<p>Student recruitment is a subject that seems to be forgotten in the theory of event communication. Yet the area has some specific reoccurring features. Our purpose was to examine these specific features and how to work with these in the best way, and also see how to get the most out of the event communication to the young at event and fairs. Special features we have looked at are the student ambassadors ands their impact, the meaning of a give-away and also if there are any essential factors to get in contact with the young at fairs and events, and if new technology had an important role to play in the area.</p><p>Our research has been inductive, and therefore, we have created our own theory and reflected it to the larger topic of event communication and its theories. Our research method has been triangular, both quantitative and qualitative; interviews with those who work with student recruitment, and surveys to young people in upper secondary school.</p><p>Our study showed the importance of student ambassadors and their specific task to be nice, friendly and outgoing. In comparison, the give-away isn't as important. It mainly has a remembering function and can also make interaction easier. We also found that different events are needed to fill different requirements, meanings and purposes. Information is also important; both to create awareness about the events and fairs, but also information at the event and fairs. This information should first and foremost be through a course catalogue, but also information about the school and the life as a student is important. Regarding to new technology it has a secondary meaning, and shouldn't be over-emphasized.</p>

Student recruitment is a subject that seems to be forgotten in the theory of event communication. Yet the area has some specific reoccurring features. Our purpose was to examine these specific features and how to work with these in the best way, and also see how to get the most out of the event communication to the young at event and fairs. Special features we have looked at are the student ambassadors ands their impact, the meaning of a give-away and also if there are any essential factors to get in contact with the young at fairs and events, and if new technology had an important role to play in the area. Our research has been inductive, and therefore, we have created our own theory and reflected it to the larger topic of event communication and its theories. Our research method has been triangular, both quantitative and qualitative; interviews with those who work with student recruitment, and surveys to young people in upper secondary school. Our study showed the importance of student ambassadors and their specific task to be nice, friendly and outgoing. In comparison, the give-away isn't as important. It mainly has a remembering function and can also make interaction easier. We also found that different events are needed to fill different requirements, meanings and purposes. Information is also important; both to create awareness about the events and fairs, but also information at the event and fairs. This information should first and foremost be through a course catalogue, but also information about the school and the life as a student is important. Regarding to new technology it has a secondary meaning, and shouldn't be over-emphasized.

The aim of this study is to gain more in-depth knowledge into what Swedish upper secondary school students perceive they learn, and the factors that students perceive affect learning, when they start and run mini-companies within the Junior Achievement Company Program.  The data is comprised of interviews with eleven students each of whom ran a mini-company with other students. Situated learning theory, experiential learning theory and theoretical concepts on reflection in learning were used to analyze and further understand the data. The results reveal that the students talk about, and appear to convey, equal importance upon learning general skills as learning business skills when doing their mini-companies. Students describe using general skills they improved while running their mini-companies in other school activities and non-school activities leading to better performance in these activities. Doing business activities triggers learning and provides students with an opportunity to further develop, and learn multiple aspects, of skills. Students identify many factors, such as time, autonomy, assessment, and deadlines, which they associate with their mini-companies. On the whole, they say these factors have a positive effect on learning both business and general skills, however some factors can also inhibit learning. An analysis of all the factors students identified reveals that they originate, or are influenced by, multiple contexts such as school, the Swedish Junior Achievement organization, and the business environment. Together these factors can be said to create a special school community of practice for their mini-company project. Students point out significant differences between their mini-company project, and other school projects they have previously done, thus providing valuable insight into the importance of project design in relation to learning skills and possible pedagogical implications regarding learning general skills in other school projects. / This thesis strives to gain further knowledge and understanding into what Swedish upper secondary students perceive they learn, and how they learn, when starting and running Junior Achievement mini-companies. The data is comprised of interviews with eleven students each of whom ran a mini-company with other students. Situated learning theory, experiential learning theory and theoretical concepts on reflection on learning were used to analyze and further understand the data. The results reveal that students talk about, and appear to convey, equal importance upon learning general and business skills. General skills students improved when doing mini-companies can benefit other school and non-school activities. Students perceive that learning is not only triggered by the business tasks they do, but is also influenced by a multitude of factors such as time, autonomy, assessment, and deadlines that affect what, and how they learn. Overall, students perceive factors that they associate with the mini-company project have a positive effect on learning skills, however some can also inhibit learning. Students point out many differences between the mini-company project and other school projects providing valuable insight into the importance of project design in relation to learning skills.

The aim of this study is to gain more in-depth knowledge into what Swedish upper secondary school students perceive they learn, and the factors that students perceive affect learning, when they start and run mini-companies within the Junior Achievement Company Program.  The data is comprised of interviews with eleven students each of whom ran a mini-company with other students. Situated learning theory, experiential learning theory and theoretical concepts on reflection in learning were used to analyze and further understand the data. The results reveal that the students talk about, and appear to convey, equal importance upon learning general skills as learning business skills when doing their mini-companies. Students describe using general skills they improved while running their mini-companies in other school activities and non-school activities leading to better performance in these activities. Doing business activities triggers learning and provides students with an opportunity to further develop, and learn multiple aspects, of skills. Students identify many factors, such as time, autonomy, assessment, and deadlines, which they associate with their mini-companies. On the whole, they say these factors have a positive effect on learning both business and general skills, however some factors can also inhibit learning. An analysis of all the factors students identified reveals that they originate, or are influenced by, multiple contexts such as school, the Swedish Junior Achievement organization, and the business environment. Together these factors can be said to create a special school community of practice for their mini-company project. Students point out significant differences between their mini-company project, and other school projects they have previously done, thus providing valuable insight into the importance of project design in relation to learning skills and possible pedagogical implications regarding learning general skills in other school projects. / This thesis strives to gain further knowledge and understanding into what Swedish upper secondary students perceive they learn, and how they learn, when starting and running Junior Achievement mini-companies. The data is comprised of interviews with eleven students each of whom ran a mini-company with other students. Situated learning theory, experiential learning theory and theoretical concepts on reflection on learning were used to analyze and further understand the data. The results reveal that students talk about, and appear to convey, equal importance upon learning general and business skills. General skills students improved when doing mini-companies can benefit other school and non-school activities. Students perceive that learning is not only triggered by the business tasks they do, but is also influenced by a multitude of factors such as time, autonomy, assessment, and deadlines that affect what, and how they learn. Overall, students perceive factors that they associate with the mini-company project have a positive effect on learning skills, however some can also inhibit learning. Students point out many differences between the mini-company project and other school projects providing valuable insight into the importance of project design in relation to learning skills.

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