Relationship marketing is a marketing theory that has gathered much focus in the marketing research area lately. The core idea of relationship marketing is to retain the existing customers of a company by establishing long-time relationships with them. The theory of brand equity is a well-known theory on brand development that deals with issues such as customer’s perceptions and the brand meaning. The main purpose of this thesis is to gain deeper understanding of what kind of role the front-line employees in terms of part-time marketers, have on the enhancing of Liseberg´s brand equity. Liseberg holds a special position for the citizens of Gothenburg, and as the biggest amusement park in the Nordic are with 3.1 million visitors in 2014, we argue that theories like relationship marketing and brand equity could be of importance for Liseberg to maintain their position in the minds of their customers. We have also been able to identify a research gap. We discovered that research about the role of part-time marketers in relation to brand equity is relatively scarce. Even more specifically, we have not been able to find studies regarding the role of part-time marketers in the enhancing of the brand equity of an amusement park. We have conducted a qualitative study in order to accomplish the purpose of our thesis. In our study, we conducted nine semi-structured interviews with managers, front-line employees and customers of Liseberg. The interviews helped us gain a deeper understanding on how the role of the front-line employees as part-time marketers was perceived both internally and externally in Liseberg. Data from different customer reports were also provided to us from Liseberg. From our qualitative studies as well as from the data provided by Liseberg, we can conclude that the role of the part-time marketers was perceived differently from the customer’s point of view, compared to what managers and front-line employees thought. Nevertheless according to our findings, we can conclude that part-time marketers have a very important role in the enhancing of Liseberg´s brand equity. Finally we have also made practical recommendations for the management of Liseberg regarding on how to work with the part-time marketer’s concept in mind to improve Liseberg´s brand equity.

In this study the author investigates the nature of compassion, ways of developing compassion within ourselves, and ways of bringing compassion into schools. The author sees an imbalance and disconnection in the current Ontario public school system, between education of the mind (to have) and education of the heart (to be). This is demonstrated in the heightening violence in schools, because violence in schools means that students do not feel connected to and are not happy in their schools. To accomplish this purpose, the author explores the different ways we can connect—within ourselves, with classroom subjects, with students in the school, and with the community at large—through life stories of four holistic educators, including herself. Three have taught in Buddhist, Waldorf, and Montessori schools, which all foster compassion not only through empathy, caring, and love, but also through emotional and moral components of heart education, such as intuition, creativity, imagination, joy (Miller, 2006), and moral education (Noddings, 1992). The enquiry uses qualitative research and narrative method that includes portraiture and arts-based enquiry. The findings in the participants’ narratives reveal that compassion comprises spirituality, empathy, and caring. We can develop compassion through contemplation in an awareness of interconnection between the I and the Other. In conclusion, we can foster compassion in schools if we use holistic education’s basic principles of balance, inclusion, and connection (Miller, 1981, 1993, 1994, 1999, 2000, 2006, 2007, 2010), and if we bring in different ways of fostering compassion that the author has explored through four holistic teachers’ narratives in this study. By nurturing and connecting to students’ hearts, rather than forcing knowledge into their heads, it is possible to create schools where students are happy and feel connected to their learning.

In this study the author investigates the nature of compassion, ways of developing compassion within ourselves, and ways of bringing compassion into schools. The author sees an imbalance and disconnection in the current Ontario public school system, between education of the mind (to have) and education of the heart (to be). This is demonstrated in the heightening violence in schools, because violence in schools means that students do not feel connected to and are not happy in their schools. To accomplish this purpose, the author explores the different ways we can connect—within ourselves, with classroom subjects, with students in the school, and with the community at large—through life stories of four holistic educators, including herself. Three have taught in Buddhist, Waldorf, and Montessori schools, which all foster compassion not only through empathy, caring, and love, but also through emotional and moral components of heart education, such as intuition, creativity, imagination, joy (Miller, 2006), and moral education (Noddings, 1992). The enquiry uses qualitative research and narrative method that includes portraiture and arts-based enquiry. The findings in the participants’ narratives reveal that compassion comprises spirituality, empathy, and caring. We can develop compassion through contemplation in an awareness of interconnection between the I and the Other. In conclusion, we can foster compassion in schools if we use holistic education’s basic principles of balance, inclusion, and connection (Miller, 1981, 1993, 1994, 1999, 2000, 2006, 2007, 2010), and if we bring in different ways of fostering compassion that the author has explored through four holistic teachers’ narratives in this study. By nurturing and connecting to students’ hearts, rather than forcing knowledge into their heads, it is possible to create schools where students are happy and feel connected to their learning.