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Chapter 19 - Using Social Media to Connect with Consumers
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Helping with Common Student Problems
Chapter 19 - Using Social Media to Connect with Consumers
TEACHING NOTE FOR VIDEO CASE VC-19
StuffDOT®, Inc.: Rewarding Users for Shopping and Sharing
Synopsis
Show Slide 19-32. Social network entrepreneur Jennifer Katz got the idea for
StuffDOT in a conversation with her marketing director. The marketing director explained how
a bracelet she had posted on a social sharing site had gone viral. The problem was that she now
faced a six-week backlog in purchasing it. Katz saw that if her marketing director could have
made money on each of those purchases, she could have made enough to buy that bracelet and
maybe a necklace too. Right then, the idea for StuffDOT was born—finding a way to incent
and reward users for their online social sharing actions.
Katz and her team came up with the brand name StuffDOT because it was catchy and
they thought they could use to build customer awareness. They developed the orange dot
StuffDOT logo because it was familiar and eye-catching. StuffDOT’s three main target market
segments are college students, loyal online shoppers, and mothers—who often act as the
family’s “purchasing agents.”
As with any social network startup, StuffDOT’s challenge is to gain awareness and
members for its online service. It has done this through partnerships, social sharing,
internships, and its campus ambassador program. It currently has over a dozen college student
interns at campuses around the country.
The StuffDOT team is available on a limited basis to share their experience and
marketing strategy with your students. For more information, call StuffDOT at (612) 372-
7000 and ask for Kelsey, or email info@stuffdot.com, subject line Textbook.
Teaching Suggestions
Before teaching the StuffDOT video case, consider asking a series of questions to
determine the class’s use of social networks and online sharing:
1. Ask this question first to women and then men: How many are active on Facebook,
Twitter, and Pinterest?
2. Looking at answers to the first two questions:
a. How large do you think the market for StuffDOT’s network is?
b. What college students are most likely to use it?
3. How can StuffDOT broaden its appeal to (a) college women and (b) college men?
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4. How might working as an intern at StuffDOT, or as part of its campus ambassador
program, help you if you are thinking of a career in social media marketing or
planning to launch your own social media business?
This discussion enables students to have a better understanding when they study and
discuss the StuffDOT video case and answer end-of-case questions. It also gives them insight
into the satisfactions and challenges in starting a new social network.
Answers to Questions
1. What recent StuffDOT actions have added to its user-friendliness?
2. (a) Who are StuffDOT’s major competitors and (b) what point(s) of difference should
StuffDOT use to distinguish itself from them?
Chapter 19 - Using Social Media to Connect with Consumers
3. How should StuffDOT be marketed so that it becomes an integral part of everyday
life?
4. How can the team create “buzz” for StuffDOT and grow its user base most effectively
(a) using social media platforms (like Facebook and Twitter) and (b) using its own
website?
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TEACHING NOTE FOR APPENDIX D CASE D-19
AOI Marketing: Using Facebook to Launch Bitter Girls®
Synopsis
Bitter Girls is a start-up firm using an uplifting empowering theme to reach the “tween
and teen” female target market. The start-up team at AOI Marketing is seeking to develop a
concept that can be used to market a variety of products such as T-shirts, book bags, and
mobile phone covers to this market segment.
This “uplifting and empowering” positioning appears to be a disconnect with the brand
name of Bitter Girls. It came about as a result of early research and trial-and-error promotions
by AOI Marketing, which found that the initial positioning as “My Better Self” came across as
too goodie-goodie to attract the girls’ interest. So the plan retained the original concept of
improving the girls’ self-confidence and ability to take on the world while using dark, edgy
humor with the Bitter Girls’ name.
Bitter Girls relies heavily on social media in its marketing strategies. AOI Marketing
uses its logos and cartoon drawings with edgy quotes and phrases on the Bitter Girls Facebook
Page to connect to the girls. The video case provides a snapshot of a small business early in
the start-up phase using social media to try to reach a specific target market. In this sense, it
probably reflects the interests of a number of students in your classroom.
Teaching Suggestions
1. Perhaps bookmark both the Bitter Girls website (BitterGirls.com) and Facebook
brand page (Facebook.com/The Bitter Girls) to use during the class discussion. Also,
have students refer again to Figure 16-2—the Facebook Page for Bitter Girls.
2. In contrast to many video cases in this textbook, the AOI Marketing Bitter Girls video
case features an idea for a small start-up business. Perhaps a number of students in
your class have thought about getting a job with a small business.
3. As a springboard to the class discussion, you might pose the following questions:
a. How many of you have thought about starting your own small business? Have
any of your friends started one?
b. What kinds of businesses have you or your friends thought about or started?
c. What unique point(s) of difference do these businesses have?
d. To what extent do they rely on the use of social media? Which specific social
networks? How are these used by the start-up(s)?
Chapter 19 - Using Social Media to Connect with Consumers
4. Ask if there were any surprises for them in studying the AOI Marketing strategies for
the Bitter Girls start-up. Some points that may emerge:
a. The incredible concern for details in the new-business launch. An example is the
focus on “product integrity” to ensure consistent use and protection of the Bitter
Girls logo, font, and design.
b. The “edgy” Bitter Girls quotes and phrases that may not appeal to every student in
the room.
c. The continuing focus on converting the Bitter Girls images, quotes, and phrases
into something that can be licensed.
5. Ask what products the Bitter Girls images might be placed on. Write these on the
board and compare them later to the list suggested in the answer to Question #5.
Answers to Questions
1. (a) What is the image you first have when you hear the brand name “Bitter Girls?”
What are both (b) the strengths and (c) the dangers in linking this brand name to the
concept of empowering tweens and teens?
Answers:
2. How can social media be used to drive traffic to the Bitter Girls website?
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3. How can Bitter Girls (a) bring people from its website to its Facebook Page and
(b) increase their involvement and participation on its Facebook Page? (c) Why are
these important?
4. (a) How can Bitter Girls find new likes? (b) On what other Facebook Pages should
Bitter Girls advertise?
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5. (a) What products besides apparel and mobile phone cases might Bitter Girls license?
(b) How can Bitter Girls promote its products through Facebook?
Chapter 19 - Using Social Media to Connect with Consumers
ICA 19-1: 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
brand’s Facebook Page (or for the purpose of this ICA, “Fans”).
• Facebook “Engagement.” A recently-unveiled Facebook metric called “People
Talking About” (popularly shortened to “Engagement”) that calculates user-initiated
activities on a Facebook Page that includes posts, comments, Likes, mentions, shares,
poll votes, photo tags, and check-ins.
Estimated Class Time and Teaching Suggestions. About 15 minutes, taught in class in
4-person teams.
Materials Needed. Copies for each student of the:
• Facebook Consumer Brand Pages handout.
• Facebook Consumer Brand Pages Answers handout.
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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2. Define Facebook “Fans” / “Likes” and Facebook “Engagement” for the class, and
perhaps write the definitions on the board
3. Ask the students the following questions and write their answers on the board:
a. What factors cause you to be interested in a brand’s Facebook Page?
b. What factors make you want to take a positive action about the brand’s Facebook
Page—becoming a “Liker” or “Engaging” with it?
c. What do you think are the most popular brands on Facebook? Can you suggest
any differences between the kinds of brands ranked high in “Fans” / “Likes”
versus high in “Engagement?”
d. From this discussion, what differences do you see in brand interest for men versus
the women in the class?
5. Show Slide 19-38. Ask the students the following questions:
a. Any surprises as to the list of companies on the Facebook Consumer Brand Pages
Handout? [NOTE: This list is for the period October – December 2013.]1
b. How do the two lists differ (1) from the brands you just suggested and (2) from
each other? Any reasons?
c. How does the list compare in terms of male-oriented versus female-oriented
brands? [NOTE: It seems there are more male-oriented products, a bit of a
6. Have students rank order the companies listed in the Facebook Consumer Brand
Pages Handout.
a. Based on your experience or opinion, rank the brands from 1 to 15 in the middle
column based on Facebook “Fans,” which is the equivalent of “Likes.”2
Chapter 19 - Using Social Media to Connect with Consumers
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8. Show Slide 19-39 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?
Chapter 19 - Using Social Media to Connect with Consumers
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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
3
77.4
MTV
4
48.4
6
41.9
Converse
7
37.4
9
35.8
Oreo
10
35.3
12
31.1
Chapter 19 - Using Social Media to Connect with Consumers
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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
* In alphabetical order
Chapter 19 - Using Social Media to Connect with Consumers
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Connect Application Exercises
Application 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
choose between a Facebook and LinkedIn campaign by comparing performance measures
between the two networks. During the analysis, students answer five questions covering social
media metrics and social media profiles.
Tagging (Topic, Learning Objectives, AACSB, Bloom’s, Difficulty)
Topic: Social Media as part of the Marketing Plan
Learning Objectives: LO 19-03 Describe the differing roles of those receiving messages
through traditional versus social media and how brand managers select
social media.
LO 19-04 Compare the performance measures of social media linked to
costs (inputs) versus revenues (outputs).
AACSB: Analytical Thinking
Blooms: Apply
Difficulty Level: 1 Easy
Follow-Up Activity: As a follow-up activity, ask students to review their social media accounts,
taking note of the advertising that appears on their pages (Facebook, LinkedIn, Instagram, etc.).
Application Exercise 2: StuffDOT, Inc.: Rewarding Social Media Users for Shopping &
Sharing
Activity Summary: In this 6-minute video, students learn the history of StuffDOT and its
function as a social media shopping website. After watching the video, students answer four
questions covering media richness, user-generated content, mobile apps, and social media
metrics.
Tagging (Topic, Learning Objectives, AACSB, Bloom’s, Difficulty)
Topics: Social Media Definition, Social Media as part of the Marketing Plan
Learning Objectives: LO 19-01 Define social media and describe how they differ from
traditional advertising media.
LO 19-04 Compare the performance measures of social media linked to
costs (inputs) versus revenues (outputs).
LO 19-05 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
Blooms: Understand
Difficulty Level: 2 Medium
Follow-Up Activity: Instructors could ask students to review the social media presence for their
favorite brand. After choosing a favorite brand, students should visit the brand’s social media
Chapter 19 - Using Social Media to Connect with Consumers
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Application Exercise 3: 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 draggable items (1.2 pages
per visitor, $250 flat fee, 0.2% click through rate, $1.00 cost per thousand, 15% interaction rate,
$2 per sale) provide students with a hint as they mouse over the performance measure.
Tagging (Topic, Learning Objectives, AACSB, Bloom’s, Difficulty)
Topic: Social Media as part of the Marketing Plan
Learning Objectives: LO 19-04 Compare the performance measures of social media linked to
cost
(inputs) versus revenues (outputs).
AACSB: Knowledge Application
Blooms: Apply
Difficulty Level: 2 Medium
Follow-Up Activity: Instructors could ask students to calculate their own social media
Application Exercise 4: 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
campaigns. After watching the 3-minute video, students are asked five follow-up questions
covering media richness, social media metrics, and digital convergence.
Tagging (Topic, Learning Objectives, AACSB, Bloom’s, Difficulty)
Topics: Social Media as part of the Marketing Plan, Social Media Definition, Marketing Metrics
Learning Objectives: LO 19-01 Define social media and describe how they differ from
traditional advertising media.
LO 19-05 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
Blooms: Apply
Difficulty Level: 2 Medium
Follow-Up Activity: Instructors could ask teams of students to debate the merits of social media
