A Qualitative Investigation of Academic and Athletic Brand Representations: Applying Lovemarks Theory to Cultural Symbol

C Keith Harrison,Danielle Heceta Mcardle,Scott Bukstein,S Malia Lawrence,William A Sutton,Jessie Dickens

doi:10.15763/issn.2376-5267.2018.1.5.15-36

Abstract

Abstract The current study applied Robert’s lovemarks theory of branding to interpret a photo-elicitation approach of two academic/athletic brand representations. Three major themes emerged from the participants (N = 88) in the study of the Thinkman logo image: a) Intellectual Enhancement; b) Athlete; and c) Hard Work. By eliciting responses from the participants (N = 75) regarding the term Scholar-Baller , the following three themes emerged: a) Amazing Scholar & Exceptional Athlete; b) Top Student; and c) Student-Athlete. The current findings indicate many of the participants responded favorably to the photo-elicitation of two academic/athletic terms and logos. The participants also critiqued both representations in the context of the broader and specific discourses about the student-athlete experience in American higher education. Implications and recommendations for scholars and practitioners are suggested.

Highlights

The current study applied Robert’s lovemarks theory of branding to interpret a photoelicitation approach of two academic/athletic brand representations
Little academic research has been conducted on the marketing, representation, and language of the words related to conceptions of academics and athletics, which is surprising considering the impact athletes have on American society at all competitive levels
Based on the positive responses the Scholar-Baller movement has received from both student-athletes and non-athletes anecdotally, we aim to formally analyze the perceptions associated with its brand in this study through the lovemarks framework

Summary

Introduction

The current study applied Robert’s lovemarks theory of branding to interpret a photoelicitation approach of two academic/athletic brand representations. Little academic research has been conducted on the marketing, representation, and language of the words related to conceptions of academics and athletics, which is surprising considering the impact athletes have on American society at all competitive levels Recent examples of this phenomenon are: the United States Women’s National Soccer and Ice Hockey teams forcing conversations about equal pay for women; the University of Missouri’s football team helping to drive campus conversations about racial tensions in higher education; and a high school soccer captain from Marjorie Stoneman Douglas High School, Jamie Morris, asking U.S Soccer to honor a fallen member of their team at the SheBelieves Cup Final in Orlando, Florida to inspire conversations on gun reform in the U.S. In terms of how these athletes are represented, some early attention on the topic reveals that the social perceptions of sports figures focus on dumb jocks, flawed heroes, and superstars (Long, 1991). In light of the limited research on the intellectual capacity of student-athletes, the current study attempts to build on research by Aaker, Benet-Martinez, and Garolera (2001) In this seminal study, researchers examined how brands/logos represent academic/athletic brands and are perceived by college students. Observing how college students perceive brands/logos that portray representations of student-athletes is crucial because focusing on the emotional relationship built on love and respect between a consumer and a brand is the basis of Robert’s (2005) lovemarks theory

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