RUNNING HEAD: MARKETING IS ART OR SCIENCE? 1 MARKETING IS ART OR SCIENCE? STUDENT'S NAME STUDENT'S COLLEGE MARKETING IS ART OR SCIENCE? 2 EXAM QUESTION Answer all parts of the question and submit all together in one file (Word or rich text format). Please follow carefully the instructions above. Question. Argue FOR statement (A). Then argue FOR statement (B). The task is to argue FOR statement A and separately FOR statement B in the debate, and submit both arguments in one file of about 2500 words total. Support your comments with evidence, not just your opinion. Art or Science (MM15 p. 683): (A) Marketing management is largely an artistic exercise and therefore highly subjective; more of an art than a science; (B) Marketing management is largely a scientific exercise with well-established guidelines and criteria; more of a science than an art. Is Marketing Management an Art or a Science? Some observers maintain that good marketing is mostly an art and does not lend itself to rigorous analysis and deliberation. Others contend it is a highly disciplined enterprise that shares much with other business disciplines. (A) Marketing management is largely an artistic exercise and therefore highly subjective; more of an art than a science Ans: The entire marketing process is based on the 4P's of marketing namely, product, place, price and promotion. It is about understanding the various nuances of human behaviour and identify the needs and wants of the consumers accordingly (Torok, n.d.). At first talking about the product, it encompasses a wide gamut of subjects like developing the product, generating a product range, brand maintenance, packaging and maintaining suitable product quality. This entire process is called product management. Product management can be termed as an art since a salesman lies at the forefront of product management wherein he wields his years of experience with the marketing acumen to judge MARKETING IS ART OR SCIENCE? 3 the needs and wants of the customer. He uses his professional practice and creativity to drive sales so that it is in line with strategic goals of the organization (Moorman, Diehl, Brinberg, & Kidwell, 2004). Marketing also involves a wide gamut of non-verbal communication process which are subtle as well as subliminal in nature. The art of marketing lies in the process of identifying the right group or segment and then target the right customers which results in the search for identifying the appropriate medium to convey their messages. The art comes into play when an expert marketer touches the strings attached to the emotional aspects of a consumer. He must use aesthetics and other theatrical elements to create a connection between the brand and the customer. Some of the examples include Andrex brand which has used a Labrador retriever to promote its product. It is representative of cuteness, innocence, loyalty and playfulness which makes a permanent imprint on the mind of the consumer about the brand as a whole. Since a brand is closely associated with the company so it also helps in establishing a positive image about the company. Brand managers use colours to create the identity of their products like Coca Cola is associated with the red colour all over the world. Red now has become a symbolic colour of happiness and refreshment for the consumers. Ironically the colour of Santa Claus is also red, who is a symbol of happiness for most of the people in the western world. Disney has been accused of creating subliminal messages in its movies through graphic symbols. These graphic symbols create a lasting memory for the child and thereby alluring them to a consumerist economy. All these concepts of subliminal message and non-verbal communication are abstract and cannot be explained through the tools provided by science (Steph, 2010). Then comes the creative job of promotion. Promotion primarily deals with the art of communicating and expressing the value proposition of the product in a way so that it catches the imagination of the customer. The decision of choosing a particular mode of promotional MARKETING IS ART OR SCIENCE? 4 channel is completely subjective and depends on the experience or expertise of the campaign manager in charge of the brand. He has to get hold of the complete marketing mix so that he can chose and launch the perfect promotional campaigns which will have the most impact on consumer buying decisions. Positioning of a particular product is of immense importance for the success of a brand. These functions require a lot of creativity and innovation so that a brand can differentiate itself from its competitors (Holbrook & O'Shaughnessy, 1988). Advertisement which is the central theme of promotion is definitely not science since it has to hit the soft corner of the heart of a consumer. For this to happen there should be a sound knowledge about the consumer preferences, feelings and sentiments. Knowledge about these abstract topics can only be acquired through experience and years of working on the field. No text book can teach consumer preferences of all types of products in a single book. Moreover innovation plays a very important role in any advertising process which requires a sense of artistic vision without which no one can succeed in the advertising industry. Marketing of a product is all about igniting the innate demand for a product among its customers. It may not happen immediately but in the future such promotion activities pay off. One can use various forecasting models to predict the sales number but ultimately setting a realistic target is an art which can be acquired through years of experience (Dowling, Marketing, & Graduate, 2014). Marketing also involves a brand building process which is intangible and requires artistic vision to feel the worth of a brand together with the power it can wield. Branding requires an integrated approach of the 4P's of marketing in an artistic fashion. (B) Marketing management is largely a scientific exercise with well-established guidelines and criteria; more of a science than an art. Ans: In order to establish the statement that marketing is a science we can again refer to the 4P's of marketing. As we emphasized on the fact that marketing is about understanding the MARKETING IS ART OR SCIENCE? 5 various consumer behaviours, it is essential to understand the science behind human psychology. Psychology being a science driven subject and it explains various rational as well as irrational behaviour of customers so it can be said that marketing is based on a strong footing of scientific examination (Desmond & Crane, 2004). As we had earlier talked about product management, it leads us to the discussion of product portfolio management wherein we can use various scientific frameworks like BCG matrix, Ansoff matrix, etc. Product management can be achieved successfully through various scientific management processes like packaging, product development, etc. (Deshpande, 1983) As we talked elaborately about the promotion of a product it needs a closer evaluation through the lens of science. Marketing communication is not only about creating innovative advertisements, a strong analysis goes behind the campaigns like financial analysis, customer reach of a particular promotion campaign, etc. There is a sound cost benefit examination that goes into the decision regarding which communication medium to use and which to avoid (Calder & Tybout, 1987). Pricing is one of the most important elements of marketing mix which is completely a calculative process. There are numerous theories regarding the pricing of product but the basic logic being any pricing methodology is to attain break even. Scientific and operational constraints like economies of scale also drive the pricing mechanism of a product (Brown, 2001). Lastly place is the crucial factor in reaching the customer. There are various options available to reach a customer through sales and distribution models. Distribution systems are developed for the purpose of proper product placement so that it can reach the customer at the right time at the right place. These are all scientifically driven decisions taken by the organization. MARKETING IS ART OR SCIENCE? 6 Marketing is about generating demand of products for the customers and it is not only driven by understanding the nuances of customer behaviour. It is established by strong forecasting models in line with the marketing campaigns launched by the organization. Nowadays data analytics is used extensively to understand the consumer preference and needs through big data analysis. These are ample examples of science being used for the effective impact of marketing. Marketing is not about blindly investing in marketing campaigns without properly investigating the return that will be generated. There are pertinent questions asked before investing in a marketing campaign like what will be the reach of the campaign? How many people will be converted to buyers? What will be the total expenditure for the campaign? These are all related to forecasting models and accounting which is more of science than arts. Wrapping up the discussion it should be mentioned here that every marketing activity can be looked upon as a tactical experiment wherein the companies make critical observation, try to interpret those data points gathered through observation and come up with a solution for the issues. It is high time that we shed the veil of creativity from marketing as nowadays in the age of data and computing every creativity is handmaiden of data. It is often the attitude of marketers that whenever their projected and calculated campaigns fail then they start crying foul about marketing, that it is a chance affair and cannot be judged or predicted in advance. Actually this is not the case, these failures are examples of wrong planning or execution which have sound scientific reason for failure (\"Marketing is an art or science,\" 2003). MARKETING IS ART OR SCIENCE? 7 References Marketing is an art or science. (2003). Retrieved April 28, 2016, from http://www.ukessays.co.uk/essays/marketing/marketing-is-an-art-or-science.php Brown, S. (2001). Art or Science? Fifty Years of Marketing Debate. The Marketing Review, 2, 89-119. Calder, B. J., & Tybout, A. M. (1987). What consumer research is...? Journal of Consumer Research, 14(1), 136. Doi: 10.1086/209101 Deshpande, R. (1983). \"Paradigms lost\": On theory and method in research in marketing. Journal of Marketing, 47(4), 101. Doi: 10.2307/1251403 Desmond, J., & Crane, A. (2004). Morality and the consequences of marketing action. Journal of Business Research, 57(11), 1222-1230. Doi: 10.1016/s0148-2963(02)00452-6 Dowling, G., Marketing, & Graduate, A. (2014). Art and science of marketing. . Retrieved from http://www.oxfordscholarship.com/view/10.1093/acprof:oso/9780199269617.001.0001/acpro f-9780199269617 Holbrook, M. B., & O'Shaughnessy, J. (1988). On the scientific status of consumer research and the need for an interpretive approach to studying consumption behaviour. Journal of Consumer Research, 15(3), 398. Doi: 10.1086/209178 Moorman, C., Diehl, K., Brinberg, D., & Kidwell, B. (2004). Subjective knowledge, search locations, and consumer choice. Journal of Consumer Research, 31(3), 673-680. Doi: 10.1086/425102 MARKETING IS ART OR SCIENCE? 8 Steph. (2010, July 20). Is marketing an art, a science, or Both? Retrieved April 29, 2016, from http://www.whitehatmedia.com/blog/marketing-art-science-or-both Torok, G. Marketing - art or science? Retrieved http://www.torok.com/articles/marketing/MarketingArtorScience.html April 28, 2016, from Monica, Please use APA formatting, including a title page and indenting the first line of each paragraph. Your essay needs to be revised to demonstrate the purpose and expectations for a Summary Essay and this specific assignment. Please review guidelines for writing an effective summary essay and as you revise confirm that you are making the purpose of this essay evident. The thesis statement should make the purpose clear (to summarize the specific article by Elam Stratton and Gibson) and point to the main points you will focus upon. Try to keep information from secondary sources to a minimum, and refer to APA guidelines for citing secondary sources. It is important to confirm that you begin each body paragraph with a statement that communicates the main point you will focus upon. Use transitional expressions to show the flow. Do not rely on headings. Extensive proofreading is needed for sentence structure, grammar, punctuation, and clear, concise wording. Please let me know if you have any questions, and if possible get feedback from the tutors. Professor DeArment COMM 600 9041 May 27, 2016 THE MILLENIAL STUDENTS Generations are defined by specific time periods and shared experiences. Members of a generation are influenced by people, places or events that become enduring social referents and these may make them develop shared values and behaviors. As young generations develop that explore values of their elders accepting, tweaking and rejecting some of the ideas. The US population consists of 5 generations; the GI, the silent, the boom, Generation X and the millennial generation. Most college students are in generation X and Millennial groups, the millennial group consisting of new enrollees. The millennial generation grew up in a time of great insecurity and periods of war which made them develop certain admirable characteristics such as they are hardworking having been socialized by supportive parents to be successful. Their parents basically planned and executed their lives to achieve success, the engage in numerous extracurricular activities and service pursuits, are generous and practical. They have lived a structured life and follow rules, they also expect standardized testing to demonstrate educational achievement, are team oriented, socially networked and are able to organize and mobilize. Their use of technology has enabled them to develop the ability to multitask. On the flipside however due to their close relations with their parents, these parents have become increasing involved in their education, they are no longer proud and supportive who offer passive encouragement but they have become aggressive and protective and play an active role in their college education. These students may also be dismissive to racism and discrimination, due to their over-reliance on technology they may be unable to form interpersonal relationships. Their multitasking tendencies may also have shortened their collective attention span. School curricula through encouraging rote learning may have also caused these students to lack critical thinking skills, introspection and self-reflection Due to increased parental involvement in college choice, colleges have now provide links and published material to provide information and resources to commonly asked questions, parental involvement does not end there however, after matriculation they are involved in discussions over child's financial aid, housing arrangements and even disputes over grades. This has forced colleges to develop initiatives that accommodate parental involvement as they have become highly involved in the administration process. However the family educational rights and privacy acts protect student's rights with regard to educational records, parents must therefore seek consent from the student to access this material one that child has attained 18 years University students may be therefore required to develop policies that suit the needs of these students. The millennial students are directed and nurtured to be obedient and university administration must therefore show authoritative expertise, reinforce motivation, invest in outcomes and celebrate victories. They tend to believe in authority once there is transparency and good reasoning with data provided to back up decisions. They are also likely to have concerns over safety and security. These students embrace teamwork and the colleges should therefore promote service learning, community projects and peer to peer programming. Millennial students are confident and optimistic about their futures, there is therefore the need to nurture their can do attitudes, civic mind proclivities and empathetic concerns as they can bring about large social improvements. There is also the need to remember that these students do not come from the same background, those from a disadvantaged background may not have developed some of this attributes, there is also the need to encompass them in the school community and make efforts to decrease social inequalities. This generation therefore presents current and future challenges to education; they also possess great potential for society and may be the next greatest generation. By Dr. Carol Elam, Dr. Terry Stratton and Denise D. Gibson, Ph.D. DR. CAROL ELAM is associate dean for admissions and institutional advancement and director of medical education research at the University of Kentucky College of Medicine. A professor in the Department of Behavioral Science, she has published work on such topics as the medical school admission process, the importance of diversity in the medical school student body and service learning. DR. TERRY STRATTON is assistant dean for student assessment and program evaluation and an assistant professor of behavioral science at the University of Kentucky College of Medicine. He has published work in the areas of non-cognitive factors and clinical skills, gender discrimination and sexual harassment in medical training, and assessment of classroom and clinical teaching. DENISE D. GIBSON, PH.D. is assistant dean for academic support and associate professor, Clinical Psychiatry at the University of Cincinnati College of Medicine (OH). She teaches study skills and national board preparation and coordinates tutoring and advising programs. Her publications include medical specialty choice, physician career satisfaction, medical professionalism, counseling the millennial generation, and support services for medical students. 20 | SPRING 2007 JOURNAL OF COLLEGE ADMISSION W W W.N ACACN E T.ORG Welcoming a New Generation to College: The Millennial Students Introduction High on any required reading list for college-level student affairs officers and high school counselors is Millennials Rising: The Next Great Generation by Neil Howe and William Strauss (2000). Experts on generational change in the United States, the authors contend that the current generation of college-age and pre-college-age students possesses many unique qualities that will both delight and challenge professionals working at various stages of the educational continuum. Most scholars define a generation by a specific time period (e.g., 1943-1960) and shared experiences (e.g., World War II). Possessing a common history, members of a generation are influenced by people, places or events that become enduring social referents. As a result, members of a generation often develop shared values and behaviors (Lancaster and Stillman, 2002). Curiously, generations do not evolve linearly as extensions of preceding cohorts, but rather develop in a cyclical fashion--both complementing the dominant generation and filling the cultural vacuum left by their predecessors (Howe and Strauss, 2000; Lancaster and Stillman, 2002). Further, as they develop, youthful members of a generation will explore the values of their elders--accepting some ideas, tweaking others and rejecting those with which they cannot identify (Coomes and DeBard, 2004). According to Howe and Strauss (2000), members of five generations comprise the vast majority of the current U.S. population (with birth dates listed): the G.I. generation (1901-1924), the Silent generation (1925-1942), the Boom generation (1943- 1960), Generation X (1961-1981), and the Millennial generation (1982-2002). This newest generational cohort, the Millennials, builds upon the values instilled by the Baby Boomers while also filling the cultural void left by the departing G.I. generation. Most students enrolled in colleges and universities are members of the Generation X and Millennial groups--with the latter being the most recent enrollees. Using interviews, opinion surveys and W W W.N ACACN E T.ORG focus groups of students and their student affairs officers, faculty and employers, social demographers have identified factors that influence and define members of these generations (Howe and Strauss, 2000; Lancaster and Stillman, 2002). In addition, they have postulated a set of common beliefs and behaviors that distinguish Millennial students. The Millennial Generation As youths, Millennial students were influenced by a unique set of forces. They watched the unfolding of Desert Storm in Iraq--and the continual, \"real time\" media coverage it generated. From school shootings at Columbine High School (CO) and other locations, they experienced school lock-downs and increased security. Growing up, they heard presidential sound bites to \"tear down this wall\" and \"read my lips,\" and have witnessed the initiation of impeachment proceedings against a sitting President. Through all of this, they felt the steady support of protective parents concerned about their safety, their schooling and their academic and extracurricular success (Coomes and DeBard, 2004; Howe and Strauss, 2000; Lancaster and Stillman, 2002; Murray, 1997; Woodard, Love, and Komives, 2000). Growing up in this cultural environment has instilled in Millennial students a number of positive qualities. They are hardworking and have been socialized by supportive parents to be successful in life. They have engaged in numerous academic, ex- SPRING 2007 JOURNAL OF COLLEGE ADMISSION | 21 \"Despite these positive qualities, Millennial students also present challenges to teachers, counselors and administrators at both the high school and collegiate levels. They are often exceedingly close to their parents, who assume participatory roles in their children's educational pursuits.\" tracurricular and service pursuits; in helping others and addressing social problems, they are thought to be both generous and practical (Howe and Strauss, 2000; Woodard, Love and Komives, 2000) Their hectic lives have accustomed them to structuring time, working from schedules and following rules (Howe and Strauss, 2000; Lancaster and Stillman, 2002). Along with this structured lifestyle is the expectation that, as students, they will be required to complete some form of standardized testing to demonstrate appropriate educational achievement. As a result, they are used to being assessed, receiving focused feedback, and being goal-directed (Coomes and DeBard, 2004; Howe and Strauss, 2000). Having participated in group-projects at school, they are team-oriented, socially networked, and able to organize and mobilize (Coomes and DeBard, 2004; Howe and Strauss, 2000; Lancaster and Stillman, 2002) Lastly, given their access to and use of computers, pagers and cell phones, they have keenly mastered the ability to multitask (Howe and Strauss, 2000; Lancaster and Stillman, 2002). Despite these positive qualities, Millennial students also present challenges to teachers, counselors and administrators at both the high school and collegiate levels. They are often exceedingly close to their parents, who assume participatory roles in their children's educational pursuits (Coomes and DeBard, 2004; Howe and Strauss, 2000; Murray, 1997). In this capacity, parents may serve as advisors and active advocates for their children--initiating interactions with educational faculty, staff and administrators. Perhaps because about one in five Millennial students has at least one parent who recently immigrated to the U.S., there are concerns that students of this generation may dismiss issues related to diversity, such as racism and discrimination, as less of a problem than in previous generations (Howe and Strauss, 2000; O'Reilly and Vella-Zarb, 2000). Some researchers also fear that Millennial students, being over-reliant on communications technology, will have stunted interpersonal (face-to-face) skills. Others have expressed similar concerns that the ease with which Millennial students routinely engage in multitasking behaviors, enabled in part through the use of technology, has shortened their collective attention span. Finally, having completed primary and secondary curricula that may unintentionally encourage rote learning, these students may lack the skills necessary to be critical thinkers or demonstrate introspection and self-reflection (Murray, 1997). 22 | SPRING 2007 JOURNAL OF COLLEGE ADMISSION Millennial Parents Parents of college-bound students from previous generations have recognized that formal education marked the transition from youth to adolescence and on to adulthood. Aware of their aspirations for a higher education, many parents of college-going students from earlier generations sought to provide some form of support, be it emotional and/or financial in nature. Later, as their children graduated from high school, went \"away to college\" and earned degrees in their fields of study, parents took pride in the ascension of their progeny into the adult workforce. Today, parents are still supportive forces in their children's education. However, there are some indications that level of parental involvement may be changing--from the proud, supportive parent who provides passive encouragement to the aggressively protective parent who assumes an active role in their child's educational experience (Brownstein, 2000; Howe and Strauss, 2000; Murray, 1997; O'Reilly and Vella-Zarb, 2000; Zemke, 2001). Reasons for this aggression stem from patterns in the parental generation. For example, parents of Millennial generation students generally waited until their late 20s to have children, when they were financially secure (Murray, 1997). They took their child-rearing responsibilities seriously, and assumed an active role in exposing their children to myriad social and cultural events. Once their children were of school age, they continued to be actively involved, critically appraising schools, teachers, coaches and curricula. Throughout this supervision, parents of Millennial students were acutely aware of their children's progress through primary school and their associated learning activities. As children grew older, parents encouraged them to pursue extramural interests and activities. In fact, many parents became chauffeurs, transporting their children from one organized activity after another. Indeed, Murray (1997) contends that virtually all aspects of the Millennial child's life were planned and executed to achieve success, as parents worked to find activities at which each child could excel. As children progressed to secondary school, emphasis on academic achievement continued with book reports, science projects and term papers becoming collaborative efforts as parents dealt with their own perfection complexes (Murray, 1997; O'Reilly and Vella-Zarb, 2000). Viewed as overprotective W W W.N ACACN E T.ORG advocates of their children's success, these \"helicopter parents\" hovered over their children even as they prepared for college, carefully studying college guides, and exercising an influential presence (Shields, 1995). \"Playing to the increasing interests of parents of Millennial students in college selection decisions, many colleges and universities have parentoriented links on their campus Web sites to provide information and resources to commonlyasked questions about the avalanche of emails and telephone calls from parents to the college administration (Brownstein, 2000). At other institutions, parents are reported to be involved in discussions regarding their child's financial aid, housing arrangements, and even disputed grades--leading some college administrators to elicit parental concerns regarding campus alcohol policies, disciplinary actions, etc. proactively (Turrisi, Jaccard, Taki, Dunnam, and Grimes, 2001). Indeed, in an effort to accommodate increasing parental involvement, one university has implemented several initiatives, including: 1) Parents' Weekends in both fall and spring semesters; 2) newsletters for parents; and 3) a Parents' Advisory Council that meets regularly with the vice chancellor of student affairs to discuss campus events and issues. In short, parents of today's college students want, and expect, to be involved in the admission processand many expect that involvement to continue, in some form, throughout their child's undergraduate education. The Family Educational Rights and Privacy Act (FERPA), a Federal law that protects the privacy of student education records, gives parents certain rights with respect to their children's education records. Yet those rights transfer to the student when he or she reaches the age of 18 or attends a school beyond the high school level. In communicating with parents of Millennial students, counselors must obtain written permission from the student to discuss or release information from his/her record with parents. In so doing, the higher education counselor not only follows the federal law, but also recognizes and reinforces that the student is an adult learner and independent from the parental unit, a valuable message to student and parent alike. the institution.\" \"...Millennial students are: 1) conventionally Communicating with Parents of Millennials: Admission Strategies and Beyond College admission officers have long understood the importance of parents in the college-choice process (Hossler and Gallagher, 1987). Playing to the increasing interests of parents of Millennial students in college selection decisions, many colleges and universities have parent-oriented links on their campus Web sites to provide information and resources to commonly-asked questions about the institution. Other colleges and universities have published recruitment materials geared to parental issues and concerns, and still others have designed activities for parents when prospective students come for on-campus visits. Information geared specifically toward parents includes personal and virtual campus tours, seminars on financial aid, and speciallydesigned Web sites addressing campus academics, athletics, housing, cultural opportunities, and student wellness programs, as well as opportunities for them to contribute to development campaigns directed to parents. Once students matriculate at a particular college or university, parental involvement does not wane. In fact, some institutions have opened Offices of Parental Relations to handle W W W.N ACACN E T.ORG motivated and respectful; 2) structured rule followers; 3) protected and sheltered; 4) cooperative and team-oriented; 5) talented achievers; and 6) confident and optimistic about their futures--all of which have implications for educators at all levels.\" Working with Millennial Students Authors Neil Howe and William Strauss (2000) contend that key defining attitudes and behaviors distinguish the Millennial generation of students now entering college. Specifically, it is argued that Millennial students are: 1) conventionally motivated and respectful; 2) structured rule followers; 3) protected and sheltered; 4) cooperative and team-oriented; 5) talented achievers; and 6) confident and optimistic about their futures--all of which have implications for educators at all levels (Strange, 2004). SPRING 2007 JOURNAL OF COLLEGE ADMISSION | 23 \"...throughout their primary and secondary education, Millennial students have worked together in teams on group projects, often receiving group grades. Encouraged to be cooperative and collaborative, they have developed skills that not only ensure mutualinclusiveness, but also the expectation that all team members do their part.\" First, being conventionally motivated and respectful, Millennials promise to be responsible and conscientious students with whom to work. Growing up, they have been directed and nurtured by both their parents and teachers. Some predict that, as a result, members of this generation may be obedient of university faculty and administrators, looking to them for their knowledgeable guidance and support (Murray, 1997). Toward this end, Murray (1997) suggests that university administrators be prepared to display authoritative expertise, reinforce motivation, invest in outcome, and celebrate victories. Providing data that support authoritative decisions is important when communicating with the Millennial generation and their parents because it adds to the faith this generation has in authoritative expertise. When administrators are transparent about their decisions, sharing data and reasoning behind them, Millennial students tend to believe in the capability of the institution and those who lead it. Second, as structured rule followers, it is also believed that Millennial college students will be less distrustful of policies, procedures and processes than the earlier Generation X or Baby Boom cohorts (Lancaster and Stillman, 2002; Murray, 1997). However, to retain that trust materials that spell out rules, policies and procedures may need to be carefully prepared and regularly reexamined (Brownstein, 2000). Demonstrating that college policies and procedures are reviewed routinely, communicated periodically and displayed in multiple formats (i.e., in written booklets, on the Web) adds to the trust that Millennial students have in a higher education institution. Similarly, those rules students are expected (and expect of themselves) to follow must be fairly enforced. Breeches of rules must be acted upon accordingly when dealing with issues related to student rights or to disciplinary code violations. Third, and related to the aforementioned point, it should also be anticipated that Millennial students, having been protected and sheltered, may ask questions concerning their safety and well-being when acclimating to the university setting. 24 | SPRING 2007 JOURNAL OF COLLEGE ADMISSION They likely will hold university officials accountable for providing a safe and secure campus environment as they travel across campus, and reside in campus housing. Fourth, throughout their primary and secondary education, Millennial students have worked together in teams on group projects, often receiving group grades. Encouraged to be cooperative and collaborative, they have developed skills that not only ensure mutual-inclusiveness, but also the expectation that all team members do their part. Given their collaborative nature, Millennial students should be predisposed to judging plans and projects according to their merit and providing constructive suggestions to group approaches to solving problems (Lancaster and Stillman, 2002). Desiring to work cooperatively on projects that have meaning and will make a difference (Zemke, 2001), Lancaster and Stillman (2002) believe that Millennials will feel empowered to take positive action when things go wrong. Counselors and admission officers have an opportunity to tap into this talent of the Millennial student and promote service learning, community projects and peer-to-peer programming for present and future students. Fifth, long pressured to excel, Millennial students will have high expectations for their own success as undergraduates. As such, they may also have clearly defined objectives, and will actively seek help in accomplishing their goals. Failing to do so may render the university and its faculty as accountable to both the student and their parents (Howe and Strauss, 2000). This is particularly relevant to admission counselors toward whom students, and their parents, may be quick to claim unfairness in selection decisions (Brownstein, 2000). Since non-acceptance to a particular college or university is an obvious reality, anticipating responses to students' and parents' high expectations is important for both high school counselors (who may provide letters of recommendation and evaluation) and college recruiters. Having a list of FAQs about acceptance and non-acceptance to college or university available for students W W W.N ACACN E T.ORG \"Millennial students are described as confident and optimistic about their futures. While this generation of students is thought to present current and future challenges to educators, they are also felt to possess great positive potential for society, leading Howe and Strauss (2000) to label them the next 'greatest generation.'\" and their parents is one strategy that can assist counselors and admission officers alike. Finally, Millennial students are described as confident and optimistic about their futures. While this generation of students is thought to present current and future challenges to educators, they are also felt to possess great positive potential for society, leading Howe and Strauss (2000) to label them the next \"greatest generation.\" While in college, faculty and administration can work to provide these students with the education and experience necessary to pursue their generational interests in social welfare and social institutions (Brownstein, 2000). As counselors, advisors, educators, and administrators, we can nurture their \"can-do\" attitudes, civic-minded proclivities and empathic concerns in hopes they may ultimately lead to large-scale societal improvements. Linking students to local, as well as national and even international initiatives, allows students to define their role within a community, society and the world. Regrettably, as a collective, discussion of Millennial generation students should not imply that all individual members of this cohort have been afforded equal levels of financial, personal and social support. While many Millennials have been reared in middle- and upper-class environments offering ample opportunities, others may not have enjoyed these same advantages. Thus, high school counselors and college admission officers will continue to be challenged with social inequalities segregating the \"haves\" from the \"have-nots\" (Brownstein, 2000). For example, first-generation college students may be less familiar with technology (e.g., computers, cell phones, etc.), or less likely to have reaped the benefits of tutors, travel and/or support services of more educationally-advantaged students. As a result, university faculty and administration may need to continually rethink strategies to recruit students from disadvantaged backgrounds, assist them in defraying educational costs and provide opportunities to remediate deficits in key areas. This work must be done early W W W.N ACACN E T.ORG through student programming, summer enrichment and career exploration; collaboratively with the aid of teachers in public and private schools, and grant-writers and researchers in higher education; and collectively through national and professional organizations and private foundations. More research in the secondary and postsecondary settings is needed to empirically validate Howe and Strauss' contention that college-age students are indeed changing in the ways hypothesized. Still, as a dynamic entity, it is prudent to consider appropriate responses in educating this next generation (Woodard, Love and Komives, 2000). To accomplish this requires a constant reexamination of our assumptions and policies related to the goals and aspirations of this generation and how we can effectively assist in successfully achieving them. As the defining behaviors of this generation of students gradually influence teaching, learning and career guidance at the high school and collegiate levels, high school counselors and college admission officers may wish to review and evaluate their efforts to build and sustain relationships with Millennial students and their parents. To share in the widespread optimism that this generous, practical and achieving generation of students may have the requisite skills, knowledge and temperament to address societal ills is an exciting prospect (Brownstein, 2000; Howe and Strauss, 2000; O'Reilly and Vella-Zarb, 2000). Yet, it is incumbent upon those of us in the counseling and advising fields to ensure that this educational path toward self-fulfillment is as direct and accessible as possible. REFERENCES Brownstein, A. (2000). The next great generation? Chronicle of Higher Education, 47(7): A71-A72. Coomes, M. D. and DeBard, R. (Eds.) (2004). Serving the Millennial Generation. New Directions in Student Services. San Francisco: Jossey Bass. Hossler, D. and Gallagher, K.S. (1987). Studying student choice: a three-phase model and the implications for policy makers. College and University, 62(3): 207-221. Howe, N. and Strauss, W. (2000). Millennials Rising: The Next Great Generation. New York: Vintage Books. Lancaster, L.C. and Stillman, D. (2002). When Generations Collide Who They Are. Why They Clash. How to Solve the Generational Puzzle at Work. New York: Harper Business. Murray, N.D. (1997). Welcome to the future: The millennial generation. Journal of Career Planning & Employment, 57(3): 36-42 O'Reilly, B. and Vella-Zarb, K. (2000). Meet the future. Fortune. 142(3): 144-148. Shields, C.J. (1995). The College Guide for Parents. New York: The College Board. Strange, C.C. Constructions of student development across the generations. (2004). In Serving the Millennial Generation. New Directions in Student Services. San Francisco: Jossey Bass, 106: 47-58. Turrisi, R., Jaccard, J., Taki, R., Dunnam, H., and Grimes, J. (2001). Examination of the short- term efficacy of a parent intervention to reduce college student drinking tendencies, Psychology of Addictive Behaviors, 15(4): 366-372. Woodard, D.B., Jr. Love, P., and Komives, S.R. (2000). Students of the new millennium. In Leadership and Management Issues for a New Century. San Francisco: Jossey Bass, 92: 35-47. Zemke, R. (2001). Here come the millennials. Training, 38(7): 44-49. SPRING 2007 JOURNAL OF COLLEGE ADMISSION | 25 Monica, Please use APA formatting, including a title page and indenting the first line of each paragraph. Your essay needs to be revised to demonstrate the purpose and expectations for a Summary Essay and this specific assignment. Please review guidelines for writing an effective summary essay and as you revise confirm that you are making the purpose of this essay evident. The thesis statement should make the purpose clear (to summarize the specific article by Elam Stratton and Gibson) and point to the main points you will focus upon. Try to keep information from secondary sources to a minimum, and refer to APA guidelines for citing secondary sources. It is important to confirm that you begin each body paragraph with a statement that communicates the main point you will focus upon. Use transitional expressions to show the flow. Do not rely on headings. Extensive proofreading is needed for sentence structure, grammar, punctuation, and clear, concise wording. Please let me know if you have any questions, and if possible get feedback from the tutors. Professor DeArment COMM 600 9041 May 27, 2016 THE MILLENIAL STUDENTS Generations are defined by specific time periods and shared experiences. Members of a generation are influenced by people, places or events that become enduring social referents and these may make them develop shared values and behaviors. As young generations develop that explore values of their elders accepting, tweaking and rejecting some of the ideas. The US population consists of 5 generations; the GI, the silent, the boom, Generation X and the millennial generation. Most college students are in generation X and Millennial groups, the millennial group consisting of new enrollees. The millennial generation grew up in a time of great insecurity and periods of war which made them develop certain admirable characteristics such as they are hardworking having been socialized by supportive parents to be successful. Their parents basically planned and executed their lives to achieve success, the engage in numerous extracurricular activities and service pursuits, are generous and practical. They have lived a structured life and follow rules, they also expect standardized testing to demonstrate educational achievement, are team oriented, socially networked and are able to organize and mobilize. Their use of technology has enabled them to develop the ability to multitask. On the flipside however due to their close relations with their parents, these parents have become increasing involved in their education, they are no longer proud and supportive who offer passive encouragement but they have become aggressive and protective and play an active role in their college education. These students may also be dismissive to racism and discrimination, due to their over-reliance on technology they may be unable to form interpersonal relationships. Their multitasking tendencies may also have shortened their collective attention span. School curricula through encouraging rote learning may have also caused these students to lack critical thinking skills, introspection and self-reflection Due to increased parental involvement in college choice, colleges have now provide links and published material to provide information and resources to commonly asked questions, parental involvement does not end there however, after matriculation they are involved in discussions over child's financial aid, housing arrangements and even disputes over grades. This has forced colleges to develop initiatives that accommodate parental involvement as they have become highly involved in the administration process. However the family educational rights and privacy acts protect student's rights with regard to educational records, parents must therefore seek consent from the student to access this material one that child has attained 18 years University students may be therefore required to develop policies that suit the needs of these students. The millennial students are directed and nurtured to be obedient and university administration must therefore show authoritative expertise, reinforce motivation, invest in outcomes and celebrate victories. They tend to believe in authority once there is transparency and good reasoning with data provided to back up decisions. They are also likely to have concerns over safety and security. These students embrace teamwork and the colleges should therefore promote service learning, community projects and peer to peer programming. Millennial students are confident and optimistic about their futures, there is therefore the need to nurture their can do attitudes, civic mind proclivities and empathetic concerns as they can bring about large social improvements. There is also the need to remember that these students do not come from the same background, those from a disadvantaged background may not have developed some of this attributes, there is also the need to encompass them in the school community and make efforts to decrease social inequalities. This generation therefore presents current and future challenges to education; they also possess great potential for society and may be the next greatest generation. By Dr. Carol Elam, Dr. Terry Stratton and Denise D. Gibson, Ph.D. DR. CAROL ELAM is associate dean for admissions and institutional advancement and director of medical education research at the University of Kentucky College of Medicine. A professor in the Department of Behavioral Science, she has published work on such topics as the medical school admission process, the importance of diversity in the medical school student body and service learning. DR. TERRY STRATTON is assistant dean for student assessment and program evaluation and an assistant professor of behavioral science at the University of Kentucky College of Medicine. He has published work in the areas of non-cognitive factors and clinical skills, gender discrimination and sexual harassment in medical training, and assessment of classroom and clinical teaching. DENISE D. GIBSON, PH.D. is assistant dean for academic support and associate professor, Clinical Psychiatry at the University of Cincinnati College of Medicine (OH). She teaches study skills and national board preparation and coordinates tutoring and advising programs. Her publications include medical specialty choice, physician career satisfaction, medical professionalism, counseling the millennial generation, and support services for medical students. 20 | SPRING 2007 JOURNAL OF COLLEGE ADMISSION W W W.N ACACN E T.ORG Welcoming a New Generation to College: The Millennial Students Introduction High on any required reading list for college-level student affairs officers and high school counselors is Millennials Rising: The Next Great Generation by Neil Howe and William Strauss (2000). Experts on generational change in the United States, the authors contend that the current generation of college-age and pre-college-age students possesses many unique qualities that will both delight and challenge professionals working at various stages of the educational continuum. Most scholars define a generation by a specific time period (e.g., 1943-1960) and shared experiences (e.g., World War II). Possessing a common history, members of a generation are influenced by people, places or events that become enduring social referents. As a result, members of a generation often develop shared values and behaviors (Lancaster and Stillman, 2002). Curiously, generations do not evolve linearly as extensions of preceding cohorts, but rather develop in a cyclical fashion--both complementing the dominant generation and filling the cultural vacuum left by their predecessors (Howe and Strauss, 2000; Lancaster and Stillman, 2002). Further, as they develop, youthful members of a generation will explore the values of their elders--accepting some ideas, tweaking others and rejecting those with which they cannot identify (Coomes and DeBard, 2004). According to Howe and Strauss (2000), members of five generations comprise the vast majority of the current U.S. population (with birth dates listed): the G.I. generation (1901-1924), the Silent generation (1925-1942), the Boom generation (1943- 1960), Generation X (1961-1981), and the Millennial generation (1982-2002). This newest generational cohort, the Millennials, builds upon the values instilled by the Baby Boomers while also filling the cultural void left by the departing G.I. generation. Most students enrolled in colleges and universities are members of the Generation X and Millennial groups--with the latter being the most recent enrollees. Using interviews, opinion surveys and W W W.N ACACN E T.ORG focus groups of students and their student affairs officers, faculty and employers, social demographers have identified factors that influence and define members of these generations (Howe and Strauss, 2000; Lancaster and Stillman, 2002). In addition, they have postulated a set of common beliefs and behaviors that distinguish Millennial students. The Millennial Generation As youths, Millennial students were influenced by a unique set of forces. They watched the unfolding of Desert Storm in Iraq--and the continual, \"real time\" media coverage it generated. From school shootings at Columbine High School (CO) and other locations, they experienced school lock-downs and increased security. Growing up, they heard presidential sound bites to \"tear down this wall\" and \"read my lips,\" and have witnessed the initiation of impeachment proceedings against a sitting President. Through all of this, they felt the steady support of protective parents concerned about their safety, their schooling and their academic and extracurricular success (Coomes and DeBard, 2004; Howe and Strauss, 2000; Lancaster and Stillman, 2002; Murray, 1997; Woodard, Love, and Komives, 2000). Growing up in this cultural environment has instilled in Millennial students a number of positive qualities. They are hardworking and have been socialized by supportive parents to be successful in life. They have engaged in numerous academic, ex- SPRING 2007 JOURNAL OF COLLEGE ADMISSION | 21 \"Despite these positive qualities, Millennial students also present challenges to teachers, counselors and administrators at both the high school and collegiate levels. They are often exceedingly close to their parents, who assume participatory roles in their children's educational pursuits.\" tracurricular and service pursuits; in helping others and addressing social problems, they are thought to be both generous and practical (Howe and Strauss, 2000; Woodard, Love and Komives, 2000) Their hectic lives have accustomed them to structuring time, working from schedules and following rules (Howe and Strauss, 2000; Lancaster and Stillman, 2002). Along with this structured lifestyle is the expectation that, as students, they will be required to complete some form of standardized testing to demonstrate appropriate educational achievement. As a result, they are used to being assessed, receiving focused feedback, and being goal-directed (Coomes and DeBard, 2004; Howe and Strauss, 2000). Having participated in group-projects at school, they are team-oriented, socially networked, and able to organize and mobilize (Coomes and DeBard, 2004; Howe and Strauss, 2000; Lancaster and Stillman, 2002) Lastly, given their access to and use of computers, pagers and cell phones, they have keenly mastered the ability to multitask (Howe and Strauss, 2000; Lancaster and Stillman, 2002). Despite these positive qualities, Millennial students also present challenges to teachers, counselors and administrators at both the high school and collegiate levels. They are often exceedingly close to their parents, who assume participatory roles in their children's educational pursuits (Coomes and DeBard, 2004; Howe and Strauss, 2000; Murray, 1997). In this capacity, parents may serve as advisors and active advocates for their children--initiating interactions with educational faculty, staff and administrators. Perhaps because about one in five Millennial students has at least one parent who recently immigrated to the U.S., there are concerns that students of this generation may dismiss issues related to diversity, such as racism and discrimination, as less of a problem than in previous generations (Howe and Strauss, 2000; O'Reilly and Vella-Zarb, 2000). Some researchers also fear that Millennial students, being over-reliant on communications technology, will have stunted interpersonal (face-to-face) skills. Others have expressed similar concerns that the ease with which Millennial students routinely engage in multitasking behaviors, enabled in part through the use of technology, has shortened their collective attention span. Finally, having completed primary and secondary curricula that may unintentionally encourage rote learning, these students may lack the skills necessary to be critical thinkers or demonstrate introspection and self-reflection (Murray, 1997). 22 | SPRING 2007 JOURNAL OF COLLEGE ADMISSION Millennial Parents Parents of college-bound students from previous generations have recognized that formal education marked the transition from youth to adolescence and on to adulthood. Aware of their aspirations for a higher education, many parents of college-going students from earlier generations sought to provide some form of support, be it emotional and/or financial in nature. Later, as their children graduated from high school, went \"away to college\" and earned degrees in their fields of study, parents took pride in the ascension of their progeny into the adult workforce. Today, parents are still supportive forces in their children's education. However, there are some indications that level of parental involvement may be changing--from the proud, supportive parent who provides passive encouragement to the aggressively protective parent who assumes an active role in their child's educational experience (Brownstein, 2000; Howe and Strauss, 2000; Murray, 1997; O'Reilly and Vella-Zarb, 2000; Zemke, 2001). Reasons for this aggression stem from patterns in the parental generation. For example, parents of Millennial generation students generally waited until their late 20s to have children, when they were financially secure (Murray, 1997). They took their child-rearing responsibilities seriously, and assumed an active role in exposing their children to myriad social and cultural events. Once their children were of school age, they continued to be actively involved, critically appraising schools, teachers, coaches and curricula. Throughout this supervision, parents of Millennial students were acutely aware of their children's progress through primary school and their associated learning activities. As children grew older, parents encouraged them to pursue extramural interests and activities. In fact, many parents became chauffeurs, transporting their children from one organized activity after another. Indeed, Murray (1997) contends that virtually all aspects of the Millennial child's life were planned and executed to achieve success, as parents worked to find activities at which each child could excel. As children progressed to secondary school, emphasis on academic achievement continued with book reports, science projects and term papers becoming collaborative efforts as parents dealt with their own perfection complexes (Murray, 1997; O'Reilly and Vella-Zarb, 2000). Viewed as overprotective W W W.N ACACN E T.ORG advocates of their children's success, these \"helicopter parents\" hovered over their children even as they prepared for college, carefully studying college guides, and exercising an influential presence (Shields, 1995). \"Playing to the increasing interests of parents of Millennial students in college selection decisions, many colleges and universities have parentoriented links on their campus Web sites to provide information and resources to commonlyasked questions about the avalanche of emails and telephone calls from parents to the college administration (Brownstein, 2000). At other institutions, parents are reported to be involved in discussions regarding their child's financial aid, housing arrangements, and even disputed grades--leading some college administrators to elicit parental concerns regarding campus alcohol policies, disciplinary actions, etc. proactively (Turrisi, Jaccard, Taki, Dunnam, and Grimes, 2001). Indeed, in an effort to accommodate increasing parental involvement, one university has implemented several initiatives, including: 1) Parents' Weekends in both fall and spring semesters; 2) newsletters for parents; and 3) a Parents' Advisory Council that meets regularly with the vice chancellor of student affairs to discuss campus events and issues. In short, parents of today's college students want, and expect, to be involved in the admission processand many expect that involvement to continue, in some form, throughout their child's undergraduate education. The Family Educational Rights and Privacy Act (FERPA), a Federal law that protects the privacy of student education records, gives parents certain rights with respect to their children's education records. Yet those rights transfer to the student when he or she reaches the age of 18 or attends a school beyond the high school level. In communicating with parents of Millennial students, counselors must obtain written permission from the student to discuss or release information from his/her record with parents. In so doing, the higher education counselor not only follows the federal law, but also recognizes and reinforces that the student is an adult learner and independent from the parental unit, a valuable message to student and parent alike. the institution.\" \"...Millennial students are: 1) conventionally Communicating with Parents of Millennials: Admission Strategies and Beyond College admission officers have long understood the importance of parents in the college-choice process (Hossler and Gallagher, 1987). Playing to the increasing interests of parents of Millennial students in college selection decisions, many colleges and universities have parent-oriented links on their campus Web sites to provide information and resources to commonly-asked questions about the institution. Other colleges and universities have published recruitment materials geared to parental issues and concerns, and still others have designed activities for parents when prospective students come for on-campus visits. Information geared specifically toward parents includes personal and virtual campus tours, seminars on financial aid, and speciallydesigned Web sites addressing campus academics, athletics, housing, cultural opportunities, and student wellness programs, as well as opportunities for them to contribute to development campaigns directed to parents. Once students matriculate at a particular college or university, parental involvement does not wane. In fact, some institutions have opened Offices of Parental Relations to handle W W W.N ACACN E T.ORG motivated and respectful; 2) structured rule followers; 3) protected and sheltered; 4) cooperative and team-oriented; 5) talented achievers; and 6) confident and optimistic about their futures--all of which have implications for educators at all levels.\" Working with Millennial Students Authors Neil Howe and William Strauss (2000) contend that key defining attitudes and behaviors distinguish the Millennial generation of students now entering college. Specifically, it is argued that Millennial students are: 1) conventionally motivated and respectful; 2) structured rule followers; 3) protected and sheltered; 4) cooperative and team-oriented; 5) talented achievers; and 6) confident and optimistic about their futures--all of which have implications for educators at all levels (Strange, 2004). SPRING 2007 JOURNAL OF COLLEGE ADMISSION | 23 \"...throughout their primary and secondary education, Millennial students have worked together in teams on group projects, often receiving group grades. Encouraged to be cooperative and collaborative, they have developed skills that not only ensure mutualinclusiveness, but also the expectation that all team members do their part.\" First, being conventionally motivated and respectful, Millennials promise to be responsible and conscientious students with whom to work. Growing up, they have been directed and nurtured by both their parents and teachers. Some predict that, as a result, members of this generation may be obedient of university faculty and administrators, looking to them for their knowledgeable guidance and support (Murray, 1997). Toward this end, Murray (1997) suggests that university administrators be prepared to display authoritative expertise, reinforce motivation, invest in outcome, and celebrate victories. Providing data that support authoritative decisions is important when communicating with the Millennial generation and their parents because it adds to the faith this generation has in authoritative expertise. When administrators are transparent about their decisions, sharing data and reasoning behind them, Millennial students tend to believe in the capability of the institution and those who lead it. Second, as structured rule followers, it is also believed that Millennial college students will be less distrustful of policies, procedures and processes than the earlier Generation X or Baby Boom cohorts (Lancaster and Stillman, 2002; Murray, 1997). However, to retain that trust materials that spell out rules, policies and procedures may need to be carefully prepared and regularly reexamined (Brownstein, 2000). Demonstrating that college policies and procedures are reviewed routinely, communicated periodically and displayed in multiple formats (i.e., in written booklets, on the Web) adds to the trust that Millennial students have in a higher education institution. Similarly, those rules students are expected (and expect of themselves) to follow must be fairly enforced. Breeches of rules must be acted upon accordingly when dealing with issues related to student rights or to disciplinary code violations. Third, and related to the aforementioned point, it should also be anticipated that Millennial students, having been protected and sheltered, may ask questions concerning their safety and well-being when acclimating to the university setting. 24 | SPRING 2007 JOURNAL OF COLLEGE ADMISSION They likely will hold university officials accountable for providing a safe and secure campus environment as they travel across campus, and reside in campus housing. Fourth, throughout their primary and secondary education, Millennial students have worked together in teams on group projects, often receiving group grades. Encouraged to be cooperative and collaborative, they have developed skills that not only ensure mutual-inclusiveness, but also the expectation that all team members do their part. Given their collaborative nature, Millennial students should be predisposed to judging plans and projects according to their merit and providing constructive suggestions to group approaches to solving problems (Lancaster and Stillman, 2002). Desiring to work cooperatively on projects that have meaning and will make a difference (Zemke, 2001), Lancaster and Still