The master thesis fouses on the practical use of project management methods and project proposal with the aim to propose a new content strategy for the content website of the company. The first part deals with the theoretical background of the project management, in the second part the current state of the company is analyzed. In the last part of the thesis the project proposal itself is processed.

The social networks are becoming very popular among both general users and companies. More and more firms are using them as an efficient tool of advertising and promoting themselves. Today, there exist plenty of social networks. Among them, Facebook and Twitter are the most world-wide popular and well-known. Besides, some countries have their own ones, as in case of Russia where the leading social network is Vkontakte. The aim that this thesis faces is to make an observation how social networks are used in different countries, to compare the results and give recommendations to the studied countries France, Russia and Sweden in the example of Subway Company. Besides, another aim of our thesis is to provide Subway Vietnam with recommendations about how to be as efficient as possible on Facebook, based on the three observed countries: France, Russia and Sweden. The social networks are start to be discussed in the scientific literature, thus there is not enough of suitable literature. Still we chose the content strategy and social media as the leading frame of reference. These theories accompanied with method we chose in our observation and analytical part. Our chosen method is qualitative approach with netnography and interview tools applied for the case study in the example of Subway Company in France, Russia, Sweden and Vietnam. The observations and analysis are made individually to every country and later compared in a summarizing table in order to provide recommendations to every country and particularly to Vietnam which Subway has just entered. This thesis is contributed to Subway Company and its local branches particularly in France, Russia, Sweden and Vietnam. In general, this work can be regarded as guidelines for companies that use social networks in the promoting aims.

As the marketplace for crowdfunding grows to an estimated $5 billion dollars in 2013, academic research exploring the second largest platform Indiegogo has been largely overlooked. This research identifies causal characteristics that differentiate content and social spread strategies across ten technology campaigns on Indiegogo, covering a wide pledge fundraising range from $13,417 to $1,960,503. The researcher’s central hypothesis that better content and spread strategy executions would generate more campaign activity and higher pledges was proven to be generally true, but also an oversimplification of complex variables. Successful campaigns can be defined by both the pledge amount raised and the percent of goal reached, whereas all campaigns surveyed reached over 100% of their set goal. All campaigns selected met three key criteria in that they: launched by April 1st, 2013 and ended before October 15th, 2013, lasted between 31 and 51 days and used a Vimeo video player with open statistics. A five tier framework was designed to classify Blockbuster, Intermediate and Base level performance. Close watch was given to mainly the campaign pitch video followed by page content and social media channels. The pitch video content analysis examines narrative content tactics, technical triggers and pledge participation prompts and found that higher performing campaigns generally aligned with the optimized content analysis units, with some exceptions. There was a strong connection between more video views, especially at the frontend of the campaign, raising greater pledge amounts. Campaigns with more page content comments leveraged higher audience participation and pledges. Social media activity mainly through Facebook Likes had the most impact on pledge participation across campaigns. Video source traffic arrived mostly to the Indiegogo page from social media, email marketing and to a lesser extent from referral blogs and website links. In summary, the characteristics that defined better content and spread strategy executions were certainly related to increased campaign activity and higher pledges, but exhibited complex behaviors requiring more data to comprehensively understand the direct impact on a campaign’s performance. / text

This diploma thesis is focused on the topic of content marketing for businesses with an emphasis on creation of a content strategy, which is an important anchor in building a relationship with the customer. The first part focuses on the essential theory which was used as a starting point for the development of this paper. In the practical part of this thesis, there was executed a survey, which aimed to identify the online shopping behavior of current and potential customers of VinoPortugal. On the basis of this survey and several additional analyzes, the in-depth content strategy for this company was created. Creation of this strategy was the main goal of this thesis.

The work deals with the content strategy, methods and techniques how to prepare, design and create web content according to established goals. The theoretical part defines role of the content strategy, introduces methods, content life cycle and potential benefits and outputs of the content strategy in its phases: preparation, analysis, creation, evaluation and content management. Work also discussed the interaction with other fields of web design and legal limits, which affect online content in the Czech Republic. The main objective of this diploma thesis is to design new web content strategy for organization. After describing the initial situation and goals, mentioned methods are used to the systematic management of web content. Thanks to the results of this content strategy (target group definition, competitive content analysis, existing content inventory, keyword analysis, information architecture, style guide, content plan, content model, creation process and content management), readers get the guidance, which can inspire them in their practice.

Predmetem diplomove prace je zpresneni komunikacni strategie nejvetsi evropske studentske organizace—Erasmus Student Network AISBL. Prace definuje status quo organizace a po jeho analyze navrhuje zpusob, jakym lze diky tvorbe obsahove strategie z pohledu ciloveho uzivatele (tvorbou person) zvysit zasah a zlepsit cileni obsahu pro jednotlive komunikacni kanaly.

Whereas prior research on artificial intelligence has dealt with automation in fields like medicine, engineering, and computer science, this research study seeks to answer the question, “To what extent can AI be creative in the context of content strategy?” To answer this, this study employs content analysis using 16 online news and blog articles from primarily marketing organizations to identify and explain key variables surrounding the relationship between the computer and the creative professional. This study has found that the core belief that AI will play the future role of creative assistant in the context of content strategy is shared among many online marketing publications. As AI becomes increasingly capable of taking on lower level creative tasks such as content organization, ideation, basic copywriting, and photo editing, many believe this will open up more time for content strategy professionals to accomplish more creatively demanding, big picture tasks.

As novas dinâmicas de interação possiblitadas pela Web 2.0 reformulam a aprendizagem como atividade que se estende a diversas áreas ligadas ao saber. Aprender à luz das novas tecnologias exige estratégias que se adequem às possibilidades de interação com a informação, conforme particularidades das mídias em que elas se fazem disponíveis, as particularidades de aprendizagem de cada indivíduo e o contexto que determina necessidades de acesso. Educadores, designers instrucionais / educacionais e estrategistas de conteúdo revisam, invariavelmente, processos para melhor compreender os mecanismos pelos quais informação é transformada em conhecimento. Esses estão aptos a interpretar os métodos pelos quais indivíduos processam informação e apropriam conteúdos de origens variadas em uma prática que podemos chamar aprendizagem ou meaning making. Nesse contexto, surge o conceito de narrativas transmidiáticas, capaz de abarcar as práticas de aprendizagem que, multifacetadas, são possibilitadas pelos recursos midiáticos que compõem nosso cotidiano. A construção de significado se dá na medida em que construímos narrativas, linhas mestras coerentes que nos permitem interagir de forma eficiente com os diferentes conteúdos aos quais temos acessos. Esse trabalho investigou o conceito de narrativa e o impacto da utilização de mídias na forma de interagir com os outros e, também, com o conhecimento; a aprendizagem no contexto das narrativas transmidiáticas; dois exemplos concretos e distintos em que aprende-se através de narrativas construídas a partir do uso combinado de mídias. Por fim, buscou-se apontar novos caminhos a serem explorados por pesquisadores interessados na forma como aprendizagem e comunicação se dão em um contexto caracterizado pelas mídias digitais. / The new dynamics empowered by web 2.0 reframes learning as an activity that permeates different areas of knowledge. In the light of new technologies, the goal of reaching a certain knowledge demands adequate strategies. These must be appropriate to the various possibilities of interaction with information, according to media\'s affordances, individual\'s learning particularities and the context that determined individual necessities of access. Educators, educational / instructional designers and content strategists invariably revise procedures to better understand the mechanics through which information is turned into knowledge. These professionals are able to understand the methods through which individuals process information and appropriate content from different resources in a practice that we can call learning or meaning making. In this context, appears the term transmedia narratives: a concept that encompasses plural learning practices enabled by media resources that compose our reality. Meaning making happens as we build narratives, coherent guidelines that empower ourselves to interact efficiently with the different types of content we have access to. This study investigated the concept of narrative and the impact of media in our ways to interact with others and with knowledge; learning in the context of transmedia narratives; two concrete and distinct examples in which one learn through narratives built with the use of various combined media. Finally, this study aimed to indicate new research pathways to be explored by researchers interested in the way learning and communication happen in a context determined by the digital media.

近年來，使用社群網站的公司數量急遽的增加，公司視社群網站為是另外一種渠道，可增加產品的曝光，並且獲取新客戶與維繫現有客戶。因此，許多公司企圖藉由多種形式與特色的內容去吸引觀看以及與客戶互動，以發揮社群網站的最大效用。然而，如何去吸引到最多客戶仍就是一個未解的謎題。管理內容發展包含許多不同的面向，包括呈現的內容、什麼樣的類別能受到顧客喜愛，以及決定最適當的時間發布，為了加強對於內容策略的了解，本篇研究提出一些方法，藉由發展社群網站內容刺激顧客參與。 根據使用與滿足理論框架，本篇研究專注於透過內容發展來滿足顧客。藉由學術文獻上的參考與實際案例分析，本研究識別出幾個重要的元素，最能夠去影響內容人氣的程度，分別是生動、互動、豐富、情緒。本篇研究使用知名雜誌內容中我們所提到的四個重要元素，測驗其帶來的影響程度。 透過本研究，我們不僅發現互動與情緒元素可以對於顧客參與帶來正向的影響，並且也證實顧客參與於粉絲專頁上，對於公司而言是有利益的。這些發現可以改善公司對於內容特色上的了解，以及知道如何有效去刺激顧客參與於社群網站。 / The number of enterprises that use social network sites (SNS) has increased dramatically in recent decades. Companies consider SNS to be another channel for increasing brand and product exposure and acquiring or retaining customers. Many companies attempt to leverage social networks by providing various forms of content to attract views and interact with customers. How to reach and attract the maximum number of customers remains a significant question for all types of businesses. Managing content development involves various dimensions, including determining what to present to viewers, what type of content customers prefer, and when the appropriate time is to post new content. To enhance the understanding of content strategy, this study aims to address ways to stimulate customer engagement by developing SNS content. Based on the use and gratification framework, this study focuses on the spectrum of strategies for satisfying users through content development. By employing a review of academic research and practical cases, this study identifies factors that can influence the intensity of content popularity and users’ behavior on SNS. The four components of content development are vividness, interactivity, richness, and emotiveness. This study tests the level of influence of each factor using data from brand fan pages of famous magazines. Through the research, we not only find that the interactivity and emotiveness factors would positively affect customer engagement but also verify that the intensity of customer engagement on the brand fans page is beneficial to companies. The findings can improve companies’ understanding of the attributes of quality content and how to stimulate customer engagement on SNS.

As novas dinâmicas de interação possiblitadas pela Web 2.0 reformulam a aprendizagem como atividade que se estende a diversas áreas ligadas ao saber. Aprender à luz das novas tecnologias exige estratégias que se adequem às possibilidades de interação com a informação, conforme particularidades das mídias em que elas se fazem disponíveis, as particularidades de aprendizagem de cada indivíduo e o contexto que determina necessidades de acesso. Educadores, designers instrucionais / educacionais e estrategistas de conteúdo revisam, invariavelmente, processos para melhor compreender os mecanismos pelos quais informação é transformada em conhecimento. Esses estão aptos a interpretar os métodos pelos quais indivíduos processam informação e apropriam conteúdos de origens variadas em uma prática que podemos chamar aprendizagem ou meaning making. Nesse contexto, surge o conceito de narrativas transmidiáticas, capaz de abarcar as práticas de aprendizagem que, multifacetadas, são possibilitadas pelos recursos midiáticos que compõem nosso cotidiano. A construção de significado se dá na medida em que construímos narrativas, linhas mestras coerentes que nos permitem interagir de forma eficiente com os diferentes conteúdos aos quais temos acessos. Esse trabalho investigou o conceito de narrativa e o impacto da utilização de mídias na forma de interagir com os outros e, também, com o conhecimento; a aprendizagem no contexto das narrativas transmidiáticas; dois exemplos concretos e distintos em que aprende-se através de narrativas construídas a partir do uso combinado de mídias. Por fim, buscou-se apontar novos caminhos a serem explorados por pesquisadores interessados na forma como aprendizagem e comunicação se dão em um contexto caracterizado pelas mídias digitais. / The new dynamics empowered by web 2.0 reframes learning as an activity that permeates different areas of knowledge. In the light of new technologies, the goal of reaching a certain knowledge demands adequate strategies. These must be appropriate to the various possibilities of interaction with information, according to media\'s affordances, individual\'s learning particularities and the context that determined individual necessities of access. Educators, educational / instructional designers and content strategists invariably revise procedures to better understand the mechanics through which information is turned into knowledge. These professionals are able to understand the methods through which individuals process information and appropriate content from different resources in a practice that we can call learning or meaning making. In this context, appears the term transmedia narratives: a concept that encompasses plural learning practices enabled by media resources that compose our reality. Meaning making happens as we build narratives, coherent guidelines that empower ourselves to interact efficiently with the different types of content we have access to. This study investigated the concept of narrative and the impact of media in our ways to interact with others and with knowledge; learning in the context of transmedia narratives; two concrete and distinct examples in which one learn through narratives built with the use of various combined media. Finally, this study aimed to indicate new research pathways to be explored by researchers interested in the way learning and communication happen in a context determined by the digital media.