Browsing by Author "Moore, Christopher"

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    Analyzing Sponsorship Outcomes across the Sports Industry
    (2017-11) Moore, Christopher
    The purpose of this study was to examine the impact of identity and goodwill on the effectiveness of sponsorship in terms of attitudes and purchase intentions (sponsorship outcomes) across three different sponsorship categories (a professional sport organization, a nonprofit organization and a cause-related organization). Data were collected using an online survey distributed across ten different classes at the University of Minnesota (N = 191). Participants were randomly assigned a survey about one of the three sponsorship categories and a hypothetical sponsorship. Participants were then asked questions about their organizational identity and goodwill towards the sponsee, followed by questions about their purchase intentions and attitudes towards the hypothetical sponsor. The results showed that identity and goodwill did in fact influence sponsorship outcomes. These variables were also influenced by the sponsorship categories. In addition, the findings suggest that sponsorship categories were statistically significant to purchase intentions. Furthermore, the findings suggest that goodwill mediates a relationship between sponsorship categories and purchase intentions. This study suggests that sport managers should leverage their organization’s identity and goodwill to attract more sponsors with a higher return on investment than other forms of marketing.
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    A Spatial Regression Discontinuity Evaluation of Minnesota's Quality Compensation for Teachers Program
    (2015-06) Moore, Christopher
    The Quality Compensation for Teachers (Q Comp) program provides up to $260 per student to Minnesota schools that adopt reforms to teacher pay and professional development. The reforms include an alternative salary schedule and observations of classroom instruction. Q Comp participants received about $419 million between 2006-2013, but voluntary participation and variability in implementation have made it challenging to evaluate Q Comp's overall impact on student achievement and identify its most effective reforms. This study applies spatial regression discontinuity (RD) and other quasi-experimental methods to estimate the effect of Q Comp participation and identify exemplars. Participation is estimated to significantly increase math and reading achievement by 0.0541 and 0.0247 standard deviation, respectively, compared to geographically neighboring districts that did not participate. The estimates are robust and diverge from a nonequivalent dependent variable. School distance from the Q Comp border is not a significant RD assignment variable. Five participating districts (Farmington, North St. Paul-Maplewood, Osseo, Spring Lake Park, and St. Francis) exhibited achievement gains that were significantly larger than expected, making them good candidates for qualitatively investigating which Q Comp reforms are most effective.