to following, in a disciplined
fashion, an investigation.
This area of scholarship is the traditional realm of academic research, publishing,
and related efforts of intellectual inquiry. Because I am relatively new to the academe
and am not a traditional academicand in accordance with BYUHs greater
emphasis on teaching and learningmy portfolio of professional activity is
comparatively light in the pursuit of original discovery as defined above.
I am currently exploring several options for areas of future research interest, but I
would like to present here two examples of projects that were based on primary
research, offered analysis of the resulting data, and articulated key findings and
conclusionsthe key elements of traditional academic inquiry. Both are
commissioned studies that relate to sports tourism, an area in which I have extensive
work experience and which relates to my HTM teaching responsibilities (see Exhibits
for report copies).
Vans Triple Crown of Surfing Economic Impact Study: The Triple Crown is the
worlds premier professional surfing competition and the tour championshipdeciding event of the year. It is also a high-profile sporting contest for
Hawaiis tourism industry, and especially for Oahus famed North Shore.
Commissioned by the Vans lifestyle brand, the question addressed by this
study conducted through BYUHawaii marketing students was, How much
is the Triple Crown of Surfing worth to Hawaii? This was explored from two
perspectives. First was a traditional economic impact study that estimated net
direct/indirect spending generated from Triple Crown contestants, sponsors,
spectators and media. Second, but equally important, is the contribution the
Triple Crown makes to Hawaiis image and tourism brand. The answer in
both cases was "a lot." Collaborating with faculty colleague Lenard Huff on
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this project, we estimated direct spending

attributed to the Triple Crown at $11 million,
and total direct and indirect spending at
$21million. And the event clearly reinforces
Hawaii's status as the surfing capital of the
world. The research data was used
extensively by Vans and local surf
promoters to raise the event's impact profile
in the media and among tourism leaders
and government officials. In short, "surf's
up!"
All-Star Ballpark Heaven/Field of Dreams
Research: Youth sports is big business.
According to the National Alliance for Youth Sports, there are more than 44
million children ages 7-17 who participate in organized youth sports
programs, many of them in multiple sports. This number has increased 34%
since 1997, and growth is
expected to continue regardless
of any future economic
uncertainties. And as one
industry leader stated, Sports
tourism is nearly a recessionproof industryand for the
athletes [families], those
tournaments become mini
vacations. Chicago-based Go
the Distance Baseball, LLC
purchased the iconic Field of
Dreams movie site in rural
Dyersville, Iowa with ambitions
to create America's premiere week-long youth baseball and softball
tournament venue. Dubbed All-Star Ballpark Heaven, the fields and on-site
athlete clubhouses will be major league quality and designed to deliver a once54

in-a-lifetime experience for players, coaches and trailing family members with
competition, pageantry, fun, and values-infused activities. The initiative also
includes the Field of Dreams site itself as a popular tourist destination. I was
engaged in this project through my NEXTyouthsports consulting arm, and in
addition to providing strategic counsel and customer experience management
advice, NYS conducted two important surveys among key target groups to
inform feasibility analysis,
product development,
marketing strategy, and local
stakeholder relations. Planned
for a 2017/18 opening season,
I anticipate the literal
fulfillment in great numbers
of the 1989 movie's most
famous line, "If you build it,
they will come."

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SCHOLARSHIP OF INTEGRATION
Several activities and projects over the last six-plus years fall into the category of
the Scholarship of Integration which Boyer defines as making connections across the
disciplines, placing the specialties in larger context, illumination data in a revealing
way, often educating non-specialists, too. These initiatives range from social media
trends to sustainable tourism planning to convocation panels. In all these case
examples I have synthesized original ideas with content from disparate sources into a
cohesive and digestible delivery of practical principles.
Structure Scale Ecotourism Model: In 2013 I was commissioned by the Asian
Productivity Organization to create an ecotourism management training
curriculum that I delivered during a November conference in Fiji (see more
details in the Scholarship of Application section). As part of the courses
Ecotourism Product Development module I developed and presented a
proprietary model called the Structure Scale. This was intended as a simple
graphic tool that operates at the nexus of ecotourism growth trends,
ecotourism experience
development, and the
management of visitor
stress impacts on a
destinations sensitive
natural assets. As the
adjacent illustration
shows, the model helps
tourism officials easily see
correlations between an attractions fragility, the amount of potential trafficrelated stress, the desired visitor experience, and the level of man-made
infrastructure required to concurrently handle visitor counts and protect an
environmental asset. This model was well-received by conference attendees
and was appreciated for its simplicity and practical application in sustainable
tourism planning.

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 LDS Church Social Media Strategy Presentation: In October 2013 I was a copresenter in social media workshop during the
annual BYU Management Society Global
Leadership Conference held in Aspen Grove
and Provo, Utah. My
presentation was titled
Digital Inspiration: Five
Important Lessons from the
LDS Church Social Media
Strategy. The approximately
50 attendees were BYUMS
chapter leaders from
around the world who
were seeking social media best practices
to apply in promoting and managing their
local BYUMS organization. See the Exhibits
section to view the full presentation.
University Convocation Panel Presentation: I was
invited to participate as a post-Convocation panelist to extend the Tourism,
Culture and Identity theme delivered in Jeff Caneens earlier presentation
(http://devotional.byuh.edu/media130926). The
other panelists were Professors Jeff Caneen,
Dale Robertson, and Hiagi Wesley. The
discussion was moderated by Professor Tevita
Kaili. It was a lively event with a lot of
audience participation. Most of the
conversation was about tourisms impact on a
community, and in particular how it affects
indigenous culture over time. As one would
anticipate, there was great diversity of opinion
and even a bit of healthy controversy. I naturally took
the expected role of tourism apologist and made the
assertion that, documented historical insensitivities and exploitations aside,
57

there has been a longstanding symbiotic relationship between Hawaii tourism

and traditional Hawaiian culture preservation. The primary evidence offered
was the millions of dollars invested by Hawaiian Airlines and major hotel
companies to support the 2015-16 global sailing of the voyaging canoe
Hokulea. Indeed, the industry has been a major source of funding since the
beginnings of the Polynesian Voyaging Societyan organization generally
credited with accelerating the Hawaiian Cultural Renaissance in the 1970s.
(See the full text of my remarks in the Exhibits section)
BYU Management Society Class Project: The BUSM 421 Integrated Marketing
Communications course includes an important team project designed to help
students apply key principles and practices into a real client project. Our
classes have worked with leadership at firms like First
Hawaiian Bank and Whole Foods, and in the
Summer 2012 session we took on an
organizational branding and marketing
project for the BYU Management Society
which is based at the BYU Marriott School of
Business in Provo. Faculty colleague Helena
Hannonen was instrumental in getting us
connected with BYUMS, and the result was a
well-received report comprised of studentdriven recommendations for changes in
brand image, segmentation, targeting, and
communicationsmany of which have been
implemented. See the full report in the Exhibits section, and click here
http://youtu.be/fyDZNk7kXzU to watch the student-produced video which was
played at the BYUMS Global Leadership Conference in Utah to loud
applause from the impressed 200 attendees.
Visit Laie Class Project: My HTM 270 course, Destination Management and
Marketing, also includes an important team project. In the Spring 2011
semester we initiated a tourism destination promotion project intended to
take advantage of the development planned for Laie by Hawaii Reserves,
PCC and BYUHin particular the new Marriott Courtyard Hotel. The
58

project premise was that these important

community improvements created the potential
(and obligation) for marketing this area as a true
leisure destination. The class presented their
findings and recommendations to the leaders of
all three organizations, and the report is in the
Exhibits section. Incidentally, the Fall 2013 class
did a follow-up project focused more specifically
on the new hotel with the developer (Laie
Ventures, LLC) as the client. The outcome of both
of these projects greatly impressed our clients.
Tourist vs. Traveler: In June 2016 I was
commissioned to present important travel industry
trends to a group of rural tourism development
leaders from across the Asia-Pacific region who
were visiting Hawaii to observe best practices (see Exhibits). One of the
essential trends in attitudes and behaviors is the rapid shift from mass
tourism to travelers seeking more authentic destination experiences. This
global trend can be demonstrated with a lot of available data about Hawaii
such as the increase in tourism traffic outside of traditional resort areas like
Waikiki, but I wanted to illustrate the concept in more visual terms. I did this
using some images that presented this
transition for activities, shopping and
dining as shown in the adjacent slide, as
well as coining the phrase Everybody
wants to travel, but nobody wants to be a
tourist. This simplified visual approach
quickly communicated the concept to this
diverse group who then understood that a
growing number of destination visitors
want to go beyond the traditional haunts to
experience a place more like a local resident
however practically impossible that actually is.
59

SCHOLARSHIP OF APPLICATION
Application involves addressing the questions, How can knowledge be
responsibly applied to consequential problems? How can it be helpful to individuals
as well as institutions? (Boyer, Scholarship Reconsidered)
After the Scholarship of Teaching, the realm of application is where I have spent
the majority of my academic pursuits. This is largely a function of having operated in
the world of business for three decadesa place from which I have extended my
network into academia. Industry is where I now have new opportunities to offer
various types of consulting services, or where I can bring students into meaningful
class projects for business clients. This sort of engagement is also an important
channel for staying professionally current on knowledge and skills I can bring into
the classroomsomething for which students regularly express appreciation.
This industry-related application work covers a wide spectrum, and I have
summarized below some representative examples.
APO Training Course on Planning and Management of Ecotourism: I was retained
as a content expert by the Tokyo-based Asian Productivity Organization to
develop and instruct an original curriculum at their November 2013 global
conference in Fiji. To describe this event, I quote the program director: This
was an important gathering of more than 20 carefully-selected government
officials and tourism industry
professionals from a diversity of
Asian Productivity Organization
countries such as Bangladesh,
Training Course on Planning & Management of Ecotourism
Nadi. Fiji - November 2013
Cambodia, India, Iran, Nepal,
Pakistan, Philippines, Thailand
and Taiwanand of course, Fiji.
This intensive five-day
conference was focused on
supporting their efforts to grow or
establish ecotourism products and programs in their respective nations as an
effective tool for economic growth and environmental preservation.
60

Borrowing some concepts from my HTM 270

course and synthesizing a wide
variety of other content and
original ideas, I created
approximately six hours of
classroom instruction that
formed the primary learning
core of this ecotourism
conference. The three subject
modules were Successful
Ecotourism Models, Ecotourism Product
Development, and Ecotourism Branding.
Attendee engagement was high and
satisfaction ratings were excellent. My APO
client was pleased which in turn led to contracts
for future training sessions.
APO Training Course on Development and Promotion of Agritourism: The Asian
Productivity Organization engaged me as one of two content experts to
conduct a week-long workshop in Bandung, Indonesia on principles and best
practices of agricultural tourism expansion. Attended by more than 25
industry and government officials from across
Asia, my instructional partner and I effectively
introduced key concepts for agritourism
development and promotion, and escorted the
group on a full day excursion to explore several
successful farm-based visitor attractions. I also
created a case study about aloe vera agritourism
in the Caribbean island of Aruba which was
the basis for an important team project.
Participant ratings of the workshop were
excellent, and we successfully facilitated their
ability to return home with practicable ideas
for rural tourism growth (see Exhibits).
61

 Yunnan Nationalities Village Management Presentation: I was engaged by the

BYUH Educational Outreach Department to create instructional curriculum
for nine senior executives visiting from Chinas Yunnan Nationalities Village
in October 2013 and March 2014. This wellknown attraction is similar to the Polynesian
Cultural Center and represents 25 indigenous
peoples across China. My 1.5-hour presentation
was titled Cultural Tourism Marketing and was
focused on best practices for indigenous
tourism attractions. It was built around three
modules: Planning, Product and Promotion.
Having visited the Yunnan site several years
ago aided in creating this program and in
building credibility with the participants.
AMPS Marketing Week Presentation: As a
faculty advisor to the BYUH marketing club,
the Alliance of Marketing Professionals and
Students (AMPS), I was instrumental in planning and
implementing the first annual Marketing Week event
in March 2013 (see more in the Citizenship
section). The proceedings included several
educational workshops and I conducted a
session called When Worlds Collide: Samsung
Challenges Apples Cool which described and
contrasted the marketing strategies of these
highly competitive leaders in the mobile
technologies sector. The session was
attended by approximately 25 students,
staff and business professionals.
Target Student Competition Case: Another
event in the AMPS 2013 Marketing Week was a business case-based student
team competition called the Idea Zoo. The retailer Target provided
competition prize funds, and I wrote a case study using some nominal content
62

provided by Target as the basis for this expanded document. The topic was
the increasingly multi-cultural marketplace, and it required participants to
create a marketing plan focused on the LatinoAmerican retail customer segment. There was a
twist, however, in this fun activity. When the case
was distributed in advance, the teams were told
the assignment would focus on AfricanAmericans, Asian-Americans or LatinoAmericansbut they did not know which was
the actual target until arriving at the Friday
evening Idea Zoo, where they labored in
animal costumes until midnight to finish
their Target marketing plan. The full case
document is found in the Exhibits section.

63

CITIZENSHIP

65

BUSINESS MANAGEMENT CHAIR

In July 2014 I was asked to serve as Chair of the Business Management
Department following the leadership tenure of Jeff Caneen. I sensed an opportunity
to work with my colleagues to clarify department direction and focus. That was the
impetus for the six strategic priorities listed in the adjacent call-out which helped
establish directional consensus.
The first item on the list highlighted the importance
BUSINESS MANAGEMENT DEPARTMENT
STRATEGIC PRIORITIES
of long-term faculty succession planning. I viewed this as
Proactively approach faculty development
a fundamental department urgency, given a crossand succession planning
Evaluate and refine the status and future
department transfer and several faculty members who
of the BUSM Track system
were approaching traditional retirement age. This focus
Redefine, simplify and effectively assess
Department learning outcomes
on instructional staffing ended up dominating much of
Develop a deliberate and practical online
course strategy for BUSM
my 1.5 years in the Chair role as I initiated a search to
Enhance student experiential learning and
find four (out of 13) new BUSM faculty members as the
career development resources and
requirements
result of both planned and unplanned turnover. Those
Establish a stand-alone HTM program to
new teaching team members are now in place, with their
serve its unique needs and industry
expectations
recruitment being completed under new Chair Cary
Countryman after my release in December 2015 to serve
in a new role as Academic Director of the Center for Hospitality and Tourism.
The Department made significant progress on the other five priorities by
reviewing and refining each of the four academic tracks; clarifying the role of online
learning within BUSM; and establishing a new Center for Hospitality and Tourism.
Importantly, we also established agreement on a new set of learning outcomes which
were far less complex and simpler to measure than the previous PLOs. Upon
graduation our students should be able to:
1.
2.
3.
4.
5.

Understand and innovatively apply fundamental business knowledge.

Communicate effectively and persuasively in written and oral forms.
Manage and utilize information technologies in a dynamic business world.
Use critical thinking skills to effectively solve real business problems.
Demonstrate ethical leadership and productive teamwork in diverse
organizations.
67

CENTER FOR HOSPITALITY & TOURISM

During my tenure as BUSM Department Chair there was a confluence of factors
creating an environment in which the Hospitality and Tourism Management
program could achieve its full potential. A new HTM curriculum with added rigor,
relevance and flexibility was in the planning stage. University and CES leadership
were more clearly viewing HTM as a high-potential career path preparation for BYUHawaiis target region. HTMs completely unique role within the Church
Educational system was more broadly recognized. And the Marriott Foundation was
expressing interest in supporting the programs growth with a philanthropic
contribution.
Working with an internal planning team and collaborating with LDS
Philanthropies for more than a year, we created a strategic plan that leveraged these
positive environmental factors to
establish a standalone,
interdisciplinary academic entity
focused on the unique needs and
interests of the Hospitality and
Tourism Management program. It
was named the Center for
Hospitality and Tourism. Part of this
strategy was an ambitious proposal
for funding support from the J.
Willard and Alice S. Marriott
Foundation. The foundation was
already supporting many other
hospitality-oriented university
programs across the country, and
Richard Marriott was eager to
include BYU-Hawaii in that
network. We received word in the
fall of 2015 that the foundation
hospitality.byuh.edu
68

approved our funding request with a four-year annual pledge that would be
converted to a multi-million-dollar endowment if we achieved our interim growth
goals. The Center is well on its way to reaching its objectives.
I was named Academic Director in December 2015
when the Centers launch was officially announced with a
mission of supporting HTMs three strategies: Academic
Enhancement, Program Expansion, and Industry Engagement.
The majority of the Centers budget is invested in student
support programs and a paid administrator backed up by
a student employee and service missionary volunteers.
The innovative Akamai, Imiloa and Oi Kelakela programs are designed to
complement the new HTM curriculum with career-focused mentoring, networking,
internships, placement, academic scholarships, and recognition awards. This
renaissance of the HTM program generated high awareness and interest across
campus and resulted in a 25% increase of majors/minors between the Spring and
Fall 2016 semesters. The next program goal is to
reach 250 students by the end of 2017 from the
current 170 student count.
Our Marriott family benefactors are pleased
with the programs direction and progress, and
being part of their network of supported
universities offers us opportunities for program
benchmarking and sharing best practices. This
network includes well-known hospitality
programs at institutions such as San Diego State
University, Washington State University, DePaul
University, Michigan State University, Cornell
University, and the University of Delaware.

69

MARKETING TRACK AND AMPS

Until 2016 the bulk of my teaching responsibilities involved classes in the BUSM
Marketing Track. Professor Lenard Huff is the other marketing professor and
together we have worked to improve the program and attract more students to
declare marketing as their academic emphasis. We have been successful on both
counts.
Here is a brief summary of
2013-14 changes to the Marketing
Track: Added breadth by offering
the new BUSM 334 course (Sales
and Customer Relationship
Management); shifted the number
of required marketing courses
while expanding the range of
elective courses from outside the
Business Management Department (e.g., graphic design and psychology); and added
a new capstone course for seniors (BUSM 429, Strategic Marketing Management). In
all these changes we increased the total Marketing Track credit hour requirements
by threethus increasing overall program rigor. In
marketing parlance this effort would be described as
product development designed to add customer value. The
major requirement sheet for the Marketing Track is
included in the Exhibits section.
I led the development of a Marketing Track
promotional effort to recruit more students into the
program. This campaign included creating some simple
marketing materials such as a brochure to distribute and
a video to show at various campus gatherings like career
fairs or College banquets. The brochure is shown here, and this link
will open the Marketing Track video: http://youtu.be/qgRV0zPbqOo.
70

As an important adjunct to the Marketing Track, the Alliance of Marketing

Professionals and Students (AMPS) serves as the club-based connection between
campus life and professional careers. Professor Huff started the club a few years ago
with the mission to Prepare students for successful careers in marketing by
sharpening marketing knowledge and skills, and building meaningful relationships
with fellow students and business professionals.
Membership waxed and waned until we 1)
established and promoted a new AMPS brand
image, and 2) created the Marketing Week event
both accomplished in early 2013. Marketing Week
intentionally raised the campus profile of AMPS
and included learning workshops, social activities,
and student team competitionsall focused on
various aspects of marketing. Being the lead faculty
advisor at the time, I managed these initiatives and
we saw club engagement jump as a result of this
brand strategy activity.
The Marketing Track changes outlined above, an invigorated AMPS club, and
more assertive promotion of the marketing program to undecided BUSM majors all
combined to substantially increase the number of marketing students. As illustrated
in the adjacent graph, the number of students affiliated with the Marketing Track
nearly tripled in just over three years. This
Marketing Track Growth
Declared and Intended Students
was accomplished during a time when the
total number of business students was
135
150
relatively unchanged, which means the
48
100
Marketing Track significantly increased its
50
market share.
0
2010

2014

71

OTHER CAMPUS SERVICE

In reflecting on how I have spent my professional time since arriving on campus
in late August 2010, it has clearly been a very busy period in my career. In addition
to the various pursuits detailed in previous sections of this 360 Evaluation, I have
briefly described below a variety of other activities, assignments, and projects. I
believe these collectively reflect a strong commitment to BYUHawaii, our students,
and the Laie community.
College Graduation Banquet Laureate Speaker: It
was a great honor to be elected by students as the
Laureate Speaker at their Fall 2011 graduation
banquet. The theme for my remarks was The
ABCs. The A was about their effort for
academic excellence; the B was a business
world adaptation of President Hinckleys Be
Grateful, Be Smart, Be Clean, Be True, Be Humble, Be Prayerful
admonition; and the C was to reinforce the essential 21st Century Skills of
Creativity and Innovation, Critical Thinking and Problem Solving, Collaboration,
and Communication. The full text is in the Exhibits section.
Chicago Career Connect: I worked with the
Career Center to organize and lead a Career
Connect trip with eight students from several
majors to Chicago in October 2011. We
pioneered many aspects of this networking and
career exploration event because BYU-Hawaii
had previously accompanied BYU-Idaho on
their trips. Visits included corporations,
commodities trading floors, TV studios, venture capitalists, non-profits, and
the hockey world champion Blackhawks, as well as a tour of the graduate
business school at my alma mater, Northwestern University.

72

 Career Services Faculty Advisory Committee: I was asked to represent our College
as a member of the Career Centers Faculty Advisory Committee. We have
met several times to review and refine efforts to help students find jobs and
internships, and I have recommended we take a strategic approach to
establishing multi-faceted partnerships with potential global employers where
we have a connection via alumni, the BYU
Management Society, or faculty contacts. This
effort is in its early stage of development.
Student Mentoring and Career Networking: In addition to the more formal
campus roles described immediately above, I am regularly sought out by
students for advice on their studies and career plans. I have written many
recommendation letters for graduate school, connected students with
potential internships and jobs, and helped some sort through uncertainties
and options. This is actually a very rewarding aspect of being a professor, and
the unique size and cultural composition of our student body help make this
a more personal and meaningful experience.
Visual Arts Faculty Search Committee: Professor Brandon
Truscott requested that I join a faculty search
committee for the new Visual Arts Department. This
was a brief but interesting assignment that resulted in
recruiting a great addition to Brandons team, and I believe I made a
meaningful contribution to the process.
WASC Accreditation Committee Meeting: The University is in an ongoing
accreditation process that obviously involves many people on and off the
campus. When the Western Association of Schools
and Colleges visited BYU-Hawaii in March 2012, I
was selected by the Dean to be one of two College
faculty representatives that joined 10 others in a meeting with the
accreditation committee. No administrators were present and the committee
sought candid input on the state of the academic environment. They received
what they asked for, and though a couple of important challenges were raised
and discussed, I believe they got the impression that the teaching and learning
atmosphere is generally positive at BYU-Hawaii.
73

 BYU Management Society Leadership: I am involved with the BYUMS on several

levels. I occasionally advise the BYU-Hawaii campus chapter in a supporting
role to Professors Helena Hannonen and Erin Frederick; I am on the Board
of Directors for the Honolulu professional chapter; I
often attend the annual Global Leadership
Conference in Utah and have made workshop
presentations there; my classes have worked on
marketing projects for the organization; I have
presented to several chapters including Honolulu and Mongolia; and I
initiated the organization of a new chapter in Fiji during a visit in 2013.
Young Single Adult 1st Stake: For nearly four years I served as the Sunday School
President for a YSA Stake. I was charged by the Stake President to help
improve gospel instruction across all the nine units. In addition to weekly
observation visits, our presidency conducted
monthly training sessions for teachers and
counselors from Sunday School, Elders Quorum
and Relief Society organizations. This was a
rewarding calling that took advantage of my
professional skills and personal inclinations, but it was also a wonderful way
to expand my relationships with BYU-Hawaii students beyond the classroom
and play a more direct role in their spiritual growth.

74

EXHIBITS

75

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Winter 2016-17
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Fall 2016

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Winter 2015-16

Fall 2015

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Winter 2015

Fall 2014

Summer 2014

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BUSM 499, Strategic Management (sec 02, 22/25 stu) UNKNOWN, MWF, 11:00 to 12:00, Sep 14 to Dec 16
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room

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HTM 495R, Independent Study (sec 01, 1/1 stu) UNKNOWN, , to , Sep 14 to Dec 16

Winter 2014

Fall 2013

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Winter 2013

Fall 2012

14
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Winter 2012

Fall 2011

16
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https://mapper.byuh.edu/

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IDS 399R, IDS 399R (sec 01, 1/1 stu) UNKNOWN, , to , Sep 14 to Dec 16

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BUSM 304, Principles of Marketing Management (sec 01, 19/35 stu) MCK 153, MWF, 12:10 to 14:20, Jul 21 to Sep 02

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BUSM 421, Marketing Communications (sec 01, 9/25 stu) MCK 175, MWF, 14:30 to 16:40, Jul 21 to Sep 02

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IDS 399R, IDS 399R (sec 01, 1/1 stu) UNKNOWN, , to , Jul 21 to Sep 02

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BUSM 304, Principles of Marketing Management (sec 02, 20/20 stu) MCK 153, TTh, 07:40 to 10:50, Apr 18 to Jun 01

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HTM 270, Destination Management and Marketing (sec 01, 10/25 stu) MCK 153, TTh, 12:10 to 15:20, Apr 18 to Jun 01

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BUSM 304, Principles of Marketing Management (sec 03, 20/20 stu) MCK 177, TTh, 07:40 to 09:10, Jan 05 to Apr 08

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BUSM 304, Principles of Marketing Management (sec 04, 20/20 stu) MCK 177, TTh, 13:50 to 15:20, Jan 05 to Apr 08

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BUSM 390R, Special Studies (sec 03, 14/25 stu) MCK 153, MW, 15:40 to 17:10, Jan 05 to Apr 08

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BUSM 421, Marketing Communications (sec 01, 24/35 stu) MCK 175, MWF, 12:10 to 13:10, Jan 05 to Apr 08

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BUSM 304, Principles of Marketing Management (sec 03, 15/30 stu) MCK 177, TTh, 13:50 to 15:20, Sep 15 to Dec 16

roll

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BUSM 304, Principles of Marketing Management (sec 04, 24/30 stu) STC CH1, TTh, 09:20 to 10:50, Sep 15 to Dec 16

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HTM 270, Destination Management and Marketing (sec 01, 11/35 stu) MCK 153, MWF, 12:10 to 13:10, Sep 15 to Dec

First 2011

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78

B.S. in Hospitality and

Tourism Management

Name
of Student:
Student ID #:

HTMBS.2016 (mrs )
58.5 credits, including 3 GE credits

Graduation Date

Home Country:
Advisor:

Effective Date: 11/2016

IWORK
Name

Date

Business Foundation
Course #
BUSM 180
ACCT 201
BUSM 232
ECON 200
ECON 201
BUSM 320

16.5 Credits

Title
Introduction to Commerce and Enterprise
Introduction to Financial Accounting
Mathematics of Finance
Microeconomics
(GenEd)
Macroeconomics
Business Communications

Hr.
3
3
1.5
3
3
3

Prerequisites

Offered

Sem.

MATH 110 or Pass BMQT** or MATH 221 or

ACT Math Score of 24 or /SAT Math Score of 590
MATH 110 or Pass BMQT** or MATH 221 or
ACT Math Score of 24 or /SAT Math Score of 590

F,W,S

ECON 200

F,W,S

BUSM 180 and ENGL 201 or BUSM 180 and

ENGL 101 and GE 110

F,W,S

F,W,S

HTM Core
HTM 133
HTM 200
HTM 255
HTM 270
HTM 285
HTM 301
HTM 304
HTM 342
HTM 399R

Grade

F,W,S
F,W,S

27 Credits
Introduction to Hospitality & Tourism
Hospitality & Tourism Practicum
Property Management & Guest Experience
Destination Management & Marketing
Hospitality Operations Management
Hospitality Accounting & Finance
Hospitality & Tourism Marketing
Hospitality & Tourism Law
Management Internship

HTM Electives

3
3
3
3
3
3
3
3
3

F,W,S
HTM 133, BUSM 180

F,W,S

HTM 133, BUSM 180

F,S

HTM 133, BUSM 180

F,S

HTM 133, BUSM 180

F,W,S

HTM 285, BUSM 232, ACCT 201, ECON 201,

BUSM 320
HTM 285, BUSM 232, ACCT 201, ECON 201,
BUSM 320
HTM 285, BUSM 232, ACCT 201, ECON 201,
BUSM 320

F,S

HTM 285, Jr Status

F,W,S

W,S
W,S

Minimum 6 credits upper division

HTM 230
Travel Geography
HTM 351
Food & Beverages Operations
HTM 361
Service Quality Management/Six Sigma
HTM 370
Meeting and Convention Management
HTM 375
Rooms Division Operations
HTM 440
Marketing Strategy & Revenue Management
BIOL 248
Conservation Biology
POSC 331
Public Policy
ANTH 105
Introduction to Cultural Anthropology
COMM 110 Intercultural Communication
BUSM 334
Sales & Customer Relationship Management
BUSM 421
Integrated Marketing Communications
FIN 365
Real Estate Finance
EXS 350
Medical & Wellness Tourism
EXS 370
Event Management in Sports & Fitness
PAIS 105
Introduction to Pacific Island Studies
PAIS 300
Framing the Cultures of Moana Nui
Advanced HTM Capstone Courses

3
3
3
3
3
3
4
3
3
3
3
3
3
3
3
3
3

HTM 485

Hospitality & Tourism Senior Seminar

12 Credits

HTM 133

F,W,S

HTM 285, BUSM 232, ACCT 201, ECON 201,

BUSM 320
HTM 285, BUSM 232, ACCT 201, ECON 201,
BUSM 320
HTM 285, BUSM 232, ACCT 201, ECON 201,
BUSM 320
HTM 285, BUSM 232, ACCT 201, ECON 201,
BUSM 320
HTM 285, BUSM 232, ACCT 201, ECON 201,
BUSM 320, HTM 304

F,W

BIOL 112

F-even

F,S
W,S
W,S
W,S

W
F,W,S
F,W,S
BUSM 304

W,S

BUSM 304

W,S

BUSM 301, FIN 360

W,S
F
S
F,W,S
F,W

3 Credits
HTM 285, BUSM 232, ACCT 201, ECON 201,
BUSM 320, HTM 301

F,W,S

Total Credits Mapped for Graduation:

1.
2.
3.

No more than one D grade may be applied towards the major. All Business Foundation courses must be C- or better.
One retake is allowed per class, for up to two major classes.
MUST take a department-approved assessment test during the HTM 485 capstone course.
**BMQT= Business Math Qualifying Test taken in the BYUH Testing Center. Must pass with 75% or better to be able to receive credit for MQT course (0 cr).

The terms of this MRS will be honored by the Department and University within the next 8 years. If courses cease to be offered, options for substitution will be provided.

Name
of Student:
Student ID #:

Hospitality & Tourism

Management Minor

Graduation Date

Home Country:

MIHTM.2016 (mrs )
18 credits

IWORK

Advisor:

Name

Date

Effective Date: 11/2016

Required Courses

12 Credits

Course #

Title

Hr.

Prerequisites

Offered

BUSM 180

Introduction to Commerce and Enterprise

F,W,S

HTM 133

Introduction to Hospitality & Tourism

F,W,S

HTM 200

Hospitality & Tourism Practicum

HTM 133, BUSM 180

F,W,S

HTM 285

Hospitality Operations Management

HTM 133, BUSM 180

F,W,S

Electives

Sem.

Grade

6 credits

HTM 230

Travel Geography

HTM 133

W,S

HTM 255

Properties Management

HTM 133, BUSM 180

F,S

HTM 270

Destination Management & Marketing

HTM133, BUSM 180

F,S

HTM 399R

Hospitality & Tourism Internship

HTM 285, Jr. Status

F,W,S

Total Credits Mapped for Graduation:

1. No grade below C- will be accepted in fulfilling Minor requirements.
____
2. In order to receive credit for an internship, prior arrangements and approval must be made through Career Services. ____

The terms of this mRS will be honored by the Department and University within the next 8 years. If courses cease to be offered, options for substitution will be provided.
Proposal 12-01

BUSM 421 INTEGRATED MARKETING COMMUNICATIONS

TEAM PROJECT SUMMARY
Syllabus Description:
In order to synthesize all the course concepts and learning into a comprehensive project, the
class will be divided into small group teams to work together throughout the semester on IMC
plans and creative executions for a real company/brand.
Each team will create a "company" name and work as if this firm was a marketing
communications agency on contract with the owners of the selected brand. The structure and
format of the submitted IMC plan document will be similar to the individual IMC case
assignment--the assignment also requires a professional presentation the last week of the
semester that simulates a "pitch" of the team's ideas and services to a brand client.
Each student is expected to contribute a fair share of work to the project, as they would in a
professional setting. Team members will decide among themselves how to allocate specific
tasks and responsibilities to take full advantage of each persons talents. Team members will
also evaluate each others performance, and this feedback will affect a student's grade. This
important project is worth 50% of the course grade and uses the scale below.
check++
check+
check
check-0

equals 500 points (A+: completed all assignment tasks very well and showed extra
thought/creativity)
equals 475 points (A: completed all assignment tasks very well)
equals 450 points (A-: completed all assignment tasks satisfactorily but fell short in
one area)
equals 425 points (B: completed all assignment tasks satisfactorily but fell short in a
couple areas)
equals 375 points (C: completed some assignment tasks but was unsatisfactory in
several areas)
equals 325 points (D: did not really put any effort into the assignment)
equals 0 points (F: self-explanatory)

Brand Scenario:
365 BY WHOLE FOODS MARKET: The original Whole Foods Market
was opened in 1980 in Austin, Texas when four local businesspeople
decided the natural foods industry was ready for a supermarket format.
The company has rapidly expanded across the U.S. and now operates 431
stores in all but a few U.S. states. It has also grown through acquisition of
American competitors such as Wild
Oats, and expanded internationally through buying a British
chain and now runs nine Whole Foods stores across the
UK. Its annual revenues are $13 billion, but growth has
stagnated in recent years due to the economic recession,
increased competition and from traditional supermarkets
adding organic/locally sourced foods. Slow expansion by
Los Angeles-based Trader Joes has also cut into Whole
Foods growth as they now have 457 American stores
more than Whole Foods. (http://www.traderjoes.com/ and
https://youtu.be/tWEAFq9OTE8)
81

The organic/natural/local Whole Foods concept is a natural fit for the Millennial generation who
seeks quality products from known sources. The chain has developed a hipster reputation but
its prices are generally higher than traditional grocery storesleading to the nickname of
Whole Paycheck. This expensive perception has limited their reach into the younger consumer
target group.
As part of a corporate growth and
competitive strategy aimed directly at
Millennial shoppers, the company
recently announced the development of
a new chain of stores called 365 by
Whole Foods Market which is a
reference to the 365 brand of private
label products sold by Whole Foods for
many years. The 365 stores will likely be smaller than Whole Foods and describe as a modern,
streamlined design with innovative technology and a carefully-curated product mix that will offer
an efficient and rewarding way to grocery shop. They will be hip and infuse lots of technology,
and perhaps have partner stores inside like record shops or tattoo parlors. Most 365 stores will
be located in markets that already have Whole Foods stores, largely for demographic reasons
and partly for efficiencies in management and operations.
Whole Foods management is confident the 365 store concept will turn around the companys
growth challenges. They view 365 as an and to Whole Foods and not an or. Critics wonder
how much 365 will cannibalize the Whole Foods brand, and how the company can distinguish
the two concepts in terms of store format,
product lines, pricing, and promotion.
Indeed, figuring out how to effectively
communicate and differentiate these
neighboring retail grocery store brands is a
key issue for the companys marketing
team. It remains to be seen if young
customers and skeptical investors will buy
into the confidence of corporate leaders.
Company sites:
http://www.wholefoodsmarket.com/
http://www.365bywfm.com/
http://www.wholefoodsmarket.com/blog/introducing-our-new-store-concept-365-whole-foodsmarket
https://youtu.be/t8sazvWm-HI, https://youtu.be/nj9sSN4hGFA (Whole Foods TV ads)
Selected Media Stories:
http://www.abc15.com/news/national/whole-foods-new-chain-to-be-named-for-365-store-brand
http://fortune.com/2015/06/11/with-new-365-stores-whole-foods-goes-on-the-attack/
http://www.marketwatch.com/story/whole-foods-to-open-cheaper-365-stores-in-uss-hipsterhavens-2015-07-31
http://www.latimes.com/business/la-fi-whole-foods-tattoos-20160212-story.html
http://valuenetworkissues.blogspot.com/2016/02/365-by-whole-foods-market-invites.html
http://www.chainstoreage.com/article/whole-foods-reveals-more-locations-new--store-format#
https://youtu.be/r4_IzylNtm4
https://youtu.be/Gk8Ve4AQpMk
82

https://youtu.be/Sivoud-FUCI
http://bizbeatblog.dallasnews.com/2016/05/365-by-whole-foods-market-update-details-andlocations.html/
http://www.usatoday.com/story/money/business/2016/05/15/most-popular-storesamerica/84260946/
http://www.latimes.com/business/la-fi-365-store-opening-20160525-snap-htmlstory.html
http://www.latimes.com/opinion/op-ed/la-oe-maloney-whole-foods-365-millennial-20160603snap-story.html
Plan Structure and Other Details:
Specifics expected to be in the written plan document include the following sectionsall of
which should be delivered in a level of quality that emulates the work of marketing
professionals. Selected highlights of the written document should comprise the teams in-class
presentation at the end of the semesterthis well-practiced and polished presentation should
be viewed as a pitch to the client and focus mostly on objectives, strategies and creative
executions as the heart of the plan.

Executive summary. Briefly but comprehensively summarize the entire IMC plan, ensuring
that all major issues, trends and recommendations are concisely covered. Highlight the
situation, the challenges, and the solutions. Assume the reader only has time for this short
section and must draw conclusions from its content. Make it a powerful stand-alone
document that introduces and summarizes the full plan.

Background and situation analysis. This should be a concise but informative summary of
the marketing environment. Present an overview of market/behavioral trends for the
specific target segment (who are these people and how do they live their lives?); offer a
brand and competitive assessment with a SWOT analysis (Internal:
Strengths/Weaknesses, External: Opportunities/Threats); and include any other relevant
content that provides context or sets up strategic recommendations. It would be wise to
identify and assess how the company may be currently trying to reach the target segment
with its products and promotions.

Marketing communications objectives. Include a set of clear objectives on which your

strategies and programs are focused. Consider these goals as desired outcomes of your
marketing effortswhat will change in the organization, among customers, or in the
marketplace as a result of strategy implementation? How will your selected target group
think and act differently after you reach them? Use the SMART principle (Specific,
Measurable, Achievable, Relevant, Time-based) as a way to ensure the clarity, strength
and integrity of the plans objectives.

Marketing communications strategies. Lay out a powerful set of strategies designed to

reach the communications objectives. These strategies articulate precisely how the brand
will grow its market share with the tools of the marketing mix being used in your plan: for
example, digital/social media, offline/traditional media (such as magazine, newspaper,
radio, TV, outdoor), public relations and special events promotion. It is highly
recommended that the plan include some basic marketing budget projections to ensure a
realistic strategyit is acceptable to make reasonable cost assumptions using publiclyavailable information about media/production/implementation.

Marketing communications tactics/executions. This is an opportunity to visually and

audibly express the marketing plan to consumers. The offline/online communications and
promotional events detailed in this section must tie back to the stated objectives and
strategies, as well as reflect the unique profile and characteristics of the market segment
83

being targetedthis is all about connecting with the target group on an emotional level in
ways that are relevant to their unique needs and interests. This section must also include
a succinct positioning statement and a powerful USP/slogan. These various executional
elements must be presented as part of an integrated marketing communications effort that
ensures consistency of brand image and message across platforms. The team must
include actual creative executions for each media channel recommendedbut a TV/video
execution is required for this project because offline/online video has become an essential
element most modern marketing.
These executions should be presented as professionally as possible, but it is recognized
that students have limited design skills and production resources. Therefore, each team
will work with students in a video production course as a resource for the scripting,
shooting and editing of their video executionmore details later. If an outdoor billboard
campaign is used, then at least two mocked-up billboards should be presented. If print
magazine/newspaper is recommended, then show at least two color ads. For social media
programs, a mocked-up or actual Facebook/Instagram/YouTube page should be created.
In presenting a special event, the program must be described in detail and accompanied
with images that help illustrate execution.

Additional IMC plan sections could be considered and included at the discretion of the
team, such as a concluding Summary that powerfully closes out the plans pitch, or an
Exhibits section that has long/large attachments with details and back-up materials. These
sections are typically part of a marketing plan.

Each team member must play a role in the presentation which will be a maximum of 12 minutes.
Professional judges will be asked to evaluate the plan and presentation, so three hard copies
printed in color of both the document and presentation slides must be provided. The judges will
use the following criteria as they watch the presentations and read the plan documents:
Rate how well the team demonstrated an understanding of the situation, key factors,
challenges, and opportunities.
Poor
Average
Excellent
1
2
3
4
5
Rate the strategic soundness and applicability of the teams conclusions, assumptions, and
recommendations.
Poor
Average
Excellent
1
2
3
4
5
Rate the level of innovation and creativity shown in the teams strategies, programs, and
creative executions.
Poor
Average
Excellent
1
2
3
4
5
Rate the quality and professionalism of the teams presentation, including slides, materials, and
oral delivery.
Poor
Average
Excellent
1

84

BUSM 421 PROJECT TEAMS: SPRING 2016

TEAM 1:
Kevin Knudsen
Linda Anggraini
Kevin Kusuma
Jacob Stewart
King Wai Loke
TEAM 2:
Valentino Bogliacino
Karissa Maughan
Mosia Lucianto
Rayndo Prialmanda
TEAM 3:
Kurt Davis
Reymar Canania
Lillian Weng
Joyce Perez
TEAM 4:
Sonja Klev
Eritai Kateibwi
Garry Mocodompis
Fiona Sproat
Daniel Magee

85

HTM 270 DESTINATION MANAGEMENT AND MARKETING

DESTINATION TEAM PROJECT SUMMARY
The course syllabus outlines the team project as follows:
Team Project: In order to synthesize all the course concepts and learning into a comprehensive
assignment, the class will be divided into small team groups to work together through much
of the semester on a tourism strategy project for real organization/destination. Each student is
expected to contribute a fair share of work to the project, as they would in a professional setting.
Team members will decide among themselves how to allocate specific tasks and responsibilities
to take full advantage of each persons talents. The project is worth 300 points and is graded
using this scale:

++

+



-0

equals 300 points (A+: completed all assignment tasks very well and showed
extra thought/creativity)
equals 285 points (A: completed all assignment tasks very well)
equals 270 points (A-: completed all assignment tasks satisfactorily but fell
short in one area)
equals 255 points (B: completed all assignment tasks satisfactorily but fell
short in a couple areas)
equals 225 points (C: completed some assignment tasks but was
unsatisfactory in several areas)
equals 195 points (D: did not really put any effort into the assignment)
equals 0 points (F: self-explanatory)

_____________________________________
Assignment: You and your teammates will apply what you are learning in this course by
creating a marketing plan for a destination that you select. Your destination can be located
anywhere in the world and may be a country, region/state/province or community. This plan will
include realistic and specific recommendations for tourism product development and
promotional strategies. The plan should be based on relevant content you gather about the
tourism marketplace, traveler attitudes and behavior, competitive destinations, current
destination products and marketing, and any other information you find through research,
personal experience or other sources.
Your team will deliver your plan via a written report and an in-class presentation at the end of
the semester, and this important assignment is worth 30% of your grade. This assignment will
be discussed and explained in class, and several class periods throughout the semester will be
allocated for teams to work on the project--however, the teams will need to meet at other times
and establish online methods for communications, collaboration and content-sharing.
Your team should assume that the destination you select is interested in attracting more tourists
looking for great vacation experiences this fast-growing growing niche traveler segment: rural
tourism.
Your team should conduct research about the definition and trends of rural tourism, and here
are a few places to start:
https://en.wikipedia.org/wiki/Rural_tourism
86

http://www1.agric.gov.ab.ca/$department/deptdocs.nsf/all/csi13476
https://is.mendelu.cz/eknihovna/opory/zobraz_cast.pl?cast=69866
Most inexperienced tourists and first-time visitors to a destination want to see the typical tourist
sites and do the typical tourist activities (in Hawaii think of Waikiki, PCC, Pearl Harbor and Dole
Plantation). This project is based on the trend of increasing numbers of travelers seeking
tourism experiences outside urban areas and major resorts. They want to explore the "real" and
"authentic" places, cultures, foods and arts in a destination and interact with more local
residents. This is particularly true for repeat visitors to a destination, for upscale and
experienced travelers, and increasingly for younger travelers in general. Your team's product
and promotion strategies should be designed to bring more visitors who fit this unique profile to
your selected destination.
Keep in mind that developing a substantial rural tourism industry is not only consistent with
market trends, but it can play an important role in the economic and social development of small
rural communities. In the process, however, it is critical to accomplish this growth in a wellplanned and collaborative way to maintain the character, environment, culture and social
structures of these communities. The principles of sustainability should be an essential
element of your plan!
IMPORTANT: Your team should work as if you are employees of the official destination
marketing organization (DMO) for the destination you select for your project. Your report should
profile the destination's current branding and marketing strategy, and if/how the place is trying to
market to the traveler segment looking for rural tourism experiences. Your materials and
presentation should reflect the graphic identity being used by the destination in its marketing
communications.
Below is the report outline your team should use as a guideline for the written plan, and the
presentation should focus on the highlights and key recommendations found in the report. There
is no minimum or maximum length required for the report, but it must follow the principles of
being comprehensive, clear, concise and creative. It must be a powerful document that
persuades the reader to agree with and support your recommendations.
The in-class presentation will be limited to 12 minutes. It should be a visually-driven and wellproduced summary of your plans intended to "close the deal" with your audience. The plan and
presentation should be as professional as you can make themprepare them as if they will be
presented to real clients.

Situation analysis (general market trends and data; competitive destinations; selected
destination SWOT related to the niche visitor segment; any other relevant background
information)

Destination vision and tourism policies (statement of what the destination sees as its
future; polices that guide all tourism growth efforts; should all reference the niche rural
visitor segment)

Tourism objectives (a few specific and measurable goals that help fulfill the vision and
policies; these should be performance targets whose achievement could eventually be
evaluated by analysis, research, and stakeholder feedback)

87

Target visitor profile (trends and data for the rural visitor segment; details about the
target and their attitudes, behaviors, interests, and needs that guide product/promotion
strategies; who are they, where do they live, how do they live, what is their profession,
do they have hobbies or passions, what are their income and education levels, are they
married or single, do they have families, what are their media habits, how much do they
travel, what do they like to do on vacation, where do they get travel planning information,
etc.?)

Product development strategies (recommendations for new/improved visitor

experiences related to the rural tourist segment; should establish competitive
differentiation and promotional leverage; include action plans for new product
development that identify stakeholders, resources and responsibilities)

Promotion strategies (specific tools and methods used to reach the target group and
deliver a powerful and compelling message; should include plans for working through
travel trade organizations such as tour operators and offline/online travel agencies;
highlight points of competitive differentiation; provide details about targeted media
channels and destination positioning; present at least one "creative execution" that
illustrates the brand positioning such as a magazine ad, website home page, video
storyboard, etc.; your creative execution should have a similar look, feel, and brand
image as the destinations current marketing communications)

Each team member must make a meaningful contribution to this project, but the specific
assignments and responsibilities are up to the team to decide. You will be able to evaluate the
quality and quantity of your teammates' efforts at the end of the semester, and these peer
evaluations will have an impact on individual project grades.
I will be available throughout the semester to review your project progress and drafts, and will
offer feedback and guidance to help ensure your team creates a strong destination growth plan.
Good luck, and have fun!
Team 1: Autumn Butler, Tsing Chan, Andy Howell, Kana'auao Naeole
Team 2: Kapono Faitau, Glenda Directo, Ching-Yen Lin, Elias Ramsey
Team 3: Sarah King, Chun Ho Chik, Corey Conway, Qiana Tutor, Sonatane Mau
Team 4: Aaron Drake, Qingqing Meng, Catherine Ni, Paea'i Kelii
Team 5: Kala'i Manoa, Sumie Rivas, Gayla Prakash, Julius Pao, King Wai Loke

88

The Contribution of the

Vans Triple Crown of Surfing
to Hawaiis Economy
and Brand Image
Prepared for Vans, Inc.
March 15, 2011
Brigham Young University-Hawaii
BYUH Alliance for Marketing Professionals & Students

TABLE OF CONTENTS
I. Executive Summary .. 3
II. Introduction . 4
III. Direct and Indirect Economic Impact 5
A. Costs of Producing the Vans Triple Crown .. 5
B. Spending By Surfers 6
C. Spending By Spectators . 6
D. Spending By The Media .... 10
E. Spending By Surfing Industry Managers . 11
F. Airline Spending That Stays In Hawaii . 11
G. Summary: Total Economic Impact . 12
IV. Beyond Direct and Indirect Economic Impact: The Vans Triple
Crown of Surfings Impact on the Image and Brand of Hawaii ... 12
A. Media Exposure .. 13
B. Ability to Appeal to Attractive, Nontraditional Market Segments.. 14
C. The Triple Crown Aligns with Hawaiis Traditional Image
While Adding a More Youthful, Vibrant Image .. 16
D. The Triple Crowns Reputation With the Surfing Industry .. 17
V. Summary and Conclusions .. 19
VI. References 20

Contact:
Lenard Huff, Professor of Marketing, Advisor of AMPS Club
David Preece, Assistant Professor of Marketing, Advisor of AMPS Club
Brigham Young University - Hawaii
55-220 Kulanui St., Box 1956 Laie, HI 96762
huffl@byuh.edu 808-675-3392
david.preece@byuh.edu 808-675-3338

I. Executive Summary
The Vans Triple Crown of Surfing is the worlds premier series of surfing
events and the grand finale of the professional surfing world tour. It is also a
treasure for Hawaiis tourism industry, particularly for Oahus North Shore. The
question that this report addresses is, how much is the Triple Crown of Surfing
worth to Hawaii? We address this question from two perspectives. First is a
traditional economic impact study that estimates the net spending,
both direct and indirect, that is generated from participants of the
Triple Crown. Second, we consider less measurable, but equally
important contributions that the Triple Crown makes to Hawaiis
image and brand.
The economic impact study focuses on spending that could
be directly attributed to participants of the Triple Crown.
Participants include Vans and other sponsors who stage the
events and produce the live webcast, competitors, non-competitor
surfers who come to be seen, media representatives, corporate representatives and
spectators. Based on numerous interviews with media and corporate
representatives and an extensive survey of spectators, we estimate that direct
spending attributed to the Triple Crown totals $10,892,543. When adding indirect
spending that circulates through the economy as a result of direct visitor spending,
the total economic impact of the Triple Crown during the six weeks of competition is
$20,913,683.
While important, this is only one part of what makes the Triple Crown valuable
to Hawaii. We consider the following additional contributions:

The growing global exposure the Triple Crown brings to Hawaii.

The Triple Crowns ability to appeal to attractive, yet nontraditional market
segments
The Triple Crowns alignment with Hawaiis image, while adding a more
youthful, vibrant image
The Triple Crowns reputation with the surfing industry, an industry that is
large, global and growing.

In short, the Vans Triple Crown of Surfing is the most important series of
events in surfing and should be seen as the quintessential Hawaiian sporting event.
It directly adds to Hawaiis economy, but also provides global exposure to the best
that Hawaii has to offer.

II. Introduction
The Vans Triple Crown of Surfing, held every year in November and
December along Oahus North Shore, is the grand finale of the pro surfing tour. The
worlds best male surfers compete in the Reef Hawaiian Pro in Haleiwa, the ONeill
World Cup of Surfing at Sunset Beach and the Billabong Pipe Masters at Ehukai
Beach Park, home of the world famous Banzai Pipeline. The worlds best female
surfers compete in the Cholos Hawaiian Pro in Haleiwa and the ONeill Womens
World Cup at Sunset Beach. In 2010, for the first time, the top four female surfers
competed in the Vans Duel for the Jewell at the Banzai
Pipeline. Surfers compete for over $1 Million in prize money.
Surfing fans from all over the world come to watch the action.
Numerous sponsors and businesses associated with surfing
and its lifestyle gather to build their brands, support
sponsored surfers, entertain clients and employees and build
relationships with others in the surfing industry.
Surfers aspiring to one day compete in the Triple
Crown come to be seen and practice on the greatest waves
in the world. In 2010, for the first time in 40 years, Surfer
Magazines annual Surfer Poll, described as surfings
equivalent of the Peoples Choice Awards meets the
Academy Awards, was held during the Triple Crown at the
Turtle Bay Resort. Media coverage from approximately 85 media firms reaches
surfers and fans of surfing all over the world who cheer for their favorites, dream of
surfing the big waves and wish they were actually there on the beaches of the North
Shore in November and December. For six weeks, usually spanning from
November 12 to December 20, the world of surfing focuses on the Triple Crown and
Oahus North Shore.
The Vans Triple Crown of Surfing has become one of the most valuable
sporting properties in Hawaii. It brings in additional business during the event and
helps to build the image of Hawaii, and especially the North Shore, as the worlds
mecca of surfing and an attractive place to visit. Despite this, it has sometimes been
difficult for those who produce and sponsor the Triple Crown to win the community
and government support that a world class sporting event usually receives. The
purpose of this study is to therefore ask the critical question, What is the Triple
Crown of Surfing worth to Hawaii? and Is it an event that deserves the support of
organizations involved in marketing Hawaii in general and Oahu in particular?
In this study we address these questions in two major sections. The first
comprises a traditional economic impact study, in which we estimate the net impact
that the Triple Crown of Surfing has on Hawaiis economy during the six weeks in
which the competitions are held. This is a fairly short-term view of the Triple
Crowns impact on the economy, focused on visitor spending that can be directly
attributed to the Triple Crown. The second section is more long-term and focuses
on the media exposure that the Triple Crown brings to Hawaii and the Triple Crowns
role in building Hawaiis image, especially among some attractive, yet somewhat
undeveloped target markets.

III. Direct and Indirect Economic Impact

To estimate the economic impact of the Vans Triple Crown of Surfing, we
used the Input-Output methodology that has been commonly used to determine the
economic impact of sporting events ranging from the Tour de France (Bull and
Lovell, 2007), Breeders Cup (Haug et al., 2004) and British Open golf tournament
(Gelan, 2003). It was also used in an economic impact study of the 2006 Vans
Triple Crown of Surfing (Markrich, 2007).
The first step with this methodology is to determine net expenditures made
by participants who visit Hawaii to participate in the Triple Crown. Net expenditures
are those that would not have been made in the local area were it not for the
sporting event. This requires excluding expenditures by local residents, as well as
payments for imports that would not stay in the local economy. The second step is
to add secondary spending that will occur when the direct spending circulates
through the economy through local businesses, employees and the state
government. Secondary spending includes both an indirect and an induced effect.
The indirect effect results from purchases of inputs from local industries that are
necessary to supply the final demand change resulting from the event. The induced
effect results from economic activity produced by the consumption spending related
to the earnings induced by the direct and indirect effects of the final demand change.
(Hawaii DBEDT, 2009). The total impact, including both direct and secondary
spending, is calculated using multipliers estimated in the Hawaii Department of
Business, Economic Development and Tourism (DBEDT) Input-Output model
(Hawaii DBEDT, 2009).
The sources of direct revenue generated by the Triple Crown include:

The cost of producing and televising the events

Expenditures by surfers
Expenditures by spectators
Expenditures by media representatives
Expenditures by businesses who come to market their products and develop
relationships with others in the surfing industry
Airline expenditures that will remain in the state

A. Costs of Producing the Vans Triple Crown of Surfing

Based on conversations with representatives from Vans, owner and producer
of the Triple Crown, the total costs to produce the 2010 Triple Crown were $
4,011,000. This includes event production costs, media expense, cost to produce
the TV and Web broadcast, event sanctioning fees and prize money. According to
Vans, some of the expenses, such as sanctioning fees, prize money and about half
of the cost to produce the TV/Webcast will not stay in Hawaii and are therefore
considered imports. Total production costs minus imports totaled $2,130,000.

6
B. Spending by Surfers
Two types of surfers come to the North Shore for the Triple Crown. The first
are those who compete in the events. The second are aspiring surfers who come to
learn, to see and to be seen with the hope of getting sponsored or of preparing for
future Triple Crowns. According to Brodie Carr, head of the Association of Surfing
Professionals (ASP) - the governing body of professional surfing contests approximately 200 surfers compete in the Triple Crown. A select few opt not to
compete in the earlier events, since those events are not part of ASPs world tour,
and some dont have the opportunity to compete in the Pipe Masters, but most stay
for the entire six weeks. Carr estimated that competitors stay for an average of 30
days.
The expenses of most competing surfers are paid by their sponsors. This
includes both lodging and per diem expenses. Most surfers stay in lodging that is
owned or rented by their sponsors. Based on conversations with local realtors and
sponsors, the average cost of lodging per competing surfer is approximately $100
per day. The estimated total cost of lodging for competing surfers is therefore
$600,000. Estimated spending for all other items, including food and beverage,
transportation, entertainment, equipment, gifts, etc. is $60 per day per competing
surfer, for a total of $360,000.
Estimates on the number of aspiring surfers who attend the Triple Crown vary
widely, ranging from 100 to 300. We conservatively assumed the number to be 150.
We also assumed that the lodging expense for these surfers averaged $50 per day,
their per diem expenses were also $50 and that they stayed for an average of 30
days. Based on this, estimated expenditures for aspiring surfers totaled $450,000.
C. Spending by Spectators
Spectators from all over the world attend the Triple Crown events, spending
money that directly impacts Hawaiis economy. To determine the net direct impact
of their spending, we first need an estimate of the number of spectators attending
Triple Crown events on days when the contests are held. We also need information
about the spectators, such as the role that the Triple Crown played in their travel
plans, the number of days they spent in Hawaii and the amount they spent per day.
The most authoritative estimate of attendance that we could find came from
log books compiled by lifeguards at each of the beaches. For comparison purposes,
we found the attendance figures for both 2010 and 2009. Both were years in which
visitor counts and overall visitor spending in Hawaii suffered from recession.
However, 2009 was a banner year for surf. The Eddie Aikau Big Wave Competition
was held early in December which created worldwide excitement for North Shore
surfing. By contrast, the surf was generally small and unpredictable in 2010,
resulting in predictably smaller crowds. To provide a more accurate measure of the
typical Triple Crown, we used an average of the two years in our final estimate of
spectators influence on the Hawaii economy. Attendance figures for 2009 and 2010
are shown in Table 1.

7
Table 1
Attendance at Triple Crown events
2009 and 2010
Total
Days of
Average
Attendance Competition Attendance
Reef Hawaiian Pro/Haleiwa
6,825
4
1,706
ONeill World Cup/Sunset Beach
8,534
6
1,422
Billabong Pipe Masters
21,255
3
7,085

2009

Total
Days of
Average
Attendance Competition Attendance
Reef Hawaiian Pro/Haleiwa
8,215
6
1,369
ONeill World Cup/Sunset Beach
3,675
3
1,225
Billabong Pipe Masters
11,305
3
3,768
2010

To determine the characteristics of spectators, we conducted a survey at the

2010 ONeill World Cup at Sunset Beach and the Billabong Pipe Masters. Surveys
were administered during all days that competition was held during those events.
A total of 823 usable surveys were gathered: 487 at Sunset Beach and 336
at Pipeline. Because the Pipe Masters is a World Cup event, we had heard that it
usually draws a different type of crowd than the events at Sunset Beach and
Haleiwa. We found that to be true, as shown in Table 2.
Table 2
Spectators at Sunset Beach and Pipeline
Averages on a Number of Characteristics
Sunset Beach Pipeline
Spectators
Spectators
(Average)

Days stayed on Oahu

Days Visit North Shore
Watching Triple Crown as Reason to Visit North Shore1
Surfer Involvement Score2
Years Attended Triple Crown
Household Income3
Age
1

12.2 days
6.9 days
3.7
24.9
2.1 years
3.1
36.1

(Average)

17.4 days
9.1 days
4.1
39.1
3.2 years
2.8
37.3

"5" = "Very Important", "1" = "Not at all important"

Score compiled from three measures: Years surfed, number of times surfed in the past year and portion
of friends who surf.
3
< $50,000 = 1 $ 50,001 - 75,000 = 2 $ 75,001 - 100,000 = 3 $100,001 - 125,000 = 4
$125,001 - 150,000 = 5
> $150,000 = 6
2

8
As shown, Pipeline spectators stay on Oahu longer (17.4 versus 12.2 days),
visit the North Shore longer (9.1 versus 6.9 days), have attended the Triple Crown
more years (3.2 versus 2.1) and are more involved surfers. For Pipeline spectators,
watching the Triple Crown is a more important reason for visiting the North Shore.
At the same time, there is little measurable difference in average household income
or age.
To determine the net spectator expenditures attributed to the Triple Crown,
we treated different types of spectators differently. First, we asked where they were
from. Consistent with previous studies estimating the economic impact of sporting
events, expenditures by residents of Hawaii were not counted. Expenditures by
visitors to Hawaii were treated differently depending on the role the Triple Crown
played in their travel plans, as follows:

If a visitors primary reason for visiting Hawaii was to attend the Triple Crown,
all of their expenditures while in Hawaii were counted.
If a visitor previously made plans to attend, but did not cite the Triple Crown
as their primary reason for attending, we assumed that they attended the
Triple Crown for one day and that spending during that day could be
attributed to the Triple Crown.
For visitors who did not make plans to attend the Triple Crown until after they
arrived, or who just discovered a contest by chance as they were visiting the
North Shore, none of their Hawaii expenditures were counted.

Hawaii residents comprised 24.7% of the Sunset Beach sample and 27.8% of
the Pipeline sample. The remaining spectators were visitors to Hawaii. They were
divided into the four spectator types as shown in Table 3.
Table 3
Visitors to Hawaii Watching the Triple Crown
Type of Triple Crown Spectators by the
Role the Triple Crown Played in Their Hawaii Travel Plans
Type 11
Type 2
Type 3
Type 4
Total
1

Type 1:
Type 2:
Type 3:
Type 4:

Sunset Beach
10.1 percent
44.1
30.5
15.3
100.0 percent

Pipeline
29.0 percent
44.5
20.4
6.1
100.0 percent

Watching the Triple Crown was the main reason for visiting Hawaii
Triple Crown was one reason for visiting Hawaii. Made previous plans to attend.
Did not make previous plans to attend. After arriving, made plans to attend.
No plans to attend. Attended by chance.

9
To determine the number of Type 1 spectators for each event, we multiplied
the average visitor (non-Hawaii resident) daily attendance for an event by the
percentages shown above. We assumed that the profile for Sunset Beach
spectators was the same for Haleiwa spectators. We assumed that Type 1
spectators attended the Triple Crown during all days the contests were held for an
event.
After subtracting Hawaii resident days and Type 1 spectator days, all other
days were apportioned among the other types of spectators based on the
percentages listed above. We applied the average days spent in Oahu for Type 1
visitors, and one day per visitor for Type 2 visitors.
We assumed that the average daily spending for Triple Crown visitors was
the same as the average daily spending for all visitors to Hawaii as estimated by the
Hawaii Department of Business, Economic Development and Tourism for the
months of November 2010 (for Haleiwa) and December 2010 (for Sunset Beach and
Pipeline). Based on the above, we estimated the net contribution to Hawaiis
economy attributed to spectators at the 2010 event as shown in Table 4.
Table 4
Net Contribution to Hawaii's Economy
Attributed to Spectators at 2010 Vans Triple Crown of Surfing

Haleiwa
Type 1 Visitor
Type 2 Visitor
Total

Number of
Spectators
104
2,727

Days
Dollars Contribute
Spending Contribute
to Hawaii
Per Day To Economy
Economy
$186.2
12.3
$238,187
186.2
1
507,767
$745,954

Sunset Beach
Type 1 Visitor
Type 2 Visitor
Total

93
1,220

$174.1
174.1

12.3
1

$199,153
212,402
$411,555

Pipeline
Type 1 Visitor
Type 2 Visitor
Total

795
3,662

$174.1
174.1

17.4
1

$2,408,326
637,554
$3,045,880

Total Spectator Contributions

to Hawaii's Economy

$4,203,389

As mentioned, the attendance at Triple Crown events can vary according to a

number of factors, including the size and quality of the surf, the weather and
economic conditions. Largely because of the size and quality of the surf, attendance
at the 2009 Triple Crown was higher than 2010, especially for the Pipe Masters. We
therefore estimated the net contribution to Hawaiis economy for the 2009 Triple
Crown, based on attendance figures compiled by lifeguards at each of the beaches.

10
We assumed the same proportions of spectators (Hawaii residents versus
visitors, and Type 1 versus Type 2, etc.) as the 2010 Triple Crown. We used
DBEDTs estimates (Hawaii DBEDT, 2011) for 2009 visitor spending per day for
November and December. Based on this, estimated spectators expenditures in
2009 that could be directly attributed to the Triple Crown were $6,562,477 as shown
in Table 5.
Table 5
Net Contribution to Hawaii's Economy
Attributed to Spectators at 2009 Vans Triple Crown of Surfing

Haleiwa
Type 1 Visitor
Type 2 Visitor
Total

Number of
Spectators
130
2,266

Days
Dollars Contribute
Spending Contribute
to Hawaii
Per Day To Economy
Economy
$170.4
12.3
$ 272,470
170.4
1
386,126
$ 658,596

Sunset Beach
Type 1 Visitor
Type 2 Visitor

108
2,833

$159.3
159.3

12.3
1

$ 211,614
451,297
$662,911

Pipeline
Type 1 Visitor
Type 2 Visitor

1,495
6,887

$159.3
159.3

17.4
1

$414,387
1,097,099
$5,240,970

Total Spectator Contributions

to Hawaii's Economy

$6,562,477

To provide a representative view of the impact of Triple Crown spectators

spending on Hawaiis economy, we averaged the contributions for the 2009 and
2010 Triple Crowns, which is $5,382,933.
D. Spending By The Media
Fans of surfing span the world. Because the Vans Triple Crown of Surfing is
the pinnacle of the surfing season, media from all over the world come to the Triple
Crown. In 2010, representatives from 85 media companies registered for media
passes. Of those, 18 were from Hawaii. Some companies only send one or two
representatives, while some send ten or more. Jodi Wilmott, of Ocean Promotion,
who oversees media activity for the Vans Triple Crown, estimates that the average
company sent three representatives who stayed for an average of 15 days. We
assumed that daily spending for the average media representative was the same as
the average for all visitors as estimated by DBEDT, which was $174. Applying this
to the 67 companies visiting Hawaii, we estimate that visiting media representatives
contributed $524,610 to Hawaiis economy.

11
E. Spending By Surfing Industry Managers and Marketing Representatives
The Triple Crown of Surfing is a magnet for those who work in the surfing
industry. It is the biggest event in surfing, one with unparalleled tradition and
reputation. There are no major surfing events competing against the Triple Crown
and the North Shore of Oahu in December is a great place to be. If your company
targets surfers or those who identify with the surfing lifestyle, you must have a
presence at the Triple Crown. This includes major surf wear companies that
sponsored the Triple Crown, including Vans, ONeill, Billabong and Reef. Other
sponsors included Nixon (watches), Rock Star (energy drinks), Clif (energy bars),
Skull Candy (headphones), Go Pro (waterproof cameras) and Climb On (skin care).
Other companies that arent sponsors of the Triple Crown, but have a major
presence there include Quiksilver, Nike 6.0, Volcom and Hurley. In addition,
numerous smaller companies are represented.
We interviewed representatives from 11 visiting companies of various sizes.
We were interested in how many managers and marketing representatives they
send to the Triple Crown, how long they stay, what they do while they are there and
what marketing activities they engage in. Some spend well over $100,000 on
lodging, personal expenses, marketing expenses, entertaining employees and
clients, photo shoots, creating promotional materials, etc. Others have smaller
budgets. Based on these conversations, as well as conversations with realtors and
other service providers in the North Shore area familiar with the activity of corporate
representatives, we conservatively estimated marketing-related expenditures that
directly contribute to the Hawaii economy at $1,275,000. This does not include the
amount that these companies spend on lodging and per diem expenses for their
sponsored surfers, which was estimated previously.
F. Airline Expenses
Essentially everyone who travels to Hawaii to visit the Triple Crown travels by
air. While a good portion of those travel on foreign airlines or United States airlines
based outside of Hawaii, a portion of them do fly to and from Hawaii on Hawaiian
Airlines. In September, 2008, shortly after Aloha Airlines discontinued service,
Hawaiian Airlines had a 30.8% share of air seat capacity for flights arriving from
North America (Anna Aero, 2008). It also now offers service to Australia and Japan,
two countries that have large numbers of enthusiastic surfers. Hawaiian Air is also a
sponsor of the Triple Crown. Based on this, we assume that 20% of the visitors who
flew to Hawaii specifically to attend or participate in the Triple Crown flew on
Hawaiian Air. This includes visiting competitors and other surfers, media personnel,
managers and marketing representatives, production staff and Type 1 spectators.
We estimated that at least 1,700 traveled to Hawaii specifically to watch the Triple
Crown and conservatively assumed that average airfare was $500. Assuming that
20% of 1,700 visitors paid Hawaiian Air an average of $500, airfare that stays in
Hawaii was estimated at $170,000.

12
G. Summary: Total Economic Impact
In summary, total direct expenditures attributed to the Vans Triple Crown are
estimated to be $10,892,543 as follows:
Production Expenses (Vans)
Surfing Competitors
Surfers - Non Competitors
Spectators1
Media
Corporate Expenses
Airline Expenses
Total
1

$ 2,130,000
960,000
450,000
5,382,933
524,610
1,275,000
170,000
$10,892,543

Average for 2009-2010

In addition to direct expenditures, economies benefit from secondary

expenditures that result from direct visitor spending. As mentioned, these include
indirect spending (spending by local businesses to produce the products and
services that are purchased as a result of direct spending) and induced spending
(spending by local residents using income derived from the direct and indirect
spending).
Total spending, including direct, indirect and induced spending is estimated
using multipliers derived from the State of Hawaii Input-Output Model developed by
the State of Hawaii Department of Business, Economic Development and Tourism.
The multiplier used to compute total economic output resulting from visitor spending
on services in Oahu is 1.92 (Hawaii DBEDT 2009). After multiplying direct spending
by 1.92, the total economic output resulting from net Triple Crown spending is
estimated to be $20,913,683.

IV. Beyond Direct and Indirect Economic Impact:

The Vans Triple Crown of Surfings Impact
on the Image and Brand of Hawaii
While it is important to estimate direct and indirect spending that is added to
Hawaiis economy, we feel that the true value of the Vans Triple Crown of Surfing to
Hawaii extends far beyond this. Perhaps more important is the Triple Crowns role
in helping to build Hawaiis image and brand. We focus on the following sources of
the Triple Crowns value:

Media Exposure
Ability to appeal to attractive, yet nontraditional market segments
Alignment with Hawaiis traditional image, while adding a more youthful,
vibrant image
The Triple Crowns reputation with the surfing industry

13
A. Media Exposure
As mentioned, 85 media companies registered at the Vans Triple Crown.
This does not include the major sponsors Vans, Billabong, ONeill and Reef all of
whom have websites that reach large audiences with photos, videos, and webcasts
of the action. As an indication of how global interest in the Triple Crown appears to
be growing, Table 6 shows traffic information on the Vans Triple Crown of Surfing
website during each of the events for 2009 and 2010.
Table 6
Webcast and Website Traffic
Vans Triple Crown of Surfing Website
2009 and 2010
2009
Webcast
Uniques

2010
Webcast
Uniques

2009
Webcast
Streams

2010
Webcast
Streams

Haleiwa Total
Sunset Total
Pipeline Total
Grand Total

184,903
304,922
413,365
903,190

300,328
294,349
616,221
1,210,898

358,166
637,481
722,353
1,718,000

892,335
414,219
1,538,567
2,845,121

Haleiwa Total
Sunset Total
Pipeline Total
Grand Total

2009
Website
Uniques
255,492
411,500
586,348
1,253,340

2010
Website
Uniques
854,635
635,239
1,102,627
2,592,501

2009
Website
Page Views
470,532
878,033
1,167,774
2,516,339

2010
Website
Page Views
2,854,180
1,755,479
3,832,931
8,442,590

As shown, total unique visits to the webcast increased from 903,190 in 2009
to 1,210,898 in 2010. Total webcast streams, which is an indication of how often
people visited the webcast, and unique visitors to the website both more than
doubled from 2009 and 2010. Page views on the website increased from 2.5 million
in 2009 to 8.4 million in 2010. Vans also introduced a mobile app in 2009, which
saw an increase from 12,992 downloads in 2009 to 50,333 in 2010.
ONeill reported that their website receives over 1 million unique visitors
during the Triple Crown. Their Facebook site has over 100,000 fans and is growing
rapidly. Surfline.com, which reports daily from the Triple Crown, has about 1.5
million unique visitors per month and about 120,000 per day during the Triple Crown.
Billabong Pro.com has 600,000 800,000 unique visitors who download millions of
videos during the Triple Crown. Billabongs Facebook site has 850,000 friends.
Magazines such as Surfing, Surfer and Transworld Surf have both hard copy
magazines and websites. Circulation for Surfing and Surfer magazines are 84,000
and 96,000, respectively. Transworld Surf has a circulation of 86,000. Transworld
Surf.com reaches 250,000 unique visitors. As an example of the type of vivid
exposure Hawaii receives from the Triple Crown, the cover of Transworld Surfs April

14
2011 edition shows a picture of a surfer riding a beautiful barrel at Pipeline. The
edition features about 30 pages of beautiful photos from the Triple Crown and the
North Shore. In its latest edition, Surfing magazine also features a cover story
entitled NSU, or North Shore Underground, that focuses on surfers who come to
the North Shore, especially during the Triple Crown, to surf the world class waves,
partly for the fun and thrill, but partly to be seen with the hope of competing on a
bigger stage.
These are only a few of the media outlets that reach surfing fans and potential
visitors to Hawaii throughout the world. Of the 85 media outlets registered at the
Triple Crown were firms from Japan, Australia, New Zealand, Brazil, Venezuela,
Chile, Portugal, France, Germany, the United Kingdom and South Africa. Through
these outlets, people are shown photos and webcasts that show Hawaii at its most
beautiful and dramatic self.
B. Ability to Appeal to Attractive, Nontraditional Market Segments
The Triple Crown of Surfing is particularly valuable because of its appeal to
attractive, but secondary market segments. Geographically, the Triple Crown is a
particularly big draw for Australia, Brazil and Western Europe. Table 7 shows where
non-Hawaii spectators of the Triple Crown came from.
Table 7
Where non-Hawaii Spectators Came From
2010 Vans Triple Crown

Region
U.S. West
U.S. East
Canada
Australia/New Zealand
Latin America
Europe
Africa/Middle East
Japan
Other Asia
Total

O'Neill World Cup

of Surfing
Sunset Beach

Billabong
Pipe Masters
Pipeline

(% of Total)

(% of Total)

40.8
22.6
7.7
13.8
1.6
11
0
2.2
0.3
100

32.4
22.4
10
13.3
6.6
10.4
1.2
3.3
0.4
100

As shown, over 13% are from Australia and New Zealand and about 11% are
from Europe. For the Pipe Masters, another 10% are from Canada and 6.6% are
from Latin America (primarily Brazil). Generally speaking, these are attractive
visitors for Hawaii. Table 8 shows averages on a number of characteristics and
travel behaviors:

15
Table 8
Average Triple Crown Spectator Characteristics
By Region
Number of
Travel
Partners
U.S. West
4.3
U.S. East
2.9
Canada
2.8
Australia/NZ
4.0
Latin America
2.6
Europe
2.5
Japan
2.2

Days in
Oahu
10.7
12.7
11.3
15.7
42.6
23.4
12.9

Days Stay In
Days Visit
North Shore
North Shore Hotel/Lodging
1
6.4
7.7 (28% )
6.0
7.8 (23%)
5.0
4.9 (38%)
8.9
12.6 (39%)
23.5
11.6 (40%)
12.9
14.6 (44%)
1.6
1.5 (43%)

Surfer
2
3
Involvement Age
Income
22.0
39.1
3.4
15.2
40.0
3.4
13.1
39.2
3.5
45.9
35.4
3.2
45.6
31.6
2.9
27.9
33.4
2.3
14.6
37.0
2.2

Percent of respondents who said they stayed in North Shore lodging. The average shown is for those who
said they stayed in North Shore lodging.
2
Score compiled from three measures: Years surfed, number of times surfed in the past year and portion
of friends who surf.
3
< $50,000 = 1 $ 50,001 - 75,000 = 2 $ 75,001 - 100,000 = 3 $100,001 - 125,000 = 4
$125,001 - 150,000 = 5
> $150,000 = 6

As shown, spectators from Australia, Latin America and Europe are more
involved with surfing than spectators from other areas. They stay in Oahu and visit
the North Shore considerably longer than spectators from other areas. A higher
percentage of them stay in North Shore lodging, where they stay considerably
longer. They tend to be a little younger - especially Latin Americans and Europeans
and their incomes are little lower than the North American spectators. However,
they obviously can afford to visit Hawaii and for long periods of time.
Besides these geographic segments, the Triple Crown of Surfing appeals to a
segment of the travel market that seeks adventure and that either participates in
action sports, or identifies with the action sport lifestyle. This segment is growing.
For example, surfing has exploded in popularity over the past 50 years. In 1959,
there were an estimated 5,000 surfers around the world. Today, estimates of the
number of surfers in the world range from 10 million (Brodie Carr of ASP) to the
International Surfing Associations estimate of 23 million (Surfline.com, 2011). The
Australia Sports Commission estimates that there are 2 million surfers in Australia
alone (Surfline.com, 2011).
There is a misconceived image of surfers as young, poor, uneducated beach
bums. In an extensive survey of U.S. surfers, Board Trac (2009) found that 66.3%
of participants are 31 years of age or older. In a similar study, the median annual
income in 2008 for surf tourists was $60,000-$79,000 and 65% had a college degree
(Harrell, 2011). This indicates that surfers may be more mature, responsible, and
educated than initially perceived.

16
C. The Triple Crown Aligns with Hawaiis Traditional Image, While Adding a
More Youthful, Vibrant Image
Hawaii is traditionally known for its beautiful beaches, blue sky and ocean,
Polynesian culture and slow, laid-back pace of life. Probably more than any major
sporting event in Hawaii, the Triple Crown of Surfing aligns perfectly with this
traditional image. In November and December, it features beautiful beaches, the
worlds greatest surf, beautiful people and a backdrop of the tropical hills that
surround the North Shore. It features world-class athletes performing awe-inspiring
feats in almost impossibly beautiful conditions. To action sports participants, as well
as those who can only dream and admire, the Triple Crown of Surfing gives Hawaii a
more youthful, vibrant image.
We were interested in learning how spectators of the Triple Crown perceived
their experience, shared their experiences with others and felt that the Triple Crown
aligned with their own mental image of Hawaii. To do this, we conducted an online
survey, inviting spectators who had completed our onsite surveys to participate. A
total of 113 spectators completed the survey. Roughly half (57) were surfers and
half (56) were non-surfers.
When asked to describe their experience at the Triple Crown, the most
common responses focused on the action of the competition, with words such as
Exciting (27 responses), Awesome (21), Amazing (15) and Inspirational (6).
The experience was seen as Fun (25) and Relaxing. Some spoke of the physical
environment: surf (16), waves (7), and sun (12). Some interesting comments
were like a Muslim going to Mecca, the Superbowl of Surfing, and I gained a new
respect for the sport of surfing.
Spectators reported that, on average, they shared their experience of the
Triple Crown with 7.6 people. When asked what they tell people, the most common
phrases were amazing, awesome, great experience and you should be here.
They also talk about the great surf and the skill of the surfers.
We were interested in learning how the Triple Crown of Surfing aligned with
spectators mental images of Hawaii. We first asked them to describe their mental
image. Several themes stood out. The most common was the beauty of the land
and ocean, with words such as beauty/beautiful (40 responses), sun (23), surf
(25), sand (16), beach (26), ocean or water (28) and lush/green (24). Another
was the general feeling of Hawaii: warm (20),
relax/relaxing (8), peace/peaceful (14), paradise
(13), aloha (6) and people (15). After describing
their mental image, they viewed 11 scenes of Hawaii
and were asked to indicate the degree to which each
scene contributes to their own mental image, with 1
being Not at all and 5 being Very Strong
Contribution. The results are shown in Table 9.

17
Table 9
How Scenes of Hawaii Contribute to
Spectators Mental Image of Hawaii
Waikiki/Diamond Head
Na Pali Coast
Snorkeling
Golf Course By the Ocean
Surfing a Barrel at Pipeline
Hula Dancer
Waterfall
Lanikai Beach
NFL Football Game
Luau
Volcano
1

Average Score1
3.18
4.09
3.56
2.71
4.53
4.03
3.91
4.22
1.37
2.82
3.27

1 = Not at all 5 = Very Strong Contribution

As shown, surfing a barrel at Pipeline received the highest average score

(4.53), followed by Lanikai beach (4.22), the Na Pali Coast (4.09) and Hula Dancer
(4.03). The three lowest were NFL football (1.37), Golf Course by the ocean (2.71)
and Luau (2.82). The fact that surfing a barrel at Pipeline received the highest score
probably shouldnt come as a big surprise, since the survey respondents had just
experienced the Triple Crown a week or so before taking the survey. However, it is
clear that the Triple Crown of Surfing aligns with visitors mental image of Hawaii
much more closely than other sporting events, such as the NFL Pro Bowl and PGA
golf tournaments, which have received heavy funding from government agencies
responsible for marketing Hawaii.
D. The Triple Crowns Reputation With the Surfing Industry
Before starting our research, we wondered where the Triple Crown of Surfing
in particular and North Shore surfing in general placed in the minds of professional
surfers and those most involved in the surfing industry such as media and corporate
representatives. There was a time when California and Hawaii were about the only
places known for surfing. Now, surfers search the globe looking for the greatest
waves in the world. In 2010, events on ASPs World Tour were held in Australia,
Tahiti, South Africa, Brazil, Portugal, France, California and Puerto Rico.
With surfing going so global, has Hawaii lost its reputation as the mecca of
surfing? As we talked with surfers and executives from ASP, surfing corporations
and the media, we quickly learned that the answer is an emphatic No!. Essentially
everyone we talked to spoke with near reverence when they talked about the Triple
Crown and the North Shore. Hawaii is seen as the home of surfing. People in the
surfing community know the history of surfing: how it originated with royalty in
Hawaii, how Duke Kahanamoku introduced surfing to California and Australia, how
the Banzai Pipeline has long had the reputation as the proving grounds for serious
surfers.

18
Winning the Triple Crown is considered the second highest achievement in
surfing, behind winning the World Tour. The Pipe Masters is still the most highly
regarded event in surfing. It consistently has the most dramatic waves, it has the
strongest tradition, and it is held in the most ideal venue in the world for spectators
to watch championship surfing.
Graham Stapelberg, Vice President of Marketing for Billabong, sponsor of the
Pipe Masters, said that We are excited to attach the Pipeline name and mystique to
Billabong. The wave and the history of the event is by far the
most important, highly regarded surfing spot and event in
the world. Pipeline as a location and Pipe Masters as an
event is THE MECCA of the whole surfing season. Careers
are made here. With one incredible wave, Pipeline can start
someones career. Over the last 10 years the mystique has
grown. He also said that the North Shore in general, and
Pipeline in particular, is a photographers dream, with
consistently dramatic waves and the close, captivating arena
of Pipeline. Transworld Magazine calls the North Shore the
Seven Mile Miracle. As mentioned previously, they
devoted nearly 30 pages of its first 2011 issue to the North
Shore, most of which focused on the events and
atmosphere surrounding the Triple Crown.
The surfing industry should not be taken lightly. It is large and growing.
According to SIMA, the Surf Industry Manufacturers Association, 2008 retail sales of
surfing and surfwear products were $7.2 billion in the United States alone (SIMA,
2009). Global sales are likely to exceed $20 billion, and this doesnt count travelrelated expenditures by surfers, who are increasingly traveling the world to surf.
As previously mentioned, for six weeks the Triple Crown and the North Shore
are the focus of the surfing world. Surfers, corporate and media reps,
photographers and spectators descend on the North Shore. Despite this, there
seems to be little effort on the part of the Hawaii tourism industry to leverage the
love-affair that the surfing industry has for Hawaii. The fact that Surfer Magazine
held its annual Surfer Poll at Turtle Bay Resort this past year right in the middle of
the Triple Crown and plans to return next year is an indication that there is a large,
mostly untapped potential for Hawaii to reach out to the surfing and action sports
industry.

19

V. Summary and Conclusions

As shown, based on our research, the Triple Crown adds nearly $21 million to
Hawaiis economy during the six weeks of competition. However, this may be a
relatively small part of the Triple Crowns worth. Perhaps more important is the
global media exposure that the Triple Crown gives to Hawaii. As surfing continues
to grow globally, this exposure will continue to grow. Unlike most other sporting
events held in Hawaii, such as the Honolulu marathon, the NFL Pro Bowl and PGA
golf tournaments, the Triple Crown is the premier series of events of its sport: the
mecca of surfing.
It is also the quintessential Hawaiian event. It shows off Hawaiis best assets
right in the middle of winter. Surfing is Hawaiis state sport and Hawaii is considered
the home of surfing. No event aligns more perfectly with the image of Hawaii. It
also adds a dramatic and youthful image, and appeals to attractive, but sometimes
overlooked market segments such as Australia, Brazil and Europe and the growing
action sports market. For six weeks it is also the home of the surfing industry, which
is large and growing. In summary, the Vans Triple Crown of Surfing is worth a great
deal to Hawaii, though it could be worth much more if properly leveraged by the
Hawaii tourism industry.

20

VI. References
Anna Aero (2008). Not so happy Hawaii sees capacity drop by 30% after Alohas
collapse, found at: http://www.anna.aero/2008/09/19/not-so-happy-hawaiisees-capacity-drop-by-30-percent/, September 18, 2008.
Board-Trac (2009). Board-Trac 2009 Surfing Report, Board-Trac, Inc., July 2009.
Bull, Chris and Jane Lovell (2007). The Impact of Hosting Major Sporting
Canterbury Residents in Relation to the Tour de France 2007, the Journal of Sport
& Tourism, Vol. 12, Nos. 34, AugustNovember 2007, pp. 229248
Gelan, Ayele (2003). Local Economic Impacts: The British Open, Annals of
Tourism Research, Vol. 30, No. 2, pp. 406425, 2003
Harrell, Roy (2011). The Inestimable Worth of a Today's Surfer, in
DelmarvaNow.com, February 23, 2011, at:
http://www.delmarvanow.com/article/20110223/DCP03/102230374/SURFREPORT-inestimable-worth-today-s-surfer
Haug, Ralph, Alan Krabbenhoft and Steven Tippins (2004). The Economic Impact
of a One-Time Sporting Event: The Breeders Cup Thoroughbred Racing
Championship Day, The Journal of American Academy of Business,
Cambridge, September 2004, pp. 242-245.
Hawaii DBEDT (2009). The 2005 Hawaii Inter-County Input-Output Study, Research
and Economic Analysis Division, Hawaii State Department of Business,
Economic Development and Tourism, February 2009. Found at:
http://hawaii.gov/dbedt/info/economic/data_reports/2005_Intercounty_IO/2005_Inter-County_Input-Output_Study_Final.pdf
Hawaii DBEDT (2011). Monthly Visitor Statistics, Hawaii State Department of
Business, Economic Development and Tourism. Found at:
http://hawaii.gov/dbedt/info/visitor-stats/tourism/, February 2011.
Markrich Research (2007). The Economic Impact of the Vans Triple Crown of
Surfing, 2006, Markrich Research, May 21, 2007.
SIMA (2009). Surf Industry Riding Out the Economic Storm - Findings of SIMAs
Retail Research Show Resiliency of the Surf/Skate Industry, found at:
http://www.sima.com/news-information/news-detail/id/68.aspx, July 9, 2009.
Surfline.com (2011). Well? Is there any current data on just how many surfers there
are in the USA? The World? found at:
http://www.surfline.com/community/whoknows/whoknows.cfm?id=1012

9/30/2016

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MANAGEMENT
SOCIETY

BYU
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Digital Inspiration
Five Important Lessons from the
LDS Church Social Media Strategy
Professor David Preece, BYU-Hawaii

2013
9/30/2016

9/30/2016

Mind-Boggling Numbers
S

1.15 Billion Users

S

1 Billion Users

S
S

500 Million Users

238 Million Users

Up-and-comers: Google+ (343m), Instagram (150m) and

Pinterest (70m)
70% of business-to-consumer marketers have acquired a
customer through Facebook
100 hours of video are uploaded to YouTube each minute
Facebook will account for 13% of worldwide mobile ad
revenue in 2013
Nearly half of employees report that social tools at work
increase productivity
43% of US marketers have found a new customer through
LinkedIn
25% of consumers who complain about products on
Facebook or Twitter expect a response within 1 hour
1 in 10 young people are rejected for a job because of
content on their social profile
Research shows Facebook makes it harder to get over a
relationship breakup

BYU
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MANAGEMENT
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From Novelty to Necessity

Leveraging digital media is no longer a luxury for
organizations. It has become an essential success
factor for internal and external communications
?
?
?

Websites and blogs

Search engine optimization
Social media

BYU
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MANAGEMENT
SOCIETY

9/30/2016

From Novelty to Necessity

Leveraging digital media is no longer a luxury for
organizations. It has become an essential success
factor for internal and external communications
?
?
?

Websites and blogs

Search engine optimization
Social media

But appropriate application and resulting impact

vary widely by industry and organization
BYU
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Why Social Media for

LDS Church?

MANAGEMENT
SOCIETY

the

BYU
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SOCIETY

9/30/2016

Thats Where the People Are

"We felt that this is where the world is. This is the
new town squareand Mormons are taking to it.
Ron Wilson, Senior Manager of mormon.org

BYU
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MANAGEMENT
SOCIETY

Thats Where the People Are

"We felt that this is where the world is, this is the
new town squareand Mormons are taking to it
Ron Wilson, Senior Manager of mormon.org

"Our leaders were struggling for years to find a

more effective, less annoying way to get our
message across than knocking on doors. Our
mission is to deliver teaching opportunities.
Scott Swofford, Missionary Department
BYU
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9/30/2016

Digital Inspiration?
The LDS Churchhas done a near magnificent
job with [digital media][to] effectivelyattract
new visitors to its church. If only companies were
this effective.
distilled.net

BYU
9

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Environmental Evolution
A series of historical developments progressively
paved the way for preaching the gospel of Christ
?

?
?
?
?

Roman system of laws, freedoms and transportation

infrastructure
European Renaissance of culture, science, philosophy
Gutenberg press, bible distribution, Reformation
Modern Enlightenment and U.S. founding
Second Great Awakening in U.S.
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10

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9/30/2016

Digital Revolution
The advent and rapid adoption of technology-based
communication is accelerating the pace of global
gospel preaching

BYU
11

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Digital Revolution
The advent and rapid adoption of technology-based
communication is accelerating the pace of global
gospel preaching
We are the beneficiaries of a technological
revolution How can one escape the conclusion
that the Lord is in all of this?
President Gordon B. Hinckley, 1999
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9/30/2016

Five Digital Lessons

The LDS Church does social media really well, and
your organization can apply those best practices

BYU
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Five Digital Lessons

The LDS Church does social media really well, and
your organization can apply those best practices
1. Integrate social media with all other communications

BYU
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14

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9/30/2016

Five Digital Lessons

The LDS Church does social media really well, and
your organization can apply those best practices
1. Integrate social media with all other communications
2. Make active brand engagement your social media goal

BYU
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9/30/2016

MANAGEMENT
SOCIETY

Five Digital Lessons

The LDS Church does social media really well, and
your organization can apply those best practices
1. Integrate social media with all other communications
2. Make active brand engagement your social media goal
3. Let your stakeholders man the social media front line

BYU
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16

MANAGEMENT
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9/30/2016

Five Digital Lessons

The LDS Church does social media really well, and
your organization can apply those best practices
1.
2.
3.
4.

Integrate social media with all other communications

Make active brand engagement your social media goal
Let your stakeholders man the social media front line
Commit dedicated resources to social media

BYU
17

9/30/2016

MANAGEMENT
SOCIETY

Five Digital Lessons

The LDS Church does social media really well, and
your organization can apply those best practices
1.
2.
3.
4.
5.

Integrate social media with all other communications

Make active brand engagement your social media goal
Let your stakeholders man the social media front line
Commit dedicated resources to social media
Monitor social media to track the brand conversation

BYU
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18

MANAGEMENT
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9/30/2016

Lesson 1
Integrate social media with all
other communications
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Digital Integration
The Churchs digital media program is built
around five integrated communications elements
?
?
?
?
?

Offline and online advertising

Social media
Search engine marketing
Website
Digital missionaries
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10

9/30/2016

Digital Integration
Social Media

Search Optimization

Offline & Online Ads

mormon.org
Digital Missionaries
Missionaries

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22

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Lesson 2
Make active brand engagement
social media goal

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Brand Engagement
Reaching a level of critical mass for likes,
subscribers and follows is important, but
engagement with the brand is the priority

BYU
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9/30/2016

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Brand Engagement
Reaching a level of critical mass for likes,
subscribers and follows is important, but
engagement with the brand is the priority
?

mormon.org on Facebook
T

238,000 talking about this / 3 million likes = 8%

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24

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12

9/30/2016

Brand Engagement
Reaching a level of critical mass for likes,
subscribers and follows is important, but
engagement with the brand is a priority
?

mormon.org on Facebook
T

238,000 talking about this / 3 million likes = 8%

mormon.org on YouTube
T

36,000 subscribers / 35 million views = 0.1%

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9/30/2016

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Brand Engagement
Reaching a level of critical mass for likes,
subscribers and follows is important, but
engagement with the brand is a priority
?

mormon.org on Facebook
T

mormon.org on YouTube
T

238,000 talking about this / 3 million likes = 8%

36,000 subscribers / 35 million views = 0.1%

mormon.org on Twitter
T

?? retweets / 54,000 followers = ??%

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13

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Brand Engagement

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28

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Lesson 3
Let your stakeholders man the
social media front line
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Stakeholder Involvement
Earlier this year there were 120,000 Church
member profiles posted to mormon.org, with
another 100,000 pending. Site visitors can:
?
?
?
?

Watch over 100 Im a Mormon videos

Read member profiles in 20 different languages
See questions answered by Church members
Ask their own questions in a live chat with
missionaries
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30

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Stakeholder Involvement

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Stakeholder Involvement

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Stakeholder Involvement
Its not only the ability to share factual pieces of
information, but to be able to actually start a
conversation with somebody.
Ron Wilson, Senior Manager of mormon.org

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16

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Lesson 4
Commit dedicated resources
social media

to

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Resource Commitment
Large companies spend millions on social media
advertising, but most organizations just need
people dedicated to managing an online presence

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17

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Resource Commitment
Large companies spend millions on social media
advertising, but most organizations just need
people dedicated to managing an online presence
?

November 2012 survey by Ragan Communications:

T

T
T

Social media tasks are on top of current responsibilities:

~65% of respondents
Have established a team for social media activities: ~27%
Use an in-house team along with an outside social media
agency or planner: ~5%
Outsource all social media efforts: ~3%

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Resource Commitment
In addition to a SLC headquarters social media
management team, missionaries are now being
recruited into Church digital communications

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18

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Lesson 5
Monitor social media to track the
brand conversation
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Monitoring Conversations
Many of the details about how the social media
work will be carried out by missionaries and
monitored by mission presidents have yet to be
ironed out. But it's clear that the new rules mark a
significant change in the way the church governs
Internet access for missionaries.
New York Daily News, 6/25/13

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19

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Monitoring Conversations
Like most sophisticated social media marketers, the
Church subscribes to services that track, report and
support online conversations about the brand

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Monitoring Conversations
Like most sophisticated social media marketers, the
Church subscribes to services that track, report and
support online conversations about the brand
?

You can use many free services like Hootsuite,

SocialMention, HowSociable, and IceRocket

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20

9/30/2016

Monitoring Conversations
Like most sophisticated social media marketers, the
Church subscribes to services that track, report and
support online conversations about the brand
?

You can use many free services like Hootsuite,

SocialMention, HowSociable, and IceRocket

Subscription-based services like Radian6 track

millions of conversations with engagement tools

Transparently participate in the conversation

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42

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Monitoring Conversations

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Five Digital Lessons

1.
2.
3.
4.
5.

Integrate social media with all other communications

Make active brand engagement your social media goal
Let your stakeholders man the social media front line
Commit dedicated resources to social media
Monitor social media to track the brand conversation

BYU
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9/30/2016

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SOCIETY

Five Digital Lessons

Follow these social media best practices exemplified
by the LDS Church to inspire stakeholders, engage
customers and grow your organization!

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22

9/30/2016

Five Digital Lessons

Follow these social media best practices exemplified
by the LDS Church to inspire stakeholders, engage
customers and grow your organization!

Thank you!
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BRAND COMMUNICATIONS
RECOMMENDATIONS
BYU-HAWAII
BUSINESS MANAGEMENT 421 CLASS
Professor David Preece
Summer 2012

MARKETING SITUATION
Background
The BYU Management Society (BYUMS) was founded in 1977 by former Marriott School of Business
Dean Merrill J. Bateman as a global and professional business organization that promotes moral and
ethical leadership around the world. It operates within the BYU Marriott School but membership is open
to all business professionals, regardless of college affiliation or church membership.
The society has established local chapters in many cities and countries, which is where most BYUMS
programs are organized and operated. According to recent statistics, todays BYU Management Society
has over 5,000 active members around the world. Through chapter contacts, meetings, seminars, and
social and service events, society members have many opportunities to network and add business
knowledge and skills, further enhancing the achievement of career development goals.
Vision and Mission
Vision: Within the next 12 months we will grow the BYU Management Society into an international
business association with over 6,000 members and 70 chapters worldwide. Our primary aim is to extend
the values and influence of moral and ethical leadership, and the Marriott School and BYU, for the
development of management and business leaders around the world. To do so we will focus our efforts,
meet purposefully, grow people, act professionally, think globally, align with BYU and the Marriott
School, and live the mission.
Mission: The mission of BYU Management Society is to grow moral and ethical leadership around the
world.
Membership Profile
The BYU Management Society is comprised of an increasing number of professional business members
across the globe. Below is summary of the geographic breakdown of total approximate people in the
Management Society database (see the discussion on membership in the Key Challenges section):

North America: 14,391

South America: 244
Central America: 166
Asia-Pacific: 176
Europe: 101

Below is a more detailed distribution of the U.S. affiliation on a regional level:

Northwest: 1,642
Northern California: 2,213
Southern California: 1,269
Southwest: 1,756
Utah/Idaho: 2,579
Great Lakes: 499
South Central: 1,403
Southeast: 398
Atlantic: 1,769
Northeast: 590

Below is the distribution across various business sectors:

Industry
Accounting
IT/Technology
Consulting
Legal
Investment Banking
Real Estate
Health Services and Supplies
Banking
Marketing
Corporate Finance
Education (all levels)
Insurance
HR
Government
Engineering
Advertising
Not for Profit
Misc

Approx %
10
10
8
8
5
5
5
4
3
3
2
2.5
2.5
1.8
0.15
1.5
1.5
25

Key Challenges
BYUMS faces several key challenges as it strives to fulfill its vision of growth.

It is difficult to precisely define membership, making it hard to accurately determine the actual
size of the organization. Each chapter determines its own criteria; some charge dues and others
do not. Some tie membership to dues; others base it on the level of participation. Therefore,
BYUMS administrators do not have a consistent method of counting members and must rely on
chapter self-reporting. The database is being modified to help this issue, and BYUMS is working
with chapters to ensure more accurate membership counts.

BYUMS is open to any student or professional, though many perceive it is exclusively for BYU
alumni or members of the LDS Church. BYUMS leadership believes this is an obstacle to future
growth.

BYUMS has very limited marketing communications resources, so establishing target audience
priorities and efficient media vehicles will be critical in allocating marketing funds.

BYUMS brand face to the world is not consistent. Brand communications from headquarters
employ a variety of looks and feels. Chapters are independent and many have developed very
different brand images over the years. BYUMSs challenge is to keep chapters connected to the
society as a whole, with a sense of continuity and consistency of visual and written appearance to
the world. More communications consistency will aid growth in awareness and comprehension of
mission.

The membership ranks are aging, and reaching younger professionals has been a challenge.
Management Society membership is still primarily males in the 35-60 age range. The BYUMS
brand image is dated and stodgy and creates an obstacle to attracting young members.

BYU Management Society is a volunteer organization, making it difficult to accomplish tasks

from reporting to program management to updating databases.

RECOMMENDATIONS
Marketing and Communications Objectives
Based on analysis and the stated BYU Management Society vision, we defined a marketing objective to
guide strategic planning and programs: Increase the global membership ranks of the BYUMS, with
particular focus on attracting young professionals.
This marketing objective offers a focused and manageable scope for this project, and has been translated
into a communications outcome that describes the anticipated result of implementing the recommended
brand communications strategies: Reinvigorate the BYUMS brand to drive membership growth and
set the stage for improved brand management consistency at the chapter level.
Note this does not directly address fixing the brand consistency issue at the chapter level. The
recommendations assume that initial and primary focus must be placed on better managing and
communicating the BYUMS brand at the headquarters level, which in turn drives traffic to the chapters,
raises perceived value of headquarters efforts among chapters, and facilitates better future brand
collaboration among chapters.
Three narrowly-focused communications objectives have been established to achieve the
communications outcome:

Raise BYUMS brand awareness among key targets

Refresh and update the BYUMS brand image
Expand and strengthen partnerships with BYU/LDS entities

Target Markets
Key Targets
Upper classmen and
graduate students at
BYU-Provo, BYUHawaii, BYU-Idaho, and
LDS Business College

Alumni of BYU-Provo,
BYU-Hawaii, BYUIdaho, and LDS
Business College

Target Needs and Goals

Social and professional
networking
Leadership training and
mentoring
Occupational prospects
Job searching
Development of practical skills
Connection with schools
Sense of belonging
Service to others
Social and professional
networking

BYUMSs Offering
Annual social banquet
Breakfasts and luncheons
Leadership seminars and lectures
Annual business conference
Self-enhancement workshops
Internships
Scholarships
Strong foundation of BYU culture
Service projects
Educational and professional outreach
Annual social banquet

LDS business
professionals in markets
with existing BYUMS
Chapters.

Leadership training and

mentoring
Business opportunities
Career development
Development of practical
skills

Connection with Church

schools and entities
Sense of belonging
Service to others
Social and professional
networking
Leadership training and
mentoring
Business opportunities
Career development
Development of practical
skills

Leadership seminars and lectures

Breakfasts and luncheons
Annual business conference
Self-enhancement workshops
Interaction with successful
businesspeople
Platform for ideas
Annual galas
Sports activities and events
Strong foundation of BYU and LDS
culture
Service projects
Educational and professional outreach
Annual social banquet
Leadership seminars and lectures
Breakfasts and luncheons
Annual business conference
Self-enhancement workshops
Interaction with successful
businesspeople
Platform for ideas
Annual galas
Sports activities and events

It is recommended that the above three target groups be placed in the priority order outlined above. As
the outreach effort moves along the spectrum from BYU/LDSBC students to BYU/LDSBC alumni to
LDS business professionals, the likelihood of joining BYUMS decreases and the cost and complexity of
reaching them increase.
Therefore, BYUMS limited marketing resources should be aligned with these target priorities, and given
the relatively low brand awareness (20-30%?) among the large student/alumni targets, there is ample
room for growth in the foreseeable future by focusing on these large groups. Attracting more non-alumni
LDS professionals around the world will be best accomplished through invitation and referral by
BYUMS members.
Brand Positioning
A succinct and relevant positioning statement is an effective internal marketing tool for focusing
communications development efforts. It defines the target market and their needs, identifies unique brand
attributes, and sets the stage for clear messaging. Below is a recommended positioning statement for the
BYUMS brand:
To business professionals seeking connection to a global community that promotes moral and
ethical leadership, the BYUMS engages members in a network of programs and events that support
and inspire their pursuit of career success.
It does not appear that BYUMS has a brand slogan that can be used in all communications. We
recommend this as an element to easily summarize the key brand benefits: Connected Careers.

Brand Character
Understanding the character of a brand is another effective tool that helps guide the creation of highimpact communications. Based on the discussion above, it is clear that the BYUMS has some strong
positive current brand characteristics that define its image:
Moral
Ethical
Integrity
Global
Traditional
Noble
Connective

Trustworthy
Unique
Service
Leadership
Growth
Authoritative

But in the context of accelerating growth, particularly in among young professionals in these dynamic
times, we recommend efforts to add a few new character traits to the list to help eliminate some of the
negative characteristics related to perceptions of being for middle-aged men:
Innovative
Fresh
Young
Diverse

Nimble
Progressive
Leading edge
Indispensable

Refining the BYUMS brand character in this way is a major goal of the brand communications strategies
outlined below.
Communications Strategies
To accomplish the previously stated communications objectives, we recommend the following strategies
and tactics be implemented by the BYUMS. Following this itemized list of recommendations, we have
included a brand palette exercise that helps visualize the existing brand communications image versus
what it could become with some modest graphic refinements.
1.

Contemporize the BYUMS brand image and apply it to all marketing communications elements
a.

2.

Maintain the current BYUMS logo

b.

Refresh the color palette and accompanying graphic elements

c.

Integrate the updated brand imagery in all offline and online communications

d.

Ensure the refreshed brand imagery appeals to young professionals

Consolidate the BYUMS Web presence and ensure it delivers robust and relevant content

a.

Maintain the BYUMS Website on the current https://marriottschool.byu.edu/mgtsoc

platform

b.

Promote the www.byumanagmentsociety.com domain as the BYUMS Web address

(redirect traffic to the https://marriottschool.byu.edu/mgtsoc location)

3.

4.

5.

6.

7.

c.

Eliminate the BYUMS blog currently hosted on the

www.byumanagmentsociety.com domain

d.

Refine the new BYUMS site to conform more closely with the Marriott Schools
site design

Proactively manage the BYUMS social media presence to promote connection and engagement
a.

Ensure daily/weekly Facebook page posts, photo/video uploads, and like

promotions

b.

Regularly enhance the LinkedIn Group site and promote membership connection

Develop and manage a scheduled email marketing campaign targeted at the BYUMS database
a.

Establish and manage a publishing calendar for monthly e-blasts

b.

Ensure it contains timely content from BYUMS headquarters and also highlights
chapter news/activities

Establish active promotional relationships with the alumni associations of all BYU campuses and the
LDS Business College
a.

Develop and maintain good working relationships with alumni association

presidents and staff

b.

Identify each associations range of member communications and BYUMS

promotional opportunities

c.

Create a mutual promotion program with each association based on cross-marketing

Create an on-campus marketing effort that reaches BYU/LDSBC students, particularly in businessoriented majors
a.

Identify and manage opportunities for BYUMS message inclusion in existing

campus e-bulletins

b.

Seek ongoing PR opportunities for placing BYUMS stories in campus publications

c.

Create and distribute a BYUMS promotional poster customized to direct traffic and
inquiries to the campus chapter

Develop a local outreach program for chapters to collaborate with Stake Public Affairs Directors and
Employment Specialists in their area
a.

Create and distribute an informational/promotional package directed at Stake

Presidents located within BYUMS chapter boundaries to highlight the
networking/career development benefits of BYUMS and pave the way to more local
collaboration

b.

Include a document for distribution to the Stake Public Affairs Director introducing
BYUMS and the chapter president, and describing potential collaboration on service
and public relations efforts

c.

Include a document for distribution to the Stake Employment Specialist introducing

BYUMS and the chapter president, and outlining the benefits of coordinated local
career networking and development

_____________________________________
This report is based on a project in the Business Management 421 course (Integrated Marketing
Communications) at BYU-Hawaii, 1st Term 2011. The team consisted of the following students, directed
by Professor David Preece:
Otgonchimeg Baterdene
Earl John Ryan Hernandez
Jeffrey Huang
Sai Kit Li
Brandon Olmstead
James Rogers
Champ Vinitnantharat
Chanelle Wihongi
Chi-Ian Wong

Current Brand Palette

Recommended Brand Palette

VISIT LAIE MARKETING PLAN

PRESENTED BY STUDENTS IN HTM 270: DESTINATION MANAGEMENT & MARKETING
BYU-HAWAII, SPRING 2011PROF. DAVID PREECE, INSTRUCTOR*
MISSION STATEMENT
The mission of Visit Laie is to create economic growth by collaborating with stakeholders to
promote Laie as a tourism destination, sharing with our visitors the character, culture and spirit
unique to the community.
This organizational mission is intended to be consistent with and assist in fulfilling the stated
missions of the three major entities in Laie: Brigham Young University-Hawaii (BYUH), the
Polynesian Cultural Center (PCC), and Hawaii Reserves, Inc. (HRI), all of which are owned by
the Church of Jesus Christ of Latter-day Saints (LDS). Their missions are stated below.
BYU-Hawaii (www.byuh.edu)
The mission of Brigham Young University-Hawaii is to integrate both spiritual and secular
learning, and to prepare students with character and integrity who can provide leadership in
their families, their communities, their chosen field, and in building the kingdom of God.

Polynesian Cultural Center (www.polynesia.com)

The Polynesian Cultural Center is a unique treasure created to share with the world the cultures, diversity
and spirit of the nations of Polynesia. In accomplishing this we will:
Preserve and portray the cultures, arts and crafts of Polynesia.
Contribute to the educational development and growth of all people at Brigham Young
University-Hawaii and the Polynesian Cultural Center.
Demonstrate and radiate a spirit of love and service which will contribute to the
betterment, uplifting and blessing of all who visit this special place.

Hawaii Reserves, Inc. (www.hawaiireserves.com)

We profitably manage and develop Hawaii resources in a way that cultivates vibrant
economic progress.

ORGANIZATIONAL SUMMARY
Visit Laie is a proposed non-profit, start-up destination management and marketing organization
(DMO), initially established as a small firm with only two employees: a full-time executive
director and a part-time marketing coordinator.
The executive director will have all strategic and management oversight responsibilities, along
with serving as the lead sales person and organizational representative. The marketing
coordinator will assist in the development and implementation of promotional programs and
materials, including the visitlaie.com website and other online communications.

*Professor Preece served a dual role in this effort: 1) As a mentor to students

to provide parameters, resources and guidance for this required project; 2) As a
graphic design agency for corporate identity and marketing communications
elements, receiving strategic direction and design approval from the student clients.

VISIT LAIE MARKETING PLAN, PAGE 1

One important success factor will be for Visit Laie to effectively coordinate its promotional efforts
with government-sponsored tourism marketing agencies such as the Hawaii Visitors and
Convention Bureau and the Oahu Visitors Bureau, who regularly offer cooperative advertising
and sales programs in which Visit Laie may invest to create greater marketing leverage.
Because Visit Laie is not affiliated with government and has no access to tax-based public
funding, monies to support the marketing of Laie as a destination are derived from investments
by the key economic entities in Laie (BYUH, PCC, HRI), a per-room night allocation from the
new Marriott Courtyard hotel, and promotional contributions from other local business with a
vested interest in growing tourism visitation to the community.
The Visit Laie executive director will report to a board of directors comprised of executives from
the three key investing entities and from leadership representatives of other contributing
businesses and community organizations such as the Laie Community Association.
This organizational structure is a variation on an industry-standard geographic promotion model
built on specialization, collaboration and mutual benefit. Each partner entity necessarily focuses
on its operational priorities and brand-specific marketing, while the DMO is focused on building
general demand for the destinationin the process mitigating territorial overlaps or functional
voids between commercial partners.
MARKETING SITUATION
Tourism is obviously the dominant element of Hawaiis
economy, directly accounting for about 20% of the
states gross domestic product and approximately 1/3
of employment. While the visitor industry has struggled
through the recession of recent years, tourism is
quickly recovering and is projected to grow at a steady
rate in the foreseeable future.

HAWAII TOURISM GROWTH PROJECTIONS

(MILLIONS)

Department of Business, Economic Development & Tourism

Tourism is similarly important to the Island of Oahu, to

the Koolauloa area, and to the Laie community. The
fortunes and community impact of the Polynesian
Cultural Center, in particular, are tied directly to visitor
growth.
However, two important visitor trends are crucial to
PCCs growth potential: Oahu Arrivals and the Repeat
Visitor Rate. PCC can only draw its guest pool from
visitors to this island, and repeat visitors are
statistically less likely to choose a visit to PCC. Oahus
growth will depend on attracting more visitors from
emerging markets such as Asia, which will also help
reverse the long term trend of more repeat visitors.
These factors are drivers of PCCs aggressive
investment in the new product development summarized in
following sections.
HRIs Envision Laie plan (www.envisionlaie.com) is an ambitious
community development effort that includes infrastructure and floodmanagement enhancements, sorely-needed new housing neighborhoods,
added shopping and dining, and a new 220-room Marriott Courtyard hotel to
replace the former Laie Inn razed in 2010.
VISIT LAIE MARKETING PLAN, PAGE 2

The addition of the Courtyard hotel is an essential element of Laies potential as a new tourism
destination because accommodations have long been the limiting factor in attracting leisure
vacationers, business meetings visitors, or friends and families of students and residents.
BYUH leadership has determined that the current operational model is not financially
sustainable over the long term. The current student body size of 2,500 requires too great a
subsidy from the LDS Church, and current facilities do not allow for significant expansion.
Administration has therefore decided to double the student body size, requiring additional
dormitories, classrooms, offices and church buildings. Not only will the larger student population
bring additional family and friend visitors, the expansion will also include new facilities that may
accommodate business meetings and events of different kinds.
The role of the new Visit Laie organization will be to leverage these exciting new community
developments in an effective tourism promotion program aimed at adding new economic impact.
The key strategic questions in this effort will be who to target as potential visitors, and what
messages will motivate them to visit for leisure or business meeting/incentive purposes.
Given the direct tie to the LDS Church of the big three entities, other local organizations, and
Laie residents, Visit Laie believes that leisure visitors and organizers of business meetings most
likely to come to Laie are those with some LDS affiliationparticularly those in the Western
United States.
To offer a global religious travel perspective, about 300 million per year people take a faithbased trip. This includes everything from pilgrimages to holy sites and youth ministry group
excursions to religious meetings and voluntourism. Laie has a rich religious and cultural
history, both in relation to the LDS Church and to ancient Hawaiian practices. In addition to
hosting the newly-renovated LDS Laie Temple, the area served as a mid/late-1800s Pacific
gathering place for Latter-day Saints. Anciently, it was the site for Hawaiian heiau (worship
sites) and was a protective place of refuge for Hawaiians fleeing the law. This unique heritage
serves as a foundation for tourism marketing and visit appeal beyond the contemporary
attractions of tropical weather, beautiful beaches and fun activities.
The success of Visit Laie will contribute to a bright future for the Koolauloa region. It will help
draw new visitors with whom the community can share its special attributes and values-driven
character while creating new economic opportunities for residents and local businesses.
SWOT ANALYSIS
Strengths
Attractions such as Polynesian Cultural Center, LDS Temple, Laie Point, Hukilau Beach,
Malaekahana Beach Park, Pounders Beach, BYUH, Hukilau Caf, Goat Island
Outdoor activities such as hiking, swimming, surfing, snorkeling, kayaking, camping,
agricultural/botanical experiences
Small town, Hawaiian country atmosphere
Authentic Polynesian community character
Rich Hawaiian heritage and LDS Church history
Close to North Shore, big surf waves, and on the Circle Island Drive
Business or other training and development capabilities at BYUH

VISIT LAIE MARKETING PLAN, PAGE 3

Weaknesses
Lack of awareness as a leisure or business meetings destination
No transient accommodations
No significant business meeting space or services
Infrastructure limitations such as access/Kamehameha Highway and flood management
Distance from Honolulu
Tourism tied to seasonal patterns
Low return visitor rate to PCC
Limited new product development at PCC
Opportunities
Planned 220 room hotel with dining and meeting space
Planned beach park across from new hotel
Additional restaurant and retail space
New bike/pedestrian paths and bypass road
Expansion of PCC experiences (villages, dining, IMAX, shopping) to attract new and
return visitors
Expansion of BYUH creates more visiting families and new meeting facilities
Threats
New Disney resort hotel in Koolina
Any new Waikiki hotel development
Uncertainty of relationship with or competition from Turtle Bay
Windward weather conditions, natural disasters
Variability of global economy and tourism growth
LAIE TOURISM PRODUCT RECOMMENDATIONS
In addition to what is already known about the expansion and upgrade plans of HRI, PCC and
BYUH, Visit Laie recommends the following be considered as important amenities to enhance
the experience of leisure and business visitors to the new and improved Laie.

Improve directional signage and point-of-interest markers

As much as is physically and financially possible, create visual buffer zones around key
tourism areas by upgrading streetscapes and removing sub-standard structures
Improve facilities maintenance and visitor hospitality training at PCC, BYUH and HRI
Encourage the development of locally-operated activities and excursions such as surf
lessons, canoe and surfboard rentals, hiking tours, bike rentals, Polynesian star
gazing/storytelling experiences
New shopping and dining experiences should reflect Hawaiian/Polynesian culture and
deliver a local feel with locally-made products
Room configurations in the new hotel should accommodate week-long family stays
(microwave, sink, refrigerator) as well as business meeting participants (free Internet,
work desk, electrical outlets)
Extensive concierge services for leisure and business visitors, including a daily airport
shuttle and rental car service
Ensure that all community entities, amenities and activities are connected with
pedestrian/bike pathways

VISIT LAIE MARKETING PLAN, PAGE 4

TARGET AUDIENCES
Visit Laie must focus its limited promotional resources on a few highpotential target groups. As previously indicated, the key target geography is
the Western United States, and the primary target segment is LDS Church
members or businesses with an LDS connection. See the table below for
state-by-state populations and Mormon residents.
Leisure Visitors (US West LDS)
Primary Leisure Targets: Vacationing Families, Romance
Couples (Honeymoons, Anniversaries, Destination Weddings);
Friends and Family Visitors (BYUH students, residents); Special
Event Visitors (PCC, BYUH, Surf Competitions, Movie Filming).

PRIMARY LEISURE TARGETS

US MAINLAND

Secondary Leisure Targets: Kamaaina and Military Getaways;

LDS Temple Patrons, Neighbor Island Visitors.

US WEST

PRIMARY TARGET READINESS

Using a buyer readiness model approach to assess the
current status of the Primary Leisure Target, Visit Laie believes
the majority of LDS travelers in the US West region have limited
awareness or knowledge of Laie as a tourism destination, and
therefore do not consider the community as a place to vacation.
Exceptions to this may include families or
friends of BYUH students or Laie residents
who have some familiarity with the
community as a place to visitbut a lack of
accommodations has severely limited this
market.

LDS TRAVELERS
Families
Honeymooners &
Weddings
Visiting Family

Current Status of Most in

Primary Leisure Target

AWARENESS KNOWLEDGE

This situation dictates an emphasis on building basic

awareness with message content focused on key
destination attributes planned for development that
complement existing leisure amenities. The goal is to
establish Laie as a preference in the leisure visit
consideration set.

PREFERENCE CONVICTION ACTION

POPULATION
6,392,017

LDS CHURCH
MEMBERS
387,950

%
6.1%

California

37,253,956

763,370

2.0%

Colorado

5,029,196

142,473

2.8%

Idaho

1,567,582

414,182

26.4%

989,415

46,484

4.7%

STATE
Arizona

Montana

POSITIONING STATEMENT
To leisure travelers seeking a relaxing and enriching
vacation, Laie, Hawaii is a small beach town
destination that combines a rich Polynesian culture, a
variety of recreation experiences, and a warm Spirit of
Aloha.

LIKING

New Mexico

2,059,179

67,637

3.3%

Nevada

2,700,551

175,149

6.5%

Oregon

3,831,074

147,965

3.9%

Utah

2,763,885

1,910,343

69.1%

Washington

6,724,540

267,927

4.0%

563,626

63,069

11.2%

69,875,021

4,386,549

6.3%

Wyoming
Total

UNIQUE SELLING PROPOSITION

Aloha Lives in Oahus Backyard
LEISURE MARKETING OBJECTIVES
1. Create awareness of Laie as a unique vacation destination among the target audience.
2. Encourage travel agents and operators to recommend Laie as a Hawaii vacation option.
3. Build visitor room night volume at the Marriott Courtyard hotel in Laie.
4. Leverage Laies unique destination attributes and special ties to the LDS Church.

VISIT LAIE MARKETING PLAN, PAGE 5

LEISURE MARKETING STRATEGIES

1. Build a strong network of online consumer communications tools, including
a. an informative and interactive web site,
b. a focused range of social media,
c. targeted email campaigns,
d. an effective search engine optimization program, and
e. online advertising in LDS websites and blogs.
2. Select the primary LDS-targeted print and broadcast media for the placement of limited,
seasonally-timed advertising.
3. Participate in relevant cooperative consumer marketing programs offered by the Hawaii
Visitors & Convention Bureau and the Oahu Visitors Bureau.
4. Creative cooperative marketing opportunities for local Laie organizations seeking to promote
their leisure tourism offerings.
5. Sales visits and direct mail to travel agents and operators who focus on the LDS market to
present the Laie destination story and deliver printed and e-marketing sales tools.
PROMOTIONAL TACTICS
Leisure Website Home Page:

Leisure Banner Ads:

VISIT LAIE MARKETING PLAN, PAGE 6

Business Visitors (US West LDS-Affiliated)

Primary Business Targets: Small/Mid-Sized Companies (Board
Meetings, Training, Incentives); Business Associates of Entities
(BYUH, PCC, HRI).

PRIMARY BUSINESS TARGETS

US MAINLAND

Secondary Business Targets: Local Companies (Meetings,

Training); Executive Education and Seminars (BYUH).
US WEST

PRIMARY TARGET READINESS

In the buyer readiness model, Visit Laie believes the majority of
LDS-affiliated business travelers in the US West region have
extremely limited awareness of Laie as a business meetings
destination, primarily because the community has never been able
to offer sufficient event or accommodation facilities for most
business groups.
The only exception to this situation is the
occasional visitor coming to conduct
business with BYUH, PCC, HRI, or other
local companieshowever, their
accommodations options are currently
Turtle Bay Resort or Waikiki/Honolulu.

LDS AFFILIATED
BUSINESSES
Board Meetings
Management &
Training Meetings
Entity Visitors

Current Status of Most in

Primary Business Target

AWARENESS KNOWLEDGE

LIKING

PREFERENCE CONVICTION ACTION

This situation requires an emphasis on building fundamental awareness of Laie as a place to

conduct various business meetings, with message content focused on relevant facilities and
services planned for development.
POSITIONING STATEMENT
To planners of small/mid-sized business meetings and events, Laie, Hawaii offers a diverse
variety of facilities and services delivered with genuine Aloha in a unique small beach town
atmosphere.
UNIQUE SELLING PROPOSITION
Aloha Meets in Oahus Backyard.
BUSINESS MARKETING OBJECTIVES
1. Create awareness of Laie as a unique business gathering place among targeted meeting
planners and business executives.
2. Build business room night and meeting space rental volume at the Marriott Courtyard hotel,
BYUH, PCC and other Laie venues.
3. Leverage Laies unique destination attributes and special ties to the LDS Church.
BUSINESS MARKETING STRATEGIES
1. Build a strong network of online meeting planner communications tools, including
a. an informative and interactive web site,
b. targeted email campaigns,
c. an effective search engine optimization program, and
d. online advertising in LDS websites and blogs.
2. Participate in relevant cooperative business meeting marketing programs offered by the
Hawaii Visitors & Convention Bureau and the Oahu Visitors Bureau.
3. Creative cooperative marketing opportunities for local Laie organizations seeking to promote
their business meeting offerings.

VISIT LAIE MARKETING PLAN, PAGE 7

4. Collaborate with BYUH and PCC to create and promote executive education and
specialized training programs hosted at the Marriott Courtyard hotel.
5. Sales visits and direct mail to meeting planners and decision makers at LDS-affiliated
business in the target area to promote Laie as a unique business event destination.
PROMOTIONAL TACTICS
Business Website Home Page:

Business Banner Ads:

VISIT LAIE MARKETING PLAN, PAGE 8

MARKETING BUDGET
Visit Laie Proposed Year 1 Budget
RESEARCH (Secondary data, focus groups)

$10,000

5%

COMMUNICATIONS (Advertising, PR, promotion, e-marketing)

$75,000

40%

SALES (Travel, entertainment, materials)

$10,000

5%

SALARIES (Wages, incentives, benefits)

$85,000

45%

GENERAL & ADMINISTRATIVE (Office, utilities, communications)

$10,000

5%

YEAR 1 TOTAL

$190,000

100%

VISIT LAIE MARKETING PLAN, PAGE 9

9/30/2016

Asian Productivity Organization

Hawaii Rural Tourism Study Mission
12-19 June, 2016 Laie, Hawaii

Rural Tourism Models on Oahu

David Preece Brigham Young University-Hawaii
APO Hawaii Study Mission 12-19 June, 2016

9/30/2016

TOPICS
1. Two key concepts
Sustainable tourism
Sense of place
2. Overview of several rural tourism business

models on the island of Oahu

3. Preview of Fridays team activities and
assignments

SUSTAINABLE TOURISM

There is increasing consumer demand for

sustainability in tourism
Tourism organizations must respond to
effectively compete and act responsibly
Long-term health and growth of tourism
depends on sustainable business practices in:





Destination planning and development

Tourism products, services and marketing
Global and local partnerships
Cultural, environmental and social impact
4

9/30/2016

SUSTAINABLE TOURISM
Key Sustainable
Tourism Questions
 Are resources
utilized wisely for
the present and the
future?
 Are the benefits
balanced and
equitable for all
stakeholders?
 Are we reflecting
and respecting the
local heritage,
culture and
environment?
5

SENSE OF PLACE

The combination of environmental, social,

cultural, political, economic, and artistic

characteristics that make a place special,
create a unique identity and image, and
encourage feelings of connection for
residents and visitors.

9/30/2016

SENSE OF PLACE

SENSE OF PLACE

9/30/2016

SENSE OF PLACE

SENSE OF PLACE

10

9/30/2016

SENSE OF PLACE

11

SENSE OF PLACE

12

9/30/2016

SENSE OF PLACE

What defines your community or countrys

sense of place?

Why is this important in tourism and
destination planning?

13

HAWAIIS GROWTH, CHANGE

Tourism arrivals to the Hawaiian Islands have

grown dramatically in recent decades

This growth is accompanied by global
changes in leisure tourism interests and
motivations

Hawaii has seen fundamental changes in
visitor behavior, particularly among repeat
visitors

14

9/30/2016

ASTOUNDING EXPANSION
Hawaii Annual Visitor Arrivals
(Millions)
9
8
7
6
5
4
3
2
1
-

Oahu Visitor
Share = 62%

1930

1940

1950

1960

1970

1980

1990

2000

2010

2015

15

EVOLVING VISITOR BEHAVIOR

16

9/30/2016

SEEKING AUTHENTICITY

An increasing number of global travelers,

including Hawaii visitors, are looking for

alternatives to mass tourism

They are heading to rural areas and seeking
to interact with (and act like) local residents

Everybody wants to travel, but nobody wants
to be a tourist

17

GOOD AND BAD

This behavioral shift is creating both

opportunities and challenges in rural areas

 Economic growth and new jobs

 Greater infrastructure investment
 Sharing of community, culture and lifestyle
 Increased traffic and business congestion
 Risk of environmental degradation
 Impact on cultural traditions
 Growing resentment toward tourists
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GOOD AND BAD

Well-planned, appropriate, collaborative rural

tourism development is the solution

Balancing growth with sense of place is
required but not easy among stakeholders
with varying interests and agendas

19

OAHU RURAL TOURISM

More visitors want to explore the real Oahu

and are spending more time in the western,

central, eastern and northern parts of the
island
Laie

20

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OAHU RURAL TOURISM

A greater number of tourism activities and

attractions have been created in rural areas

to meet this demand and take advantage of
the business opportunity
Small roadside restaurants, food trucks, fruit
stands and shops
Farm-based attractions and environmental
exploration experiences
Adventure activities and equipment vendors
Small hotels and alternative accommodations
21

OAHU RURAL TOURISM

The Study Mission group will visit several of

these rural tourism sites

Byodo-In Temple
Waiahole Poi Factory
Kualoa Ranch
Malaekahana Beach Campground
Kahuku Farms
Climbworks-Keana Farms
Hele Huli Segway Tours
Sharks Cove Food Trucks
Waimea Valley

22

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WAIAHOLE POI FACTORY

A roadside restaurant and gift shop that

makes and sells poi at retail and wholesale

(Taro root)
23

KAHUKU FARMS

A diverse agricultural operation with tours,

retail, demonstration gardens and food service

on land leased from the State of Hawaii

24

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MALAEKAHANA

A local firm with a state contract to run a public

campground with an independent food truck

25

CLIMBWORKS

A profit-sharing partnership between a 460-

acre farm and a zip line adventure operator

26

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FRIDAY TEAM ACTIVITIES

Two activities to help synthesize and apply

key concepts from workshops and site visits

1. Participants will be assigned to four teams who
facilitate an interactive critical review of four
Hawaii attractions the entire group will visit. This
review will be partly based on survey data
collected from each participant
after the site visit, as well as
incorporate the teams own
observations. This should be
an open discussion that
reinforces learning from the week.
27

FRIDAY TEAM ACTIVITIES

Two activities to help synthesize and apply

key concepts from workshops and site visits

2. Participants from each nation will select one
unique rural site in their home country which
may have significant tourism development
potential. Present images, video, geographic and
demographic data, cultural and historical
descriptions which explain why this site is
special and possesses tourism potential. Apply
best practices and explain how the site could be
sustainably developed and effectively promoted.
Each presentation is 10 minutes maximum.
28

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SIGATOKA SAND DUNES

29

SIGATOKA SAND DUNES

The Sigatoka Sand Dunes National Park is

Fiji's first National Park and was established in

1987 to protect a unique natural and cultural
heritage site. The park area is 650 hectares.

The park is managed by the
National Trust of Fiji, a non-profit
statutory organization which
charges an entry fee of $10 FJD
($5 USD) to help offset the costs
of staff and maintenance.
30

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SIGATOKA SAND DUNES

Archaeological excavations have uncovered

pottery more than 2600 years old, as well as

one of the largest burial sites in the Pacific.

Evidence of the past is clearly visible
throughout the dune system as pottery
shards, stone tools, human remains and
other archaeological relics continue to be
uncovered by nature and organized digs.

In 1999 it was proposed as a World Heritage
Site but so far has not been accepted.
31

SIGATOKA SAND DUNES

Apart from being a key tourist destination, the

dunes are an important source of

archaeological artifacts and information for
domestic and foreign universities and
archaeological institutes.

The dunes are now an important educational
and recreational site for locals and tourists.

More capital and ongoing revenues are
needed to invest in and sustain improved
infrastructure and visitor experience.
32

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SIGATOKA SAND DUNES

33

SIGATOKA SAND DUNES

34

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SIGATOKA SAND DUNES

Strengths
Some of the largest dunes in the Pacific
Early history site with archaeological importance
Protected national park status
Easily accessible from major tourist areas
Long and short walking tours offer variety
Beautiful natural surroundings and high views
Combines forest, scrub hills, beaches

35

SIGATOKA SAND DUNES

Weaknesses
Awareness is low among some visitors
Many tourists stay close to major resort areas
Limited infrastructure for parking, orientation,
gift purchase, lavatories
No on-site food or beverage service
Guided tour schedules are unclear
Interpretive and directional signage is sparse
History, archaeology, culture not well-highlighted
No handicapped visitor access
36

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SIGATOKA SAND DUNES

Threat
37

SIGATOKA SAND DUNES

38

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SIGATOKA SAND DUNES

Product Recommendations
Improve the entry and parking areas
Add an interpretive orientation center with video
Print a colorful brochure with walking tour maps
Create a smartphone app with content, maps
Add better signage throughoutdirectional,
interpretive, cultural, historical, archaeological
Build sidewalk, boardwalk, pathway upgrades
Add more tour guides with uniforms and training
Create a high-end guided Segway tour
39

SIGATOKA SAND DUNES

Promotional Recommendations
Place promotional signs at key road locations
Distribute brochure in major resort areas
Create a concierge famil and referral program
Place promotional video on hotel TV systems
Establish ties with all tour operators
Design a strong and informative website
Create a social media presence for target group

40

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SIGATOKA SAND DUNES

Explore Fijis Nature,
History and Culture

Sigatoka Sand Dunes

National Park

41

SIGATOKA SAND DUNES

Development Plans and Challenges
Create a master plan involving a wide crosssection of public and private stakeholders
Appoint a lead organization as project manager
Conduct an impact analysis of development on
the environment, economy, community
Identify available public resources and potential
private investment
Establish support, partnerships and broad
engagement within the tourism industry
42

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SIGATOKA SAND DUNES

Questions and Suggestions?

43

Mahalo! Questions?

22

A Case Study in the Development and Marketing of Sustainable Tourism

ALOE VERA TOURISM IN ARUBA

Aloe Vera in Aruba
The aloe vera plant (https://en.wikipedia.org/wiki/Aloe_vera) was introduced to the Caribbean
island nation of Aruba in 1840, and it has since influenced everything from economics and
culture to society and medicine. Eventually, two-thirds of Aruba's land was covered with aloe
cultivation and Aruba became the world's largest exporter.
Aloe vera was first planted on 150 acres of land at the Hato plantation which is still used today
to grow the raw materials for the largest local aloe products firm, Aruba Aloe
(http://arubaaloe.com/). The fierce southern Caribbean sun and
Aruba's desert environment intensify the plant's natural healing
qualities to produce a potent gel commonly used to revitalize and
repair irritated, wounded or sunburned human skin. The semitropical aloe plant is commercially grown in many different parts of
the world including the arid regions of Africa, Asia, Australia and
the Americas. (http://www.iasc.org/aloe.html)
Over the years, many of Arubas aloe fields have been replaced by commercial and residential
development, or have just been allowed to go fallow. The result is diminished aloe production
and export while tourism has grown into the countrys dominant economic sector. Agriculture
now comprises only 0.4% of the national economy, largely because the harsh desert climate
places practical limitations on the type and quantity of farm crops which can be grown in Aruba.
The global trend of heightened interest in healthier living has attracted greater aloe consumption
due to its concentrations of Vitamins B, C and E, folic acid and antioxidants. More people are
using it as a topical skin treatment and a juice for drinkingthough aloes internal health
benefits are not yet backed by scientific research.
In an effort to expand their business, the Aruba Aloe company has recently built modern
production facilities, created a small aloe museum which is open to the public, designed new
aloe-based products and branding, and developed new wholesale and online retailing channels
that reach international markets. This activity has encouraged a modest aloe renaissance of
expanded cultivation, primarily on small family farms hoping to take advantage of the growing
commercial demandbut supportive resources, expertise and infrastructure are very limited.
Government officials in Arubas economic, agriculture and tourism agencies have been
observing and encouraging this expansion of aloe production and promotion as a potential form
of sustainable economic growth and diversification. However, direct government investment or
incentives focused on aloe expansion have not been significant or well-coordinated so far.
All About Aruba
Aruba is a 75-square-mile island located 18
miles off the north coast of Venezuela. The
island has an estimated population of 103,000
persons made up of a rich cultural tapestry of
ethnic groups; Amerindian, Dutch, African,
Spanish, English, Hispanic, American, Filipino,
East Asian, Haitian, Dominican, and others
from the Netherlands Antilles and former
Dutch colonies.
The 40-mile-long island's history and culture
are derived from three eras: Ancient Indians
(Arawak tribe), Spanish Rule (1499-1635), and Dutch Rule (1636-1986). Aruba became partially
autonomous from the Netherlands in 1986 and created a local parliament, but it still remains
legally tied to the Dutch government and the Kingdom of the Netherlands. Most Arubans speak

Dutch, Spanish, and English, but the dominant local language is a creole called Papiamento.
The people are known for being warm and friendlyindeed, the nations tourism slogan is
Aruba. One Happy Island. The annual Carnival festival is an important holiday season of
colorful celebration early in the year, as it is in most countries with a
Latin heritage.
Aruba is a largely desert island with limited plants and trees, and it
has pleasant year-round temperatures and clear waters with
abundant marine life. Fresh water is scarce on the island, and nearly
all of Arubas water is sourced from desalination plants. Since Aruba
receives very little rainfall, there was no historical incentive to grow
sugar cane or other crops, which made Aruba only a minor factor in
the Caribbean plantation economy and its related African slave trade.
The island has many buildings that reflect a rich fusion of European
and Caribbean architectural styles. Duty-free shopping by tourists is a
major economic contributor, and most hotels and resorts have
casinos. Aruba has a couple of small museums, but they are not
sophisticated or very interactive and they receive few tourists.
The weekly Bon Bini Festival at Fort Zoutman (Arubas oldest
building) in the capital city of Oranjestad is popular but
underdeveloped as a meaningful cultural experience designed around
traditional music and colorful dance. Coordinated by the Aruban
Ministry of Culture, the objective of this event is to offer a taste of
Arubas culture in a limited time and at a single location. Visitors pay
$5US for admission to the 2-hour performance which takes place
each Tuesday evening. There is a brief intermission to encourage
shopping at the local handicraft booths. Missing are any cultural or
historical references to aloe vera and its importance to Arubas past.
Scenes from the Bon Bini Festival begin at the 1:30 mark of this video about the island:
https://www.youtube.com/watch?v=A-MyXVasXEo
Aruba Tourism
Aruba receives over 900,000 visitors per year, and 45% of these are cruise ship arrivals while
55% are stay-over arrivals. The timeshare industry features prominently in visitor
accommodations. Of the 7,500 total rooms available for tourists, 40% are timeshare and 60%
are hotel rooms. Approximately 30% of overnight arrivals are accommodated at timeshare
resorts, which indicates high hotel occupancy rates.
In 2012 Aruba hosted about 907,000 tourists, with 64% of them from
North America (U.S. and Canada), 23% from Central/South
America, and the remainder from Europe, the Caribbean
and other countries (4% from the Netherlands). Below is
the total visitor trend from 2005 to 2012:
2005 - 732,514
2006 - 694,372
2007 - 753,398
2008 - 826,744
2009 - 812,666
2010 - 824,330
2011 - 868,973
2012 - 906,934

The effect of the U.S./global recession that began in 2008 can

be seen in these figures. Arrivals for 2009 and 2010 were
lower than 2008, but Aruba has seen steady increases in 2011 and 2012 as economic concerns
started to decline. Statistics for 2013 are not yet available but the growth appears to continue.

Visitor satisfaction is generally high for Aruba, as 2008/2006 visitor survey results (the most
recent data) below show. Visitor "likes" are listed first, followed by a table of "dislikes":
Likes (2008)
Aruba is a safe place to visit
People are friendly/hospitable
Aruba is clean
Aruba has nice beaches
Aruba has pleasant weather
Aruba has good attractions
Aruba has good nightlife
Aruba has good hotels
Aruba is expensive

85.4%
83.2%
61.7%
88.1%
74.4%
52.6%
49.5%
76.9%
26.3%

Dislikes (2006)
Expensiveness in general (food/beverage)
Departure tax (too expensive)
Service hotel/restaurant (slow/bad)
Service at hotel (slow/bad)
Service at restaurant (slow/bad)
Weather/climate/wind
Insufficient night life/entertainment
Local transportation/traffic
Lack of road signs and bad condition road
Too much litter/garbage
Service airport/immigration
Shops closing too early and on Sunday
Nothing
Other
Taxi (Service/Expensive)

14.8%
0.1%
2.8%
1.6%
0.8%
3.3%
0.5%
0.5%
1.5%
1.1%
2.5%
0.7%
66.1%
9.6%
0.6%

According to official tourism data, most visitors spend the majority of their time on the following
activities: the beach, snorkeling/diving, windsurfing, shopping, dining, gambling at casinos,
fishing, bird watching, and golfing. The destination's official leisure tourism promotion website is
http://www.aruba.com/ which provides good information about activities, attractions,
accommodations, dining, shopping, culture, history, nature, and other content helpful in planning
a vacation. The site also highlights the Aruba Aloe company in the Land Activities section.
A prominent site feature is the Aruba Certification Program Mi compromiso cu Aruba, an
educational effort designed for local people working in the tourism industry. Its purpose is to
enhance the knowledge of Aruba tourism product and to focus on excellence of service in a
context of economic sustainability (http://www.aruba.com/aruba-certification-program).
The video at this link provides a good visual overview of the island from a tourism perspective,
including general promotional footage and several of Aruba's TV commercials from recent
years: https://www.youtube.com/watch?v=wt1m7Oit6kA.
Beyond Sun and Fun
Aruba tourism officials and other government leaders would like to expand the variety of visitor
experiences from its current narrow focus on beaches, shopping, gaming and night life. Their
desire is to add perceived value and uniqueness to an Aruban vacation and motivate visitors to
stay longer, explore moreand spend more money in the process.
The Aruba Tourism Authority (ATA; a quasi-government agency) recently conducted a strategic
planning session which included representatives from tourism industry partners and community
stakeholders. The discussion revealed a concern that Aruba presently offers very few

experiences to tourists which enable them to learn about or engage in the island's history,
natural environment or indigenous culture. The planning group agreed that the rising global
trend of travelers seeking out a destination's unique cultural and natural experiences is an
important development to which Aruba must pay attention in order to stay competitive.
As a key outcome of this strategy session, the ATA's board of directors gave ATA staff an
assignment to create and implement a plan to effectively develop and promote indigenous
natural and cultural experiences for tourists. The overall goal is to increase visitor arrivals,
length of stay, and tourism spending. The specific directives are to:
1. Differentiate Aruba from competitive Caribbean destinations
2. Expand the type and variety of unique, interactive, memorable visitor experiences
3. Engage Aruba citizens to lend authenticity, increase local cultural pride, and strengthen
environmental awareness
As the ATA staff considered their mandate to identify and develop new
natural and cultural visitor experiences, the ATA marketing director
mentioned she and her family recently visited the Aruba
Aloe company museum and toured the aloe vera fields.
Their tour guide told them of the growing number
of small aloe farmers and their interest in
tourism as a new source of income.
The owners of one farm are even building
an extension of their home to create an
intimate farm stay experience for tourists
but they, like all the other aloe farmers, have
no hospitality or tourism experience and few
resources for product development and promotion.
The planning group immediately recognized that
aloe vera tourism could be an integrated solution to
fulfill the ATA boards objectives of enriching the
visitor experience beyond the beach, shops and casinos by
immersing them in Arubas distinctive aloe-related history and culture.
They saw the potential for creating and promoting an expanded variety of agritourism ventures
that encourage rural exploration and create economic opportunity outside the large resort areas.
But even as the group became increasingly excited about the potential of aloe vera agritourism,
several important questions were raised which they acknowledged would require significant
further attention and resources:

What kinds of aloe-focused experiences are currently available in Aruba?

Who are agritourists, what do they seek, and are they currently coming to Aruba?
Should agritourism products extend beyond just touring aloe fields to include valueadded packaged goods?
What role should the Aruba government play in expanding and promoting agritourism?
What are the responsibilities of the private sector, including tourism entities and farms?
What are the required resources, infrastructure and expertise, and who brings them?
How would such an important effort be organized, led and implemented?
What are some reasonable short- and long-term expectations for aloe tourism growth?

As the group stepped back from the white board to consider this intimidating list of strategic and
tactical questions, they began to wonder, Where do we beginand will the ATA board see the
potential of aloe vera tourism and support our pursuit of its development?
Copyright 2015 by David Preece, Brigham Young University-Hawaii
Some content sourced from: Michael Scantlebury, University of Central Florida; Aruba Tourism Authority at www.aruba.com;
Wikipedia at https://en.wikipedia.org/wiki/Economy_of_Aruba; Aruba Aloe at www.arubaaloe.com

Connecting with Multicultural Shoppers

Developing Target Corporation Strategies Tailored for a Diversifying Marketplace

Situation Analysis
The multicultural shopper wields tremendous influence in the American retail marketplace and
represents a meaningful growth opportunity for many retailers. In 2010, the U.S. Hispanic populations
purchasing power was $1 trillion, African-Americans was $957 billion, and the U.S. Asian populations
was $718 billion.
Not only is this multicultural shopper typically a member of a larger-thanaverage household, each of these minority segments is growing at a faster
rate than the general U.S. population, further amplifying their growing
economic importance. And while Hispanics, Blacks and Asians clearly buy
most of the same consumer goods as the racial majority, they often make
purchases based on unique cultural characteristics and are attracted to
products and services tailored to their segments narrower interests.

Expect More. Pay Less.

To win this diverse and growing market of shoppers, successful retailers

must effectively target their merchandising and marketing strategies to
appeal to an increasing array of different customer needs. Targets goal is to
reach and connect with these niche segments more effectively than its
primary discount store competitors Walmart and Kmart.

Reaching New Market Segments

In the context of a competitive retail environment with shifting
demographics, how can Target grow its share of the multicultural
marketplace? How can Target continue extending its unique Expect More.
Pay Less. brand promise to effectively reach more multicultural shoppers?
What kinds of brand messages will connect most strongly with diverse target
groups? Does the product mix need to be modified to grow these segments,
and how would that be executed across the store network? What pricing,
promotion, and in-store presentation strategies will persuade these
customers to view Target as their U.S. upscale discount retailer of choice by
best executing multicultural marketing initiatives?
This case combines the strategic elements of market analysis and
segmentation with the planning and execution of an effective integrated
marketing communications (IMC) campaign to reach specific target markets.

Case Requirements
The student must develop and submit an integrated marketing
communications plan focused on one of the three identified segments
(Hispanic-Americans, African-Americans or Asian-Americans) that presents
a sound strategy and high-impact tactics. However, each of these growing segments must be
analyzed and compared within the plan document to provide strategic context.
The tactical/executional element of this recommended marketing strategy must be comprised of three
specific promotional tools presented in the plan: 1) digital/social media, 2) offline/traditional promotion
designed to build digital/social media traffic and engagement, and 3) a high-profile launch event
designed to get attention and fit the interests of the cultural target. Each of these creative executions
must be built on a common positioning/Unique Selling Proposition platform, and must reflect an
integrated approach that delivers consistent brand messaging across all channels.
1

At the introductory situation analysis level, the plan must discuss all three large multicultural segments:
Hispanics, African-Americans and Asians. Indeed, it is important to point out the differences (and
similarities) between these shopper groups and their behavior as consumers of retail products and
users of media. The plan must identify key trends within the multicultural consumer base, and show
how the plan leverages these trends to Targets advantage with an innovative IMC strategy that is
well-integrated with Targets broader marketing effort aimed at the U.S. market, including the White
population majorityindeed, the proposed multicultural brand message must balance segmenting and
speaking to the selected niche market with not straying from Targets basic brand image.
Beyond the broad situation analysis of all segments, the heart of the recommended IMC plan focus on
developing communications objectives, strategies and creative executions for only one of the three
segments. The plan must illustrate in detail how the IMC elements will effectively appeal to and attract
this target segment to build multicultural market share.
Specifics expected to be in the written plan document include the following sectionsall of which
should be delivered in a level of quality that emulates the work of marketing professionals:

Executive summary. Briefly but comprehensively summarize the entire IMC plan, ensuring that
all major issues, trends and recommendations are concisely covered. Highlight the situation, the
challenges, and the solutions. Assume the reader only has time for this short section and must
draw conclusions from its content. Make it a powerful stand-alone document that introduces and
summarizes the full plan.

Background and situation analysis. This should be a concise summary of the marketing/retailing
environment; present an overview of market/behavioral trends for all multicultural segments and
the specific selected segment; offer a competitive assessment with a SWOT analysis (Internal:
Strengths/Weaknesses, External: Opportunities/Threats); and include any other relevant content
that provides context or sets up strategic recommendations. It would be wise to identify and
assess how Target may be currently trying to reach these multicultural segments with its
products and promotions.

Marketing communications objectives. Include a set of clear objectives on which your strategies
and programs are focused. Consider these goals as desired outcomes of your marketing
effortswhat will change in the organization, among customers, or in the marketplace as a result
of strategy implementation? How will your selected cultural target group think and act differently
after you reach them? Use the SMART principle (Specific, Measurable, Achievable, Relevant,
Time-based) as a way to ensure the clarity, strength and integrity of the plans objectives.

Marketing communications strategies. Lay out a powerful set of strategies designed to reach the
communications objectives. These strategies articulate precisely how Target will grow its
multicultural market share with the tools of the marketing mix being used in this case:
digital/social media, offline/traditional media (such as magazine, newspaper, radio, TV, outdoor),
and special events promotion. It is highly recommended that the plan include some basic
marketing budget projections to ensure a realistic strategyit is acceptable to make reasonable
cost assumptions using available media/production/implementation information. Also keep
geography in mindthese cultural groups tend to follow patterns in location, so the IMC plan will
likely be geographically focused rather than national in nature.

Marketing communications tactics/executions. This is an opportunity to visually and audibly

express the marketing plan to consumers. The offline/online communications and promotional
events detailed in this section must tie back to the stated objectives and strategies, as well as
reflect the unique profile and characteristics of the multicultural market segment being targeted
this is all about connecting with the target group on an emotional level in ways that are relevant
to their unique needs and interests. This section must also include a succinct positioning
statement and a powerful USP/slogan. These various executional elements must be presented
as part of an integrated marketing communications effort that ensures consistency of brand
image and message across platforms. You must include actual creative executions for each
media channel recommended. These executions should be shown in the plan as professionally
as possible, but it is recognized that students have limited design skills and production
2

resources. For example, if TV/video is recommended as an executional element, the plan should
include at least a multi-frame storyboard that demonstrates the final video production with visuals
and text. If an outdoor billboard campaign is used, then at least two mocked-up billboards should
be presented. For social media programs, a hypothetical Facebook page might be created. In
presenting a special event, the program must be described in detail and accompanied with
images that help illustrate this execution.

Additional IMC plan sections could be considered and included at the discretion of the student,
such as a concluding Summary that powerfully closes out the plans pitch, or an Exhibits section
that has long/large attachments with details and back-up materials. These sections are typically
part of a marketing plan.

Company Information
Who is Target and What is the Brand Image?
Target Corporation (NYSE:TGT; https://corporate.target.com/) is the nation's #2 discount chain
(behind Walmart). The fashion-forward discount chain operates about 1,800 Target and SuperTarget
stores in 49 U.S. states, as well as operating a robust online business at Target.com. Target recently
closed its 133 stores in Canada after a failed international expansion hampered by an insufficient
supply chain systemthis was one of the first major changes initiated by new CEO Brian Cornell.
Target and its larger grocery-carrying incarnation, SuperTarget, have carved out a niche by offering
more upscale, trend-driven merchandise than primary rivals Walmart and Kmart. One method used to
accomplish this differentiated strategy has been to establish exclusive affiliations with well-known
fashion and home goods designers. Target also issues its proprietary Target credit card, good only at
Target.
Another key brand differentiation tool has been Targets approach to its advertising, which is bold,
colorful, musical, young and hipas evidenced by these recent commercials:
Height of Summer: http://youtu.be/AdaUg27IlII
Falling Into Fall: http://youtu.be/FF2T5_tEV-k
2013 Holidays: http://youtu.be/dn3CSRvP55c
The Everyday Collection: http://youtu.be/1cMmTsAZFhs
Shakira Album Launch: http://youtu.be/0BOj-ndMCzI
Who is the Typical Target Customer?
Target works to appeal to a range of guest segments, including women, kids, teens, young singles and
families. Customers are young, well-educated, moderate-to-better income families who live active
lifestyles. Targets branding and merchandising strategy has helped establish a largely-suburban
customer base that is slightly younger and more upscale than its main competitors Walmart and
Kmart:
Median age of 40
Median household income of approx. $64,000
Approximately 43% have children at home
About 57% have completed college
What are Target Stores Like and Where Are They Located?
The first Target store opened in 1962 in the Minneapolis suburb of Roseville, Minn., with a focus on
convenient shopping at competitive discount prices. After a reversal in fortune that coincided with the
onset of the deep recession, Target is growing its grocery business, aggressively remodeling and
expanding storesmost of which are in suburban locations as stand-along buildings in larger
shopping centers.
New stores range in size from approximately 127,000 square feet to approximately 174,000 square
feetbut has recently experimented with smaller store formats in urban environments called
TargetExpress. As detailed in this media story from Philadelphia, PA, the TargetExpress strategy may
3

be effective at reaching a more diverse customer base living in the centers of large cities:
http://www.philly.com/philly/business/20150109_Target_aiming_to_build_small_Center_City_stores.html.
Additionally, Target operates 37 distribution facilities nationwide. Target opens new stores three
different times each yearin March, July and Octoberto align with the major merchandising themes
that set in our stores: Spring, Back-to-School and Holiday. As a publicly-owned, U.S. company based
in Minneapolis, MN, Target has a global presence with a satellite headquarters location in India and
sourcing offices around the world. In addition, the company operates a credit card segment that offers
branded proprietary credit card products and rewards programs.
What is the Target Merchandising Strategy?
The merchandising mission of Target is to drive profitable market share growth by fulfilling its Expect
More. Pay Less. brand promise. Target is focused on providing guests with the right merchandise mix,
from everyday commodities and grocery offerings to trend-right home and apparel lines.
To remain relevant to its guests over time, Target merchandising is concentrated on the following:

Differentiation is about the unique and compelling merchandise guests can only find at Target
from exclusive merchandise by top designers, to our industry-leading list of signature national
brand, to our exclusive owned-brand portfolio.

Value and low price promise is a balance of design, quality and affordability.

Reliability is about having what our guests want, when they want it, where they expect to find it.

Frequency is about increasing our guests visits to our stores by creating a convenient shopping
experience that meets their lifestyle needs.

What is the Role of Target in the Community?

Since 1946, the corporation has given 5% of its income to communities through grants and a variety of
programs like Take Charge of Education. Today, that giving equals more than $3 million a week,
largely directed towards supporting education. As one of America's largest corporate philanthropists,
volunteerism is at the heart of Target. Since Target first opened its doors, team members, retirees,
family and friends have volunteered millions of hours to community projects. Additional information
regarding Targets commitment to corporate responsibility can be found at
www.Target.com/HereForGood.
Learn more about the Target organization, its products lines and merchandising, and its brand
messaging on the consumer website http://www.target.com/, YouTube channel
https://www.youtube.com/user/Target, Facebook page https://www.facebook.com/target, and Pinterest
site http://www.pinterest.com/target/. Note the great integration of consistent brand image and
messaging across Targets various communications platforms.

Retail Market Information and Resources

Retail USA: What's in Store 2016
(Source: Nielsen Research)
Traditional mass merchants and supermarkets have yielded share to value channels (club, dollar, and
supercenter) and drug stores, prompting a series of changes running the gamut from format blurring to
new marketing outreach techniques to shopper-tainment. Key retail trends include:

Go micro or macro. Store footprints either get supersized for one-stop-shop convenience or
downsized into smaller stores for quick grab-and-go trips.

Thats shopper-tainment! For people who view shopping as entertainment that engages all the
senses, lifestyle outlets blur the line of demarcation between traditional formats, merging
restaurants with food markets, serving up food and wine tastings, providing live music and
movies, and creating places for friends and co-workers to gather and socialize.

Technology brings consumers into the shopping experience via options such as touch screen
ordering, QR code advertising, mobile coupons and shopping lists.

Whats in a [brand] name? Enough to see store brands mushroom to include super premium
offerings joined by an increasing number of restaurant and celebrity-chef brands, while a few
consumer packaged goods brands transitioned onto restaurant menus.

Expect the Big 4 technology companies [Amazon, Apple, Facebook, Google] to establish
beachheads outside the tech world, challenging conventional players to re-think their business
models and forge new alliances or chance seeing themselves become less relevant.

Deep discounters continue to keep the cap on operating costs in order to maintain their price
edge, but low prices alone have not been enough to guarantee sales success.

Retailers will be challenged as never before in the next five years to differentiate from an everexpanding competitive set that brings novel ideas and fresh perspective to the marketplace. Using
historical trends in retail channel
sales and store counts, along with a
select number of macroeconomic
variables, Nielsen predicts above
average compounded annual dollar
sales growth (CAGR) for the ecommerce, club, dollar, pet store,
supercenter and drug channels
ranging from 8.5 to 2.7%.
It should come as no surprise that ecommerce tops the list of growth
channels. During the 2011 holiday
season, retailers across different
channels touted free shipping and big
discounts, attracting consumers
eager to save time and gas money by
shopping at their fixed and mobile
keyboards.
Responding to sales gains made by online competitors, brick-and-mortar retailers are evolving their
business models to add more choices for online and offline ordering as well as delivery and pick-up
options. Black Monday (the big day for online holiday shopping) appears to be garnering media
coverage equal to the historical coverage of Black Friday (the day after Thanksgiving).
2010 Population Census Summary
(Source: http://www.census.gov/2010census/)
More than half of the growth in the total population of the United States between 2000-2010 was due
to the increase in the Hispanic population (15.2 million), growing by 43% (four times the growth in the
total population).
The total U.S. population grew by 9.7%, from 281.4 million in 2000 to 308.7 million in 2010. The Black
population increased at a faster rate than the total population, growing by 12% from 34.7 million to
38.9 million.
The Asian population increased more than four times faster than the total U.S. population, growing by
43% from 10.2 million to 14.7 million.
The non-Hispanic White population share of the total population decreased. While the non-Hispanic
White alone-or-in-combination population increased numerically from 198.2 million to 201.9 million, it
5

grew by only 2% over the decade. This, coupled with the tremendous growth in other groups such as
Hispanics and Asians, contributed to the non-Hispanic White alone-or-in combination populations
proportion of the total population to decline from 70% to 65%.
The Changing Demographic Profile of the United States
(Source: Congressional Research Service)
The United States, the third most populous country globally, accounts for about 4.5% of the worlds
population. The U.S. populationcurrently estimated at 308.7 million personshas more than
doubled since its 1950 level of 152.3 million. More than just being double in size, the population has
become qualitatively different from what it was in 1950. As noted by the Population Reference Bureau,
The U.S. is getting bigger, older, and more diverse. The objective of this report is to highlight some of
the demographic changes that have already occurred since 1950 and to illustrate how these and
future trends will reshape the nation in the decades to come (through 2050).
The United States Is Getting Bigger. U.S. population growth is due to the trends over time in the
interplay of increased births, decreased deaths, and increased net immigration.
The United States Is Getting Older. Aside from the total size, one of the most important demographic
characteristics of a population for public policy is its age and sex structure. This report illustrates how
the United States has been in the midst of a profound demographic change: The rapid aging of its
population, as reflected by an increasing proportion of persons aged 65 and older, and an increasing
median age in the population.
The United States Is Becoming More Racially and Ethnically Diverse, reflecting the major influence
that immigration has had on both the size and the age structure of the U.S. population. This section
considers the changing profile of the five major racial groups in the United States. In addition, trends in
the changing ethnic composition of the Hispanic or Latino origin population are discussed.
Although this report will not specifically discuss policy options to address the changing demographic
profile, it is important to recognize that the inexorable demographic momentum will have important
implications for the economic and social forces that will shape future societal well-being. There is
ample reason to believe that the United States will be able to cope with the current and projected
demographic changes if policymakers accelerate efforts to address and adapt to the changing
population profile as it relates to a number of essential domains, such as work, retirement, and
pensions; private wealth and income security; the federal budget and intergenerational equity; health,
healthcare, and health spending; and the health and well-being of the aging population.
The American Hispanic Consumer Market
(Source: Nielsen Research)
The U.S. Hispanic population is the largest minority segment and is growing at a dramatic rate towards
ethnic plurality, which has already occurred in the most populous states and is beginning to occur
among the U.S. baby population. The future U.S. economy will depend on Hispanics by virtue of
demographic change and the social and cultural shifts expected to accompany their continued growth.
Over 52 million strong, Latinos are impacting every aspect of the national landscape including popular
culture, the workforce, consumerism, politics and American national identity. The Hispanic markets
size, growing clout, and buying power of $1 trillion in 2010 and $1.5 trillion by 2015 require thoughtful
understanding about what the market represents to a companys bottom line.
It has become increasingly important to challenge commonly held misconceptions about the Latino
market that undermine the importance of its size, uniqueness, and value. The topics of this report draw
on compelling evidence of market change and the perspective of marketers who have proven success
in the Latino marketplace:

Latinos are a fundamental component to business success, and not a passing niche on the
sidelines.

Rapid Latino population growth will persist, even if immigration is completely halted.
6

Latinos have amassed significant buying power, despite perceptions to the contrary.

Hispanics are the largest immigrant group to exhibit significant culture sustainability and are not
disappearing into the American melting pot.

Technology and media use do not mirror the general market but have distinct patterns due to
language, culture, and ownership dynamics.

Latinos exhibit distinct product consumption patterns and are not buying in ways that are the
same as the total market.

Hispanics already account for an important share of consumer expenditures and given their youth,
educational advances, and increasing spending capacity, Hispanics are fast becoming preeminent
drivers of growth and likely trend setters in the marketplace. Marketers will need to understand the
what, where, how and why of their role in tomorrows consumption space.
In forecasts of future consumption growth, the Hispanic share is significantly greater than that of nonHispanics. The evidence for the distinctiveness and sustainability of Hispanic culture is convincing and
implies a future American culture with a strong Hispanic flavor.
Finally, it is instructive to recognize that unique and useful vehicles for reaching Hispanics exist around
language, media consumption, and technology adoption. Given the total markets dependence on
Hispanics for future growth, tapping Hispanic preferences and purchasing behaviors is essential for
any strategy or marketing plan to be successful.
The U.S. African-American Consumer Market
(Source: Nielsen Research)
The African-American consumer population continues to be a vibrant and dynamic market segment,
providing both emerging and mature market attributes. Still the largest racial minority group in
America, its buying power reached $957 billion in 2010 and is projected to be $1.1 trillion by 2015.
Below are some key facts about the Black consumer market:

Total advertising spent in Black media totaled $2.10 billion in 2011, compared to $120 billion
spent with general market media during the same period.

91% of Blacks believe that Black media is more relevant to them.

Brand name products represent 82% of Black households' total purchases compared to 31%
for private labels.

81% of Blacks believe products advertised on Black media are more relevant to them.

54% of African-Americans own a smartphone, an increase from 33% last year.

54% of the Black population is under 35; compared to 47% of the general population.

48% of Black grandparents live with their grandchildren and serve as primary caregivers.

African-American Baby Boomers (45-64) spend more time at the stores or grocers, fast food
restaurants and the gym; and prefer television and print as primary media sources.

Generation Y (18-34) are more likely to spend time at someone else's home; and selected
radio, mobile phones and gaming consoles are their media of choice.

Black consumers remain at the forefront of social trends and media consumption. This increasingly
diverse and complex consumer segment is comprised of important sub-sectors: Millennials, Baby
Boomers, urban and suburban dwellers, single mothers and grandparents.
There is a disparity in advertising dollars spent with African-American media, suggesting a need for
more fair methods of administering advertising spending to better reflect and align with Blacks
preferences and the media environments most trusted by Black consumers.
Companies should seek to better understand their unique lifestyles, habits and shopping patterns to
enhance their chances of creating better connectivity with Black consumers.
7

The U.S. Asian-American Consumer Market

(Source: Nielsen Research)
The Asian-American market represents a significant growth opportunity for the nations businesses
that sell goods and services. Asian-American consumers provide growth opportunity to businesses by
appealing to a consumer base that is growing, affluent, well-educated, technologically savvy and has a
tremendous buying power that continues to soar.
The Asian American population is approximately 18.2 million and has increased over 50% since 2000,
the highest growth rate of any multicultural segment in the U.S. You cannot afford to keep Asian
Americans under the radar any longer. This is a segment that is vital to your business growth and
success.
Asian American median household income is 28% higher than the total U.S. median income. Fifty
percent of Asian Americans age 25+ have a Bachelors degree, compared to 28% of this same group
nationwide. This demographic offers an attractive potential market growth.
Over the past decade, the Asian American population has grown at double-digit rates in 49 out of the
50 states. In fact, a dozen states have counties that have seen growth rates of over 200%. Although
growth is occurring throughout the nation, almost 40% of all Asian Americans can be found in three
Designated Market Areas (DMAs) Los Angeles, New York and San Francisco. In addition, 60% of
Asian TV Households reside in the top 10 DMAs, and nearly 85% of all Asian Americans live in 33 of
Nielsens 212 media (television) markets. By focusing on a targeted set of geographies, reaching
Asian American consumers is very cost effective.
While television is still a dominant medium for Asian Americans, the digital space is rapidly providing
additional consumer touch points for advertisers. In-language print media and radio are also popular
and effective alternative resources. When compared with other multicultural segments, Asian
Americans more frequently utilize multiple digital screens to view programming and videos.
Asian Americans are a powerful consumer base with $718 billion in 2010 buying power that is
expected to reach $1 trillion in just five years, equal to the 18th largest economy in the world.
________________________
(A portion of the content in this case was sourced from Target and used as the basis for this expanded
case document)

BYUH CONVOCATION PANEL RESPONSE AND COMMENT

SEPTEMBER 26, 2013

Good afternoon, and aloha! Its an honor to be asked to participate in this afternoons
panel discussion, and Id like to thank Professor Caneen for his thought-provoking
address this morning. The subjects of tourism, its relationship with indigenous culture,
and its role in contemporary society are topics he and I have often talked about. I only
hope my comments will add something to the discussionand that we leave here
interested in extending this as an ongoing conversation on a very relevant topic.
I do need to add that I may be uniquely qualified to elaborate on this mornings subject
of the Samoan fire knife dance and its cultural authenticity. I am the father of the first
haole contestant in the Junior World Fire Knife Dance Championships back in the day.
My skinny little son was famously dubbed The Great White Warrior by the emcee
Pulefano Galeai, and we therefore may have played a role in the evolution of Samoan
culture!
I freely admit I am a tourism apologistwhich is usually defined as a being a supporter
or defender. My professional involvement with the industry started in 1995 when I took a
position at the Polynesian Cultural Center as vice president of marketing and sales,
continued in various travel and tourism leadership roles in Hawaii and on the Mainland,
and now in teaching HTM courses here at BYU-Hawaii.
But I suppose tourism may actually be in my blood since I was born and raised in Las
Vegas. In any case, this personal and professional life experience no doubt colors my
perceptions of tourism as a businessand its interactions with people, societies,
economies, and cultures.
Having declared my generally positive bias toward the world of tourism and its
demonstrable economic, social, and cultural benefits, I am also aware of its shortfalls
and potential negative impact on the people and places it touches.
Here are a few facts to consider: There are now over 1 billion people traveling each
year to different countries. According to the World Travel and Tourism Council, tourism
accounts for 9% of the global economy and 1 of every 11 jobs. Seven percent of
Japanese are employed in tourism, 10% of Americans work in the industry, and 32% of
the jobs in Fiji are in tourism. I suspect those numbers are really higher when you
consider that a leading economist in Hawaii made some extrapolated estimates of
tourisms importance to Hawaiis economy and calculated that nearly 80% of local
employment is directly or indirectly tied to the visitor industry.
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There can be some social inequities and negative environmental outcomes of all this
travel. The economic benefit isnt always fairly distributed because of greed, ignorance,
or corruption. Tourism sometimes attracts criminal activity, particularly in popular visitor
areas. Indigenous peoples and their customs are sometimes exploited. Heavy tourist
traffic makes it hard to maintain important heritage sites like Egypts pyramids. Poorlyplanned hotel development has created serious beach erosion in southern Spain.
But perhaps the most important outcome of global tourism is what we learn as we travel
and interact with our brothers and sisters around the world. We come to know we are
more alike than different, we are enlightened by coming to know more of their cultures,
and we are less likely to go to war with places we have new friends. Tourism is truly an
instrument of peace.
Closer to home, Hawaii as a destination is probably nearing its total tourism carrying
capacity with annual visitor arrivals now over 8 million. And a few of our Hawaii ohana,
particularly on Oahu, are saying enough already!
Research and personal experience indicate there is a significant undercurrent of
dissatisfaction with tourism and tourists among Hawaii residents. A 2012 survey by the
Hawaii Tourism Authority showed that 89% of the states population declared favorable
support for the visitor industry, but that means 11% had a negative view of tourism. Not
surprisingly, residents who said they had no affiliation with tourism had the highest
degree of criticism, and this negative perception has increased in recent years. As you
might expect, this attitude is driven mostly by concerns about things like traffic, the cost
of living, and a lack of economic diversity.
In a question related to Professor Caneens convocation topic, these Hawaii residents
were asked if they agreed or disagreed that tourism presents Native Hawaiian culture
in an authentic manner. What percentage do you think disagreed with that statement?
The answer is 54%. This disagree rating for Oahu residents was the same as the state
average, but interestingly, the concern about cultural authenticity was lower than
average on Maui and the Big Island, and higher on Kauai.
I am encouraged by the increasing emphasis on the development and promotion of
something called sustainable tourism, which is the dominant contemporary approach
within industry and academia. Its foundational principle is balancing tourism growth with
the needs and interests of the host people and place. Its about taking a long-term,
holistic approach to tourism planning and being aware of growths impact on a
destinations society, culture, environment, and economy. Its about engaging local
people throughout the process of tourism planning, and ensuring they benefit from the
outcomes.

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Theres no question that the early days of Hawaii tourism included its share of
insensitivities and exploitations, but I have observed a much more enlightened and
sustainable tourism industry in the past 15 yearsone that strives for balanced growth,
community engagement, and equitable opportunity.
Id like to present a question related to todays topic for discussion among the panelists
and you in the audience. Please allow me to set up the question with a bit of context.
Over the past 40 to 50 years, traditional Hawaiian culture has gone through a wonderful
and important renaissance. Whether motivated by fear of the extinction of Hawaiian art
forms, language, architecture, or historyor moved to action by anger over Hawaiis
turbulent colonial and political historyor encouraged by the Native- and AfricanAmerican civil rights movements on the Mainlandor rejecting a tourism-driven
capitalistic economyor for any number of other reasons, a broad cross-section of
those with native Hawaiian heritage have worked diligently to preserve, promote, teach,
and share essential cultural elements, particularly among Island youth.
One event that catalyzed this Hawaiian Renaissance was the sailing of the doublehulled canoe Hokulea to Tahiti and back in 1975. Not only did this venture help
substantiate the reality of ancient pan-Pacific voyaging, it awakened, energized and
empowered a generation of Hawaiians to explore and proudly identify with their own
cultural traditions. Indeed, this year we celebrate the 40th anniversary of the Polynesian
Voyaging Society and the vision of its long-time leader Nainoa Thompson.
From its beginning, the Polynesian Voyaging Society needed benefactors and sponsors
to support their vital work, and many public and private organizations stepped up to
help. The list of 75 supporters on their website includes many tourism-related
organizations like Outrigger Hotels and the Hawaii Tourism Authority, which clearly
recognize the importance of preserving cultural traditions.
One might argue whether this support is given out of commercial interests or for
altruistic reasons. Im not sure it really matters, but I strongly suspect the contributors
are motivated by both factors. This assumption is based on my own experience in
Hawaii tourism leadership roles where we provided substantial resources to support a
wide range of cultural endeavors from music and dance to art and cuisine.
In a very recent example of tourisms investment in cultural preservation, this summer
the Hokulea departed on a global sailing supported by a 1-million-dollar pledge from
Hawaiian Airlinesand the event is titled The Worldwide Voyage sponsored by
Hawaiian Airlines. Some might label that as selling out to corporate interestsothers
see it as a mutually beneficial friendly partnership.

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Either way, the voyage is an important endeavor, and this sponsorship is representative
of the long-standing symbiotic relationship between tourism entities and those dedicated
to the preservation and promotion of native Hawaiian culture. None of this is to suggest
that the tourism industry played a role in the genesis of Hawaiis cultural renaissance
only that its investment helped accelerate the movement, and indeed, helped build and
promote the Hokulea.
So here is a two-part question I pose for our consideration and discussion:
First, how can we best encourage and incentivize more of these sorts of interdependent
cultural partnerships here in Hawaii? And from a broader global perspective, is there
any other evidence of such a symbiotic relationship between an indigenous peoples
cultural renaissance and that destinations tourism industry?
Thanks very much!

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BYUH COLLEGE OF BUSINESS, COMPUTING AND GOVERNMENT

GRADUATION BANQUET SPEECH
DECEMBER 9, 2011

Being askedby the graduating studentsto offer my thoughts on this occasion is a

real honor and privilege. I hope the ideas and words I share this evening will be
meaningful and helpful to you as you enter this exciting new phase of your life.
Friends, colleagues, brothers and sisters, and especially graduates: aloha!
I was talking earlier today with Bro. Caneen about my remarks, and he asked if I would
be using PowerPoint, video, or social media. I told him I decided to keep things low-tech
in order to avoid being too predictable.
Id like to talk with you this evening about the ABCs, but perhaps not the kind of ABCs
youre so glad to have behind you at the end of your college career.
You probably recall in November, 2000 when President Hinckley first offered his Six
Bs in a talk to youth and young single adults. He recognized that most of those in the
audience were in school, striving and studying to receive As in their classes. He hoped
that their teachers were generous and that the students efforts yielded top grades.
Some of you received all As here at BYU-Hawaii, but I suspect it was more because of
your hard work than it was due to generous gifts in grading from us faculty. In any case,
I hope you leave here feeling good about the effort you invested in your own future, and
with fondness for this placebecause Im sure someday soon youll be asked to
contribute to the schools fundraising efforts.
President Hinckleys wise counsel to the youthand to all of uswas summarized
using six admonitions beginning with the word Be:
1. Be grateful
2. Be smart
3. Be clean
4. Be true
5. Be humble
6. Be prayerful
These are powerful principles of living, no matter our age, situation or circumstances.
They can be effectively applied in our personal relationships, Church service or
academic pursuits.

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They can even serve as guidelines in our professional endeavors, no matter where we
work or what our responsibilities. So with my apologies to President Hinckley, Ive taken
some liberty with his Six Bs in a way that reflects my own professional experience
sometimes learning these lessons the hard way:
1. Be grateful for a job opportunity that allows you to apply what youve learned in
school, and that helps support you and your family. Express that gratitude by
working hard and delivering high-quality outcomes that are valuable to your
employer.
2. Be smart as you work on projects, teams, opportunities, and challenges. Identify
and focus on the highest priorities, and bring real innovation to your solutions.
Keep expanding your knowledge and ability to contribute.
3. Be clean in your professional relationships and associations. You cant always
choose your co-workers or customers, but you can choose to maintain your
standards of thinking and behavior. You will often need to ignore or tolerate
things you find objectionablebut never express a hint of superiority or
condescension.
4. Be true and loyal to your company and colleagues, and especially to your boss.
Dont complain about your employer inside or outside the workplace, and avoid
petty politics that can be destructive to productivityand to your career.
5. Be humble by taking direction from your superiors without injecting your own
sense of pride because you think the task is beneath youor because you
believe your way is better. Broadly spread the credit for success, and always
make your boss look good.
6. Be prayerful by asking for help with career decisions and your daily work
responsibilities. All things are spiritual to our Heavenly Fathereven workand
He will support your success as you apply your expertise and do your part.
We as faculty have been given an obvious charge to help you learn important
knowledge and skills you can successfully use in your work, but we try to do that in a
context of supporting your character development, leadership growth, and spiritual
progression.
Enter to Learn. Go Forth to Serve.
You may be feeling a little uncertain about what lies ahead, but assuming you worked
hard in school, you should feel confident in your ability to be successful in your first job.

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But Im guessing that more than a few of you may have some anxiety about leaving this
very safe and sheltered environment and stepping into the mean and godless world of
business or government.
First, let me reassure you that most people you will meet and work with are basically
good folks who work hard, are generally honest, and try be nice. You will likely have
more in common with them than you have differences. But as most of you are faithful
members of the Church of Jesus Christ of Latter-day Saints, you are held to a very high
standard of moral thoughts, words, and actions that will contrast with manybut not
allof your colleagues.
That doesnt make them bad peopletheyve just developed their habits and lifestyles
in a different environment than you. But you will be expected to work well with them,
and even form close professional friendships that result in great teamwork and high
productivity. I hope you will even grow to really like some of them and do things together
away from the office.
However, you will all occasionally face situations where the way you believe and
behave will clash with the environment you work inunless, of course, you become
CES administrator or Church accountant. But perhaps even then]who knows?
For the sake of personal integrity and spiritual progress, you must always maintain your
standards. But how you accomplish that may vary greatly depending on the
circumstances of each situation. Let me illustrate this with two personal examples.
In 1986 I was only a few years older than you and working as a junior account executive
for an advertising agency in Dallas, Texas. Our account was a major oil company, and
our key contact was a director of advertising named Jim, who was about 50 years old at
the time. Jim was a crude, profane, chain-smoking, hard-drinking man who undoubtedly
had other habits I didnt want to know about. He always made me uncomfortable and I
was relieved that he lived in a different state, which meant I didnt have to socialize
much with him.
But Jim was the client and I was expected to maintain a good working relationship and
help our agency deliver real value. I think we did good work for them, and I believe Jim
respected my contributions to the effort. But after every meeting with him, my ears were
echoing with profanity and my suit smelled like smoke (by the way, that was in the days
before non-smoking offices, restaurants, and airplanes).

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What did I do about it? I tried to forget about the swearing and I frequently cleaned my
suits. I suppose I could have complained to my boss, or even referred the missionaries
and hoped for miraculous conversion. But as a junior manager it was simply my role to
stay focused on doing a good job and ignore characteristics in Jim that I found
offensive. To do anything else may have jeopardized my companys business with the
account.
Now another story with a similar beginning but a very different ending. A few years ago I
was trying to form a startup with a man who had a unique idea with good market
potential in the youth sports business. He wanted me to run this new venture and I
would be an equity partner.
Tim was a hyperactive and generous entrepreneur about my age with a family of four
kids. He was raised as a Christian but had a troubled childhood and a history of habits
inconsistent with guidelines you find in the For the Strength of Youth booklet.
Based on some initial experiences we had, I could see he might have trouble letting me
run the venture without feeling compelled to micro-manage. He also swore like a sailor.
In fact, Im not sure Ive ever heard anyone in a business setting be so prolific and
creative with profanity.
I knew that these micro-management and language issues could be serious
impediments to my professional productivity and job enjoyment. I also knew Tim highly
valued my expertise and skills, and he was confident I could make this project become
a reality. I had a lot of leverage in the relationship. Tim was also well aware of my LDS
Church membership.
As our partnership negotiations were heating up, I knew I had to make it clear I would
only move forward on two conditions. First I told him if he wanted me to run the
company, he had to let me run it in a way that really reflected his confidence in me.
Second, I said he needed to minimize the level of profanity in our meetings and
conversations. I was direct but diplomatic and unemotional.
He immediately apologized for the swearing and promised to hold his tongue in the
futurewhich he actually did pretty well. An occasional future slip was usually followed
by an apologetic glance. He also demonstrated a more balanced management
relationship as we worked on getting the business started up.
Not long after that, however, I pulled out of the deal because it became obvious that it
was not going to develop in a way or time frame that worked for meindeed, it never
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actually happened. But Tim and I parted on good terms and I believe with a higher level
of mutual respect due to our standards-based relationship understanding.
So why did I act differently in each situation? Should I have handled them differently?
Did my standards change, or were they simply manifested in different ways? Would you
do anything different than me?
I wont try to answer those questions, because I believe you need to do that. But I
promise there wont be a testat least not one administered by me.
My primary point is that each of you will frequently face moral dilemmas in your career.
Each situation will be different, the people will be different, and some of you may be
working in countries where the generally accepted ethical norm is different than what we
teach here.
But while the circumstances may vary, your personal standards of morals and integrity
should remain rock solid. Why? First, because you know thats the right thing to do.
Second, because you may not have very much time to make some of these decisions,
and the last thing you should try to do is set the boundaries of your integrity on-the-spot.
Being successful in business is hard enough, so dont create that kind of moral stress
on yourself.
Now, weve talked about the As and the Bs. What about the Cs?
My wife, Laurie, works in the field of public education improvement, and one of the
principles guiding much of this effort is to focus what happens in and out of the
classroom on developing what are called 21st Century Skills.
You would think this is a no-brainer on which all school administrators, teachers and
families are laser-focused. The truth is that most public school systems are still stuck in
the 20th Century, using models of teaching and learning that do more to prepare young
people for farming or factory work than for systems analysis or sales management.
These 21st Century Skills conveniently begin with the letter C which allows me neatly
wrap up this theme of ABCs. Here they are:
Creativity and Innovation
Critical Thinking and Problem Solving
Collaboration and Communication

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Creativity and Innovation is about thinking outside the normal restraints and coming up
with new solutions and worthwhile ideas. This involves analysis, evaluation,
brainstorming, cycles, leaps of logic, taking risks, and recognizing that failure may be
just another opportunity to learn. And remember that coming up with innovative
solutions doesnt mean much if they cant be implemented by you and your team
members.
Critical Thinking and Problem Solving is about using inductive and deductive reasoning,
systems thinking, identifying linkages, synthesizing and interpreting, drawing
conclusions and supporting with evidence. This process often uses elements of
creativity, but its focused on finding great solutions to particular challenges faced by the
work team.
Rounding out this trio of skills is Collaboration and Communication. Words that come to
mind are teamwork, flexibility, responsibility, sharing, compromise, and outcomes.
Information, articulation, expression, and persuasion. Todays workplace demands that
diverse groups of people effectively work together, applying their individual expertise to
deliver results.
Educators focused on preparing their students for success in todays public and private
sector opportunities are finding ways to integrate these 21st Century skills into the
curriculumas urgently as possible.
I hope your experience here at BYU-Hawaii has helped you develop or enhance these
same skills. These are the capabilities and characteristics that todays growth industries
demandand often have trouble finding. If you have weaknesses in some of these
areas, then I encourage you to keep learning, pushing and growing.
As I thought more about these Cs I realized that they can also be applied in our
personal livesin our relationships, recreation, Church service, emotional growth, and
spiritual development.
For example, its easy to see how Critical Thinking and Problem Solving is important in
the office or laboratory, but how might these skills be applied in trying to understand a
complex gospel principle? Can you imagine how valuable Collaboration and
Communication can be in establishing and managing a great family? What about using
Creativity and Innovation in your community volunteer activities?

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Dont think that the things you learn and the skills you develop are only relevant in one
part of your life and not another. God didnt intend for us to partition our lives into neat
little sections of family, church, work, and play.
As He declared in Doctrine & Covenants Section 29, Wherefore, verily I say unto you
that all things unto me are spiritual. The Lord doesnt make arbitrary distinctions
between our temporal and spiritual lives, so neither should we. To borrow a business
term, it sounds like were talking about integration.
Each of you should have a slip of paper in front of you, and there are also some pencils
at your table. Based on what weve just discussed, Id like you to take a minute and
think about how these 21st Century Skills can be equally effective if learned and applied
in our personal life and our professional life. Write down as your improvement plan what
you think you need to work on, but mostly I want to help you reinforce the importance of
integration across all aspects of our daily lives.
You may choose to think about this more later and finish filling in the blanks over the
weekend. But I strongly encourage you to complete the form, and then tuck it into your
scripturespreferably in Section 29 of the Doctrine & Covenants.
Leave it there, and every time you happen upon those pages, think about this evenings
discussion, remember the ABCs, recall the wonderful experience youve had at BYUHawaii, and commit to yourself that you will keep learning, pushing and growing.
If you do that, I promise youll find success in your career, your family, your community,
and your spiritual progression. That success may not always be in the form or time you
want or expect, but it will come.
Thank you for the opportunity to be with you this evening, and I leave with you my
testimony that we have a Heavenly Father who loves us, who sent His Son to be our
example, and who directed the Restoration of this exalting gospel. In the name of our
Savior, Jesus Christ, amen.

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