近年來隨著經濟水準的成長，國人對奢侈品的消費能力日益提高，事實上，這也是目前全球普遍的消費行為轉變，而「奢侈品」具有品牌形象良好、高品質、凸顯品味等特色，其商品利潤遠也超乎平價商品，以奢侈品的「高級汽車」來說，其銷售量在台灣車市中一直維持穩定的成長，並不會受到整體經濟環境的影響，呈現一個獨特的消費市場。 有別於傳統行銷理論著重於消費者理性抉擇因素，本研究從感性觀點切入，欲瞭解這群高消費能力之消費者，對於高級汽車購後的心理層次要求，故本研究以Schmitt(1999)所提出的「體驗行銷」為研究主軸，進行實證研究，探討「策略體驗模組(SEMs)」對於LEXUS高級車車主「顧客滿意度」、「顧客忠誠度」的影響關係，調查方式則針對台北地區LEXUS車主，在營業場所進行為期三週的問卷調查，最後則根據研究結果，研擬未來高級汽車在體驗行銷策略上的建議。 本研究發現，體驗行銷與顧客滿意度、顧客忠誠度之間，均具有中高程度的相關關係，迴歸分析顯示情感體驗、關聯體驗對於顧客滿意度、顧客忠誠度具有最高的預測能力，根據體驗行銷之理論架構，證明LEXUS消費者處於營業所時，心情會感到愉快並且促進滿意，車主本身的品牌社群概念，則有助於持續再消費的忠誠度，研究結果也證實了LEXUS近年來於消費者的品牌經營之成效。 關鍵詞: 體驗行銷、顧客滿意度、顧客忠誠度 / With the raising development of the economic level in recent years, citizens have progressively upgraded their consumption level into luxury goods. In fact, this is also the global trend of the change in consumption behavior. A extravagance features good brand image, high quality, and the sense of taste, its profit is also much higher than ordinary products. In terms of luxury vehicles, the sales volume has maintained a steady growth in Taiwan market, forming a unique market condition, regardless of the economic recession overall. Unlike traditional marketing theories which focus on the rational factors of consumer decision, this thesis uses a perceptual perspective to understand the psychological needs of consumers after they purchased a luxury vehicle .Therefore, this thesis is based on the theory “Experiential Marketing” built by Schmitt(1999), to proceed a concrete investigation on the influence of SEMs(strategies of experiential modules) on LEXUS automobile owners’ consumer satisfaction and loyalty. The investigation aims LEXUS automobile owners in Taipei area, using questionnaires in selling points and the procedure last three weeks. At last, according to research results, this thesis will provide practical marketing suggestions for LEXUS Keywords：Experiential Marketing, Consumer Satisfaction, Consumer Loyalty

Children have the intrinsic drive to play and be outdoors, as well as the curiosity to explore the world around them (Louv, 2008). Connections and interactions with nature tend to be beneficial for children’s cognitive development, with outcomes ranging from improved cognitive functioning (Wells, 2000) to the development of important academic skills (Miller, 2007). Perhaps more significant though are the positive outcomes among nature, health, and wellbeing (e.g., Taylor & Kuo, 2009), along with the cultivation of environmental appreciation, empathy, and stewardship (e.g., Ewert et al., 2005). Many nature-based early years programs have been developed and adopted around the world, placing emphasis on fostering children’s experiences, interactions, and connections with the natural world. As this global early years phenomenon continues to build momentum, the need to investigate how children are experiencing these nature-based early years programs becomes more pertinent. The purpose of this study was to gain an in-depth understanding of four children’s experiences at a nature-based early years program located in a small town on the outskirts of an Eastern Ontario urban centre. Data were collected using qualitative methodology (observations, photographs, semi-structured interviews, and photo elicitation) and took place over a five-week period in the winter term. Data were analyzed using conventional qualitative means, through open coding and identifying categories and overarching themes (McMillan & Schumacher, 2010). Using Place-Based Education as the theoretical guide, data were explored using three main themes: lived experience; connections to place and to community; and learning, growth, and development. The findings from this research not only illuminate the children’s experiences at a nature-based early years program, but also provide the fertile ground upon which further examination and discussion can grow—an examination and discussion of the significance of nature-based learning as it relates to contemporary education. / Thesis (Master, Education) -- Queen's University, 2013-08-30 10:33:49.614

This thesis was written to provide an alternative teaching model for an undergraduate theatre history class. The course design, utilizing the Problem-Based Learning educational model, aims to create a student-centered, experiential theatre history class. The first section explores the history and evolution of the theatre discipline in academia. These chapters examine the expansion and transformation of the theatre curriculum within the discipline and higher education. The second part examines the history and the methodologies of Problem-Based Learning. Based on the philosophy of educator John Dewey, PBL is considered to be a non-traditional method of teaching and learning that encourages the development of self-directed learning and the acquisition of knowledge through experiential education. The final section describes the actual course design. Included in this section are the educational objectives of the class, examples of problems, assessment methods, and an examination of potential challenges in the design.

Dissipating through growth; Solving within illusion; Resilience in vulnerability. Through enveloping strands of tenuous connections, translucent flesh-like layers, and subtle movement through touch, my thesis installation entitled "Shiver" makes reference to the Sublime as it asks the infinite question; What is my primordial self?

The diploma thesis focuses on experiential education as a possible and efficient methodology for teaching ESL to adult learners. The theoretical part scrutinizes the key principles of the method and investigates its background. In addition, the thesis clarifies the concept of learning styles and Kolb's Learning Cycle. The following sections deal with the adult learner as a specific type of learner with his characteristic needs and factors influencing his SLA. Furthermore, the benefits of experiential education for the adult learner are considered. The practical part introduces several concrete activities using elements of experiential education. These activities were described in detail and piloted in a group of adult learners.

Consumer marketing scholars keenly emphasize a proposed paradigm shift toward interactive relationships and lived brand experiences. Yet, little has been done to investigate the link between the two. Until now. This study is an attempt to measure the effects of lived brand experiences on consumers’ perceived relationship with a brand, through testing an academically established brand relationship quality model onto the concept of experiential event marketing. Susan Fournier’s (2000) brand relationship quality scale was chosen as the construct to be tested in the experiential event marketing context. It was through a theoretical argumentation hypothesized that the experiential event intervention would produce positive direct effects within the scale, but that these would decline with time. This was consequently tested through a repeated measurement study, set at an experiential food truck event hosted by the Swedish FMCG brand Santa Maria. Respondents were to rank their perceived brand relationship quality with the brand on three different occasions; directly before, directly after, and two weeks after being exposed to the experiential event. This way, not only the immediate effect, but also the effect over time, could be measured. It could be concluded that all but one constructs produced positive direct effects, but only half of them were significant. In all cases but one this effect declined significantly when being measured two weeks afterwards, and went in several cases back at approximately the same level as in the initial measurement. These findings have important implications for both academics and practitioners. Most notably, we argue that the link between lived brand experiences in form of typical FMCG experiential events and strengthened longer-term brand relationship quality can be invalidated.

Master of Landscape Architecture / Department of Landscape Architecture/Regional and Community Planning / Mary Catherine (Katie) Kingery-Page / Neighborhood parks can provide a place for children and teens to satisfy their curiosity and learn about nature. Without an open-space policy or regulation from the city, no park was proposed during the development of the neighborhood adjacent to Susan B. Anthony Middle School in Manhattan, Kansas. People have to cross Highway 113 (Sethchild Road) or Kimball Avenue to the closest parks: Marlatt and Cico. However, neither of them is within walking distance for children and teens in this neighborhood. As a result, families have to build private playgrounds in their own backyards. In addition, technological development makes children and teens prefer staying inside playing video games. Neither private playgrounds nor video games provide interaction with nature or social interaction around nature. This project considers how the middle school site, which sits on approximately 40 acres, can be designed as a neighborhood park to allow children and teens to have close nature access and experiential learning opportunities. To better understand what users really need, interviews with teachers and questionnaires for students determined their current and preferred future use of the school site. In addition, neighborhood children, who are not in the middle school, were interviewed about their play preferences. Observations of the school site usage during school time and after were recorded for design purposes. Six precedents were examined to compare and understand what works to connect children and young teens to nature. After analyzing user needs and physical conditions of the site, a neighborhood park design for the site of Susan B. Anthony Middle School was proposed. The proposed design meets both students’ experiential learning needs and the need of neighborhood children and young teens to connect to nature. Because the 40-acre schoolyard is a nationally recommended size for middle schools, this joint-use schoolyard and park concept can be applied cross the country where needed.

Diploma thesis is on researching new marketing concepts in food services offer, especially restaurants. Aim of the thesis is to gain more detailed information from the field of marketing of food services, analysis of the new concepts and examination of hypothesis of the survey research. The thesis is divided into four chapters. To the forefront of interest are brought above all innovative and experiential marketing approaches, which are introduced in the first chapter. There is also mentioned theory of marketing management and characteristics of services marketing. In the second chapter the thesis focuses on tourism services marketing. In the third chapter are analyzed marketing concepts of restaurant businesses in the Czech Republic and foreign countries. Next, fourth chapter includes analysis of results of the survey that was carried out online. Goal of this research, that was carried out for purposes of this thesis, is to find out how many interviewees have ever been, either in the Czech Republic or in any foreign country, in experiential restaurant and what in particular evoked the experience. The next part of this chapter features two interviews with professionals from the field of tourism and food services.

As past research has found benefits of outdoor education and the current global society is facing a decline in access to beneficial natural spaces due to urbanization (Keniger, Gaston, Irvine & Fuller 2013), the aim of this master thesis research project was to explore the idea of an Outdoor Primary School, a way to provide children the access to beneficial natural spaces. In order to explore this idea, Professional Outdoor Educators (n= 61) were interviewed and asked to fill out a survey about the following aspects: outdoor and indoor spaces, learning activities, curriculum and challenges related to an Outdoor Primary School. There was a wide range of results showing that an Outdoor Primary School is a way to incorporate beneficial ways of learning, such as project-based learning, experience-based and practical learning, social learning, play and student-centered learning in formal schooling. Including learning content and activities that can aid children’s development such as food, animals and sustainability is also possible in an Outdoor Primary School as shown below. Furthermore, an Outdoor Primary School is an institution that can be equipped with beneficial learning environments, such as natural environments, a vast space, spaces for cooking, growing food and keeping animals, quiet zones, play zones and opportunities for creating, building and crafts. These results go in line with previous research about Outdoor Education and related fields, suggesting that an Outdoor Primary School both holds challenges but also is a possible model to bring together many beneficial ways of learning that are already being practiced today.

O presente estudo analisou como a experiência pode ser o alicerce para o ensino de empreendedorismo, de forma que a aprendizagem tenha significado para os jovens graduandos. O ensino de empreendedorismo ainda é muitas vezes apenas focado na abertura de pequenas empresas, tendo o plano de negócios como sua base. Este alicerce utilizou as teorias da aprendizagem experiencial e aprendizagem significativa, conceituando o ensino de empreendedorismo pela articulação de ambas as teorias. Alguns aspectos foram estudados em profundidade e constituíram os objetivos específicos da presente tese: compreender o que deve ser ensinado em empreendedorismo na graduação, elaborar e testar um conjunto de propostas de aulas para a disciplina de empreendedorismo, levantar os estilos de aprendizagem das turmas investigadas e discutir as premissas da aprendizagem experiencial no âmbito do ensino de empreendedorismo. Por ser um tema ainda em construção, trata-se de uma pesquisa de natureza exploratória, qualitativa, sendo que a mesma foi desenhada em três fases: na fase 1 realizou-se o levantamento de dados secundários que proporcionou a fundamentação teórica da tese e o desenvolvimento do modelo conceitual; a fase 2 e a fase 3 correspondem à pesquisa empírica, sendo a fase 2 voltada à aplicação do modelo em aulas de empreendedorismo, comparando os dados obtidos com dois grupos de alunos, e a fase 3 estruturada para validar os achados e discutir as premissas. Foram delineados como procedimentos metodológicos o levantamento bibliográfico, a pesquisa participante e as entrevistas semiestruturadas com especialistas. Vários resultados foram obtidos de forma a conceituar o ensino de empreendedorismo, podendo-se destacar: (1) a construção do conhecimento em rede se mostrou adequada ao ensino de empreendedorismo, (2) a teoria de aprendizagem experiencial se mostrou efetiva para o desenvolvimento de um modelo conceitual e estimulou a significância e a criatividade no grupo investigado, (3) várias didáticas foram analisadas, com destaque para o plano de negócios, estudo de caso, resolução de problemas, mapas mentais e narrativas, (4) plano de negócio é um meio para a aprendizagem de empreendedorismo e não o seu fim, (5) não é necessário que o professor de empreendedorismo já tenha sido proprietário de um negócio, (6) os docentes poderiam se preparar melhor pedagogicamente e (7) os alunos não gostam de aulas expositivas e querem ser protagonistas do seu aprendizado. O estudo contribui ao ser um passo para o entendimento de um contexto ainda não convergente na literatura e para que instituições de ensino e docentes tenham um novo olhar sobre o ensino de empreendedorismo, tema atual e instigante. / This study examined how experiences can be the foundation for teaching entrepreneurship, so that learning becomes meaningful to the graduates. The teaching of entrepreneurship is often focused only on opening small businesses, and has the business plan as its basis. This foundation has used the theories of experiential learning and meaningful learning, conceptualizing the teaching of entrepreneurship through the articulation of both theories. Some aspects have been studied in depth and constituted the specific objectives of this thesis: to understand what must be taught as entrepreneurship in a graduation course, to elaborate and test a set of proposals for classes concerning the subject entrepreneurship, to raise the learning styles of the investigated groups and discuss the premises of experiential learning in teaching entrepreneurship. Because such a subject is still under construction, it is a research of exploratory and qualitative nature, and it was designed in three phases: in phase 1 it was carried out a survey of secondary data which provided the theoretical foundation for the thesis and the development of the conceptual model; phase 2 and phase 3 correspond to the empirical research, being the second phase focused on the implementation of the model in entrepreneurship classes, comparing the results obtained with two groups of students and the third phase was structured to validate such results and discuss the premises. As methodological procedures were outlined the bibliographic research, the participatory research and semi-structured interviews with experts. Several results were obtained in order to conceptualize the teaching of entrepreneurship, such as: (1) the construction of knowledge in a network way was adequate to the teaching of entrepreneurship, (2) the theory of experiential learning was effective for developing a conceptual model and stimulate the significance and creativity in the investigated group, (3) several didactics were analyzed, with emphasis on the business plan, case study, problems solving, mental maps and narratives, (4) the business plan is a way for learning entrepreneurship and not its end, (5) it is not necessary for the entrepreneurship teacher to have previously been a businessman, (6) the teachers could be better prepare pedagogically and (7) the students do not like expositive classes and want to be protagonists of their learning process. The study is helpful insofar as it represents a step towards the understanding of a context not yet convergent in the literature and contributes so that schools and teachers may have a new perspective on the teaching of entrepreneurship, a current and thought-provoking theme.