Chapter 17 – Using Social Media to Connect with Consumers
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Helping with Common Student Problems
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TEACHING NOTE FOR VIDEO CASE VC-17
Body Glove: Helping Consumers Do What They Love!
This case describes the use of social media as part of the marketing program for the Body
Glove brand. Details of the use of Facebook, Twitter, LinkedIn, YouTube, Instagram, and
[Video 17-5: Body Glove Video Case (kerin.tv/8e/v17-5)]
Synopsis
The Meistrell brothers opened the Dive N’ Surf shop in Redondo Beach, California with
$1800 they borrowed from their mother. Their philosophy was to offer quality products, great
customer service, and a fair price. One of their first products was a wetsuit they made from the
insulation from the back of a refrigerator. An observation that the wetsuit “fit like a glove” led to
the now famous brand name, Body Glove. The popularity of the brand led to other products
including swimsuits, boogie boards, surfboards, fins, masks, snorkels, and a variety of apparel.
The acquisition of Body Glove by Marquee Brands provided resources for global growth and
distribution.
consumers can see and post all forms of content. Using multiple forms of digital and social
media allows Body Glove to reach consumers with many messages. The company currently uses
Facebook, Twitter, LinkedIn, YouTube, Instagram, and Pinterest. Each platform is unique and
evolving so Body Glove managers work to stay up-to-date with all of the options. In addition
they design their programs to be mobile-friendly.
Teaching Suggestions
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Epilogue
Body Glove continues its growth through many new marketing activities. For example, Body
Glove recently signed Guinness World Record holder Chris Bertish as an official ambassador.
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ICA 17-1: IN-CLASS ACTIVITY
What are the Most Popular Facebook Brands?
Learning Objectives. To demonstrate to students how difficult it is to find an ideal
marketing metric to use in planning and measuring the results of social media actions—in this
case, those for Facebook.
Nature of the Activity. To have students (1) use their Facebook experience and personal
judgment to evaluate and rank common brands on these measures of Facebook “Likes” and
Facebook “Engagement” and (2) express their opinions about which is the better measure.
Definitions. The following marketing terms are referred to in this ICA:
• Facebook “Likes.” The number of Facebook users indicating a “Like” for a specific
Estimated Class Time and Teaching Suggestions. About 15 minutes, taught in class in
4-person teams.
Materials Needed. Copies for each student of the:
Steps to Teach this ICA.
1. Give students the following mini-lecture about Facebook Pages:
“Facebook Pages were created as a method for businesses, organizations, and brands
to share their stories and connect with people. These allow brand managers to
customize Pages for their brand by adding apps, posting stories, hosting events, and
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8. Show Slide 17-39 and ask students the following questions:
a. Which is the better marketing metric to use? Why?
b. Which metric, “Fans” / “Likes” or “Engagement,” do you believe relates best to
generating actual revenues for the brand?
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FACEBOOK CONSUMER BRAND PAGES ANSWERS HANDOUT
CONSUMER
BRAND
PAGES
FOR
“FANS” / “LIKES”
TOP
CORPORATE
BRANDS
FOR
“ENGAGEMENT”
RANK
NUMBER
(000,000s)
RANK
NUMBER
(000s)
Facebook
1
108.1
Coca Cola
2
78.0
Coca-Cola
1
1,040
YouTube
3
77.4
MTV
4
48.4
Disney
5
45.7
Disney
4
737
Red Bull
6
41.9
Converse
7
37.4
PlayStation
8
36.1
Starbucks
9
35.8
Oreo
10
35.3
Walmart
11
34.4
Walmart
3
757
Pepsi
12
31.1
iTunes
13
31.1
Samsung
Mobile
14
30.9
Samsung
Mobile
5
634
McDonald’s
15
29.8
Chapter 17 – Using Social Media to Connect with Consumers
FACEBOOK CONSUMER BRAND PAGES HANDOUT
BRAND*
RANK ON
FACEBOOK
“FANS” / “LIKES”
1 OF TOP 4
ON FACEBOOK
“ENGAGEMENT”
Coca-Cola
Converse
Disney
Facebook
iTunes
McDonald’s
MTV
Oreo
Pepsi
PlayStation
Red Bull
Samsung Mobile
Starbucks
Walmart
YouTube
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Connect Exercises
Exercise 1: Integrating Social Media
Activity Summary: In this mini case analysis, students read a short case explaining how the
University of Phoenix might utilize social media in its marketing efforts. In the activity, students
LO 17-04 Compare the performance measures of social media linked to
costs (inputs) versus revenues (outputs).
AACSB: Analytical Thinking
Exercise 2: Social Media Performance Measures
Activity Summary: In this click and drag activity, students evaluate social media performance
measures by classifying them as input/cost related or output/revenue related. Students are
provided with input/cost and output/revenue as the drop zones. The dragable items (1.2 pages per
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Exercise 3: iSeeit! Video Case: Social Media Metrics
Activity Summary: In this straightforward whiteboard animation video, students learn how
Green Team and Young Explorers use social media analytics as they create engaging marketing
LO 17-05 Identify the cause of the convergence of the real and digital
worlds and how this will affect the future of social media.
AACSB: Knowledge Application
Exercise 4: Body Glove: Helping Consumers Do What They Love
Activity Summary: This 8-minute video describes the use of social media as part of the
LO 17-02: Identify the four major social media and describe how brand
managers integrate them into marketing actions.
LO 17-03 Describe the characteristics of a social media marketing
program, including selecting social media and choosing social media
content.
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