World Affairs Document.docx - Franklin Pierce Universityeraven.franklinpierce.edu/s/dept/business/documents... · Web viewAnother noteworthy statistic was revealed from the responses

World Affairs Awareness, 1

A MARKET RESEARCH STUDY TO DETERMINE FRANKLIN PIERCE UNIVERSITY RINDGE STUDENT AWARENESS OF DOMESTIC AND WORLD AFFAIRS

Prepared for:Jason Little & Franklin Pierce University Faculty

By:Nicholas Adjutant, Brad Auclair, Alyssa Borelli,

Cortlandt Carter, Maggie Cochran, and Harrison Durfee

A course paper presented to Programs of Business Administration

Marketing ResearchFranklin Pierce UniversityFall 2014


Table of Contents

Executive Summary................................................................................................................4 Introduction.............................................................................................................................5 Background Information of the Organization under Study.................................................5 Nature of the Problem.........................................................................................................6 Purpose of the Project.........................................................................................................7 Problem Statement..............................................................................................................7 Research Objectives.............................................................................................................7 Definitions………................................................................................................................8

Literature Review..................................................................................................................8 News Consumption.......................................................................................................8 Television News.................................................................................................9

Online News.....................................................................................................10 News Consumption Behaviors...................................................................................10

News Interests..................................................................................................10Social Media………….....................................................................................11 College Newspapers.........................................................................................12

Global Literacy............................................................................................................13 Worldviews.................................................................................................................14 Technology and Journalism........................................................................................14 Student Experiences ..................................................................................................15

Studying Abroad...............................................................................................15Opinion Factor..............................................................................................................16

International Relations.....................................................................................16Domestic Matters.............................................................................................17

Measurements..............................................................................................................18 News IQ ..........................................................................................................18

Methodology and Procedures.............................................................................................19 Problem Identification..................................................................................................19 Development of Survey................................................................................................19 Definition of Population...............................................................................................20 Sample Size..................................................................................................................20 Data Collection Method...............................................................................................20 Assumptions.................................................................................................................21 Limitations...................................................................................................................21 Results................................................................................................................................21 Question 1.....................................................................................................................21 Question 2.....................................................................................................................23 Question 3.....................................................................................................................23 Question 4.....................................................................................................................24 Question 5.....................................................................................................................24 Question 6.....................................................................................................................25 Question 7.....................................................................................................................27 Question 8.....................................................................................................................27 Question 9.....................................................................................................................27


Question 10...................................................................................................................27 Question 11...................................................................................................................28 Question 12...................................................................................................................28 Question 13...................................................................................................................29 Cross-Tabulation 1........................................................................................................29 Cross-Tabulation 2........................................................................................................30 Cross-Tabulation 3........................................................................................................30 Cross-Tabulation 4........................................................................................................30 Cross-Tabulation 5........................................................................................................30 Cross-Tabulation 6........................................................................................................30 Cross-Tabulation 7........................................................................................................31

Discussion, Conclusions, and Recommendations..............................................................31 Discussion..................................................................................................................31Conclusions................................................................................................................32 Recommendations......................................................................................................37

References.........................................................................................................................39 Appendixes........................................................................................................................42 Appendix A: Domestic & World Affairs Awareness Questionnaire……………….42

Appendix B: Question 1...........................................................................................43 Appendix C: Question 2...........................................................................................46 Appendix D: Question 3...........................................................................................46 Appendix E: Question 4...........................................................................................47 Appendix F: Question 5...........................................................................................48 Appendix G: Question 6...........................................................................................49 Appendix H: Question 7...........................................................................................52 Appendix I: Question 8.............................................................................................52

Appendix J: Question 9............................................................................................53 Appendix K: Question 10..........................................................................................53

Appendix L: Question 11..........................................................................................54 Appendix M: Question 12.........................................................................................54 Appendix N: Question 13..........................................................................................55 Appendix O: Cross-Tabulation 1...............................................................................55 Appendix P: Cross-Tabulation 2................................................................................56 Appendix Q: Cross-Tabulation 3...............................................................................56 Appendix R: Cross-Tabulation 4................................................................................57 Appendix S: Cross-Tabulation 5................................................................................57 Appendix T: Cross-Tabulation 6...............................................................................58 Appendix U: Cross-Tabulation 7...............................................................................58


Executive Summary

Interconnectivity is at an all time high and the effects that it has produced can not be

ignored. While this shift can be praised for making the world seem smaller and increasing

accessibility in various components, it has also been criticized for lowering domestic and world

affairs awareness levels in young adults (Hsu & Wang, 2010, p.44). The 2014-2015 student body

at Franklin Pierce University is a unique demographic because their generation has essentially

grown up with the Internet always being accessible. An additional characteristic of the current

student body is that smartphones in hands are ubiquitous around the Rindge, NH, campus. This

level of interconnectivity and integration has placed a high level of importance on awareness of

domestic and world affairs. Researchers noted these trends and this marketing research report

reflects how Franklin Pierce University students obtain their news, how much time they spend

with it, and whether or not these criteria affect their awareness levels of domestic and global

affairs.

This study's research on Franklin Pierce University students’ awareness of domestic and

global affairs holds importance for the institution’s adherence to its mission, which is to prepare

students to become confident, knowledgeable individuals and leaders of conscience.


Introduction

Through the implementation of technology, the world has become considerably more

connected. This level of interconnectivity and integration has placed a high level of importance

on awareness of domestic and world affairs. A balance of domestic and world affairs is critical

for students in today’s world as it is necessary for not only active global citizenship, but also for

the advancement critical thinking regarding current events. A well-rounded understanding of

domestic and world affairs allows students to ascertain realistic views of the state of global

events and the affects they have on their own lives.

Many students form news consumption habits during their undergraduate years

(Mukherjee, 2010, p. 78). With this in mind, an extremely varied media environment heavily

competes for the attention of undergraduate students. This bombardment can lead to unclear

media messages or deter students entirely.

In the Committee for Economic Development (CED) 2006 report, “Education for Global

Leadership: The Importance of International Studies and Foreign Language Education for U.S.

Economic and National Security,” argues that its critical to ensure all students are globally

competent citizens in the 21st Century. The September 11th attacks demonstrated that movements

around the world can impact the United States in ways never before imagined (Committee for

Economic, D., 2006). Many students are lacking an understanding of global and domestic affairs

that is an essential component for leadership roles in the world community.

Background Information of the Organization Under Study

Franklin Pierce University is a small, private, liberal arts university located in rural New

Hampshire. Founded in 1962, Franklin Pierce University focuses on personal attention and high-

quality instruction (Franklin Pierce University). The university has 22 available majors and 29


minors. The university offers its undergraduate degrees at the College at Rindge in Southwest

New Hampshire. The College at Rindge undergraduate program consists of two 14 week

semesters and two four week summer sessions. The institutional mission focuses on preparing

citizens and leaders for a new century, promoting significant contributions to their professions

and communities, whether their aspirations are local or global.

The university has 1,394 undergraduate students. In the undergraduate program 51% of

students are female and 49% are male. The average class size is 17 students. The university has a

student to faculty ratio of 14:1. The 2012 freshman retention rate was 67%.

Nature of the Problem

An integral part of education is to the prepare learners for global citizenship through the

development of global awareness. Instructional technology has a profound effect on education.

When faced with the decision of adopting and implementing the new wave of educational

technology, an institution must evaluate its constituent student body. For this reason, the research

contained in this study becomes institutionally necessary to provide insight on Franklin Pierce

University Rindge students’ apprehensions of global awareness.

The results of this study can be used to modify, adapt or implement an understanding of

global awareness into class curricula. By surveying the news sources most used by FPU students,

their overall level of domestic and world news awareness, the importance of domestic and world

affairs, and the characteristics of students that are associated with different awareness levels of

domestic and world affairs can be used to determine the most appropriate steps toward further

integration of current events awareness into the Franklin Pierce University Rindge Campus

curriculum.

Purpose of the Project


The purpose of this study is to determine domestic and world affairs awareness levels of

Franklin Pierce University Rindge students. The research design will focus on exploratory and

descriptive research, including a literature review, the development of an original questionnaire

that will be distributed to a convenient sample of Franklin Pierce Rindge students. By

determining domestic and world affairs awareness levels of students on campus, a true profile for

feedback toward the implementation of current events awareness and related technology in the

institutional curriculum can be formed. Through exploring the motives behind a student's

domestic and world affairs apprehension, recommendations can be made for instructors on how

the institution can better prepare leaders of conscience.

Problem Statement

Research is necessary to determine domestic and world affairs awareness levels of

Franklin Pierce University Rindge students.

Research Objectives

1. Research current literature that is related to traditional college students’ awareness of

domestic and world affairs.

2. Determine which news sources are used by FPU students.

3. Determine the level of domestic and world news awareness among FPU students.

4. Determine the level of importance placed on domestic and world affairs by FPU students.

5. Determine the characteristics of students that are associated with different awareness

levels of domestic and world affairs.

Definitions

Global awareness. For the purpose of this research study it is a broad, far-reaching term

that refers to an individual’s understanding of worldly knowledge, events and an apprehension of


these events’ impact in the categories of environmental, social, cultural, political, and economic

affairs. Global awareness deals with key issues worldwide that affect all people and the idea that

we are all interconnected (What does it mean to be globally aware?, 2010).

Political knowledge. A key term that deals with the facts and correct information an

individual has pertaining to national and international events, political actions and elections, and

the news coverage of those areas. It also has to do with the idea of citizenship and civic

participation; the understanding of these concepts is necessary to effectively take part in society.

According to Lindsay Hoffman of the website Oxford Bibliographies (2012), political

knowledge “is one of the primary variables in political communication research...the study of

political knowledge is rooted in democratic theory, which suggests that citizens should be

informed if they are to participate in a democratic society” (¶1).

News source. Refers to where an individual consumes the information that forms their

political knowledge and awareness of global events. A news source is generally a media platform

including, but not limited to, classical forms of media such as radio, television and newspapers as

well as more modern forms, such as social media and the Internet as a whole (¶1).

Literature Review

News Consumption

Television news. Television is the dominant way for Americans to receive news in their

home (Olmstead, 2013). According to PEW Research Center (2013), three out of four (71%)

American adults watch local news on television (¶1). However, the most engaged viewers are

cable viewers which are 38% of adults. Network television news consumers are 65% of adults,

but they spend nearly half the amount of time with the platform than their cable counterparts

(¶8). Local television news viewers and network television news viewers spend an average of 12


minutes with television news per day. Cable television news viewers spend an average of 25

minutes with the platform (¶8).

Cable television has a greater ability of influence for national debates and news agendas

(¶3). Cable users are considerable more immersed in coverage due to a deeper level of viewer

engagement. The level of engagement is due in part to a tendency for cable talk shows to have

longer segments that focus on a narrow news agenda. With network and local television news,

the segments are shorter and more widely varied.

There has been a shift in news consumption choices and habits due to emerging digital

technology, but television remains the dominant platform. The peaks for news consumption is in

the evening and nighttime hours. Local news receive its largest audience during its 11 p.m.

newscast. The heaviest cable news viewers spend about 72 minutes a day engaged with news.

The heaviest local news viewers spend about 22 minutes and heavy network news viewers spend

32 minutes (¶8). This data shows the large disparity between cable news viewers and local and

network news viewers. Those who watch cable news often watch local and network news as

well.

Americans access to traditional news services has significantly defined over the last

decade. From 1980 to 2004, evening television viewership dropped from 53 million to 28 million

(¶10). According to research conducted by M. Asim Quayyum (2010), only 18% of young adults

ages eighteen to twenty-nine watch evening television news.

Online news. NBCNews.com is one of the most trafficked news websites, but according

to Nielsen, it only reaches nine percent of American adults daily (Olmstead, 2013, ¶3).

CNN.com reaches six percent of the public and FoxNews.com reaches five percent. An


important note made by this study is that these news consumers often engage with multiple

websites that range from conservative to liberal.

News Consumption Behaviors

News interests. Key issues that arise when deciding on a media choice is the level of

credibility and trust between different media channels and different sources within the same

channel (Quayyum, 2010, p.185). The Internet attracts young adults because it offers them the

ability to customize and control their news experience. The top three news subject interests for

young adults are world, national and health. Additional interest involved celebrities,

environment, entertainment, and sports. Science, technology and employment were outliers for

interest. These findings caused researchers to conclude that young people desire a combination

of hard news, local news and personal interest (p. 186).

Participating students revealed that their interests in news topics were related to their past

involvement and experiences. For example, interest in sports often relates to former or current

athletic involvement. Additionally, employment was an outlier interest as students voiced

concerns about the impact of the recession on their future career perspectives. University

students news interests lie with what information is seen as immediate relevance and that they

deem important (p. 188).

Social media. News flows through Facebook during personal communication. Many

young adults understand that social media is the equivalent of word of mouth. Unless a reputable

link is provided, any news events seen on social media is generally disregarded. Facebook and

Twitter are the most used social media platforms (p.190).

Over the past few years social media has become a key tool in the spread of news in the

United States (Holcomb, 2013, ¶2). According to a PEW Institute analysis of news use across


social media platforms, the role that is played by news information varies based on the social

networking site, but is evident that roughly half of users of the popular sites Facebook and

Twitter get news information from those sites. Users of other social media sites such as YouTube

(20%), LinkedIn (13%), and Pinterest (13%), on the other hand, hardly use these sites at news

sources.

The numbers become more representative as one looks at the percent of U.S. adults who

use each social networking site and percent of them who get news from the sites they use.

Facebook dominates social media in the United States as a news platform with 64% of U.S.

adults using the site and 30% getting news information from it. Other notable sites include

YouTube, of which 51% of adults use but only 10% find news on the video-sharing domain.

Twitter pulls in 16% of adults with 8% gathering news, LinkedIn at 19% with 3% obtaining

information and Reddit at 3% of U.S. adults and 2% actively consuming news (¶3). These

numbers grow each year as more and more take to the Internet and join its interconnecting web

of information and users.

Social media news consumers still admit to using traditional platforms including print

newspaper, cable television, local television, and radio. Of all U.S adults who acknowledge use

of social media for news consumption, 27% admit to often getting news from print newspaper

and 26% use radio as a news source (¶7). Looking at television, 24% of adults who use social

media gain knowledge from cable TV, and that number jumps to 46% when discussing local

television. Traditional forms of media still hold an importance with television dominating news

access.

College newspapers. Just as the newspaper industry has done, college newspapers have

been experimenting with new ideas to generate increased revenue, readership, as well as new


ways of addressing these issues. In the research study conducted by Vogt, five different methods

were present which campus papers have used to address these issues (2013, p.93). These

methods were reducing publication frequency, new revenue streams, fundraisers and naming

opportunities, digital first, and digital pay plans .

In order to lower costs, many student papers have cut down on days of print publication.

Vogt (p.93) states that Syracuse, UC Berkeley, University of Minnesota, all dropped one day of

publication, while University of Missouri, and Virginia Commonwealth University have gone

from two publication days weekly to just one. Another way that papers have generated more

revenue was through new, approved student fees, in order to save the paper. Vogt states that a

few papers, such as UNC chapel hill, and University of Oregon have gathered more revenue

through housing, restaurant, or bar guides to their online newspapers, which helped in attracting

advertising (p.92).

One method that some school papers attracted more attention was by going digital.

University of Virginia and University of Oregon have reduced print, and placed more attention

of web and mobile content (p.92). Another strategy used by some schools is to post only

breaking news to their online publications (p.94).

Lastly, in order to get an idea of how many students actually read the paper, some

universities have established digital pay plans for the school papers. Vogt, states that Oklahoma

State University was the first to experiment with this idea and now has over 400 subscribers

(p.94). Since then, around 50 other schools have adapted this idea in order to save their

newspapers.

Global Literacy


In 2010, researchers Hsu and Wang surveyed high school students in New York City, one

of the most diverse cities in the United States to learn about their global diversity levels. The

foreign-born population in the United States has been growing since 1950. The U.S. Census

Bureau reports that in 1950 the foreign-born population was five percent of the total population

and has increased to 14.7 percent as of 2005. Immigrants have an effect on U.S. culture and

socioeconomic factors.

Hsu and Wang surveyed 2,157 high school students in five high schools from four NYC

boroughs. Their research questions were the following:

RQ1: What is the students' global literacy in selected NYC high schools? RQ2: What factors are correlated with their global literacy? RQ3: Does students' global literacy differ across the demographic characteristics of the sample (i.e. gender, ethnicity, language spoken, and country of birth)? RQ4: What are students' preferences for curricular global-education activities?

Their findings concluded that respondents have a strong awareness of the importance of

cross-cultural perspectives and confidence in using new literacies but very little willingness to

become a world citizen (Hsu & Wang, 2010, p.44). The factors associated with global literacy

are gender, age, nationality, GPA, number of languages spoken, and high school ranking. Female

respondents had a stronger belief than male respondents that the Unites States can co-exist

harmoniously with other countries.

Since New York City has a diverse population, respondents were asked to identify their

ethnicity as one of the following: Caucasian, African American, Asian, Hispanic, or Other (p.

55). The survey results found that Caucasians, Asians, and other students scored similarly on

their global awareness levels. African American and Hispanic students scored the lowest global

awareness rates. About 24% of the sample were foreign born, which led to a stronger global

awareness than those who were not foreign born. Those who scored high on the global literacy


scale had one of the following characteristics: they were female, older, foreign born, had a high

GPA, spoke more than one language, or were enrolled in a school that had a high graduation rate

(p. 56).

World Views

Technology and journalism. In today’s world, it is difficult for younger generations to

understand exactly what is going on in the world around them, and what is deemed important or

not important, as well as what is true versus what is not true. According to Taylor (2010), the

lack of global awareness among younger generations is due to the issues that affect the

environment, health, security, economy, and the future. Taylor discusses Global Gateway, an

educational outreach program which uses media platforms in order to raise student’s awareness

in countries they may have never heard of. One of the main reasons Global Gateway was created

was to provide quality global reports to youth. Taylor states that providing new sources of media

to emphasize global-local connections makes issues more relevant to students, which could help

motivate them to do their own research on global activity (p.92).

The researchers pointed to four different cases in which Global Gateway was used.

Through these studies, students were asked to research a global issue that interested them and

record a video explaining the issue to a broad audience. Through this technique, the students

came out with a much broader understanding of what they had just learned. Taylor reports that

through his experience he believes that the combination of technological skills and content-based

learning appears to be the most effective tool to engage students on global issues (p.93).

Student Experiences

Studying abroad. The research regarding the University of Delaware’s study abroad

program and how it affected individual students’ overall global awareness is a particularly


pertinent study (Chieffo, 2014, p.160). In most categories, students who studied abroad had a

higher sense of the world. Students were more patient when communicating with a person

speaking another language, held back their own point of view to listen to what others thought,

thought about differences amongst different cultures, and scored higher in a number of other

categories regarding global awareness. The research found that students who remained on

campus and did not study abroad scored lower on the global awareness questions. Students on

campus were less likely to try and learn about other cultures or even how the U.S. might have

influence on current world events. These types of statistics were eye opening on what might

affect a college student’s global awareness.

The research team categorized global awareness into different sections to better

understand the collected data and break down the numbers using SPSS (p.170). Items presented

tried to capture the intercultural awareness. This included items such as “Patient with those who

don’t speak English well” where the mean for students who studied abroad was 4.01 and students

who stayed on campus scored a 3.83 on a five point scale. Another item focused on “Thoughts

about differences between myself and people in other countries.” Abroad students scored a 4.19

and on campus students scored 3.44. There are significant gaps between scores showing that

students who studied abroad were open-minded and tried to better understand other cultures

instead of pushing their own beliefs (p.173).

From the University of Delaware’s research, it is clear that students who studied abroad

had a better grasp on what was happening in the world and how the U.S. was involved (p. 175).

Instead of only accepting what was happening as fact, many students abroad read more articles

and watched more news pertaining worldwide events. A lot can also be learned of the students’

experiences by how they answered their open-ended questions. Some quotes include a student


who studied in Italy who said, “The most important thing is the importance of thinking more

globally and being aware of other cultures… not being caught up in American ignorance”

(p.170). It is clear to see some students completely changed their own global awareness.

Opinion Factor

International relations. In recent years it seems as if the American public has shown an

increasingly low interest in international issues. A survey was done in 2013 to gain an idea of

what countries Americans like and dislike (Stokes, 2014, ¶1). Results varied among people, and

some factors showed trends in the data results (such as political party) (¶3).

At the top of the list for countries favored by Americans were Canada (81%) and Great

Britain (79%). This data is not shocking as both countries have been long time allies of the U.S.

Germany, Brazil, France, and Israel are also favorable countries to the American public (¶4).

Countries that were viewed unfavorably by Americans were Saudi Arabia (57%), China

(55%), Russia (54%) and Mexico (52%) (¶7). Saudi Arabia could be viewed negatively to the

American public as a result of U.S policies in the Middle East, particularly when it comes to

Syria (¶4). China has been viewed as a threat to become the world’s next super-power, which is

one reason that country is unfavorable with the American public. Russia and the United States

have been unfavorable of each other since the Cold War, and due to immigration problems

Mexico has also become unfavorable in Americans eyes.

One factor that may affect someone’s opinion of a country is his or her political views

(¶4). According to Stokes, 36% of Democrats view China and Mexico as favorable countries,

compared to 23% of Republicans.

Opinions of countries can change very quickly, just because a country is viewed, as

favorable or unfavorable now does not necessarily mean it will be in a few years (¶9). In 2003,


29% of Americans viewed France as a favorable country; versus 59% of Americans view France

positively now. Likewise, in 2006, 29% of Americans had unfavorable opinions of China, versus

55% currently.

Domestic matters. In recent months there has been a lot of tension caused between

countries overseas and the United States (Kohut, 2014, ¶1). The extremists of the Islamic State of

Iraq and Al-Sham seized a large area of Iraq, adding to the territory the group holds in Syria. A

commercial airliner was shot down over eastern Ukraine and a new bloody war broke out in

Gaza between Israel and Hamas

Even with the rising tension, in a very recent Gallup poll taken in July, out of those

surveyed only 3% named an international issue a major issue for America (¶3). Although this

recent 3% finding doesn’t represent all of Americans attitudes towards world affairs it still gives

an idea of what Americans are inclined to see as our problems that need to be tended to now.

Even though these people surveyed didn’t see foreign issues as America’s largest concern, these

issues are still problematic for President Obama as in a recent poll in July shows that his

approval rating of handling foreign affairs is falling (¶8).

Measurements

News IQ. News IQ measures the public’s awareness of key issues and events in the

news. It covers knowledge about conflicts around the world as well as domestic political issues

and information involving government officials. In PEW Research Center’s (2014) most recent

News IQ report, they tested the public’s awareness of topics such as the federal minimum wage,

Ukraine, ISIS, Common Core, Ebola, and the Federal Reserve. Results from the report found that

around 50% or more of respondents knew the minimum wage (73%), that ISIS controls territory

in Syria (67%), that Ukraine was formerly part of the Soviet Union (60%), and about Common


Core education standards (49%). Aside from those questions, severe fewer respondents knew

about some of the other questions including those about the unemployment rate (33%), the Chair

of the Federal Reserve (24%), and government spending (20%) (¶ 1-4) These statistics represent

a discrepancy in knowledge and identify the areas of emphasis in the news.

Looking further into the report, it can be seen that education background played a large

part in respondents’ knowledge of the topics. According to the report out of the 12 questions

asked, “Those with a college degree get an average of 6.8 questions correct. By comparison,

those with some college experience average 5.3 correct answers and those with no more than a

high school diploma average 3.7 correct answers” (¶ 11). There is clearly a connection between

how educated a person is, among other factors, and their awareness to key issues in the news.

Methodology and Procedure

Problem Identification

The need for research regarding Franklin Pierce University Rindge students’ domestic

and world affairs awareness levels was determined after the review of scholarly articles

concerning news consumption habits, worldviews and global literacy. The related literature

revealed numerous correlations between experiences, habits and awareness of domestic and

international affairs among college aged students and young adults. The research in this study

was conducted in order to determine Franklin Pierce University Rindge students’ news

consumption habits and their awareness levels of domestic and world affairs.

Development of Survey

This study was formed through the researchers’ brainstorming queries that directly

explore students’ domestic and world affairs levels. Studies from secondary sources such as the

PEW Research Center were used as a basis for this study. A questionnaire based on research


objectives was developed. Probing questions for the survey included what type of news sources

respondents use and the importance they place on domestic and world affairs. Questionnaires

were peer reviewed the second week of October by Professor Jason Little’s marketing research

class. Professor Little critiqued the questionnaire as an expert reviewer; changes were made

following the initial peer review process. Once the questionnaire was approved by Professor

Little, it was submitted to the Rindge Institutional Review Board for approval. Approval from

Dr. Andy Hatchett, the interim Director of the Institutional Review Board Committee, was

granted via email on Tuesday, October 28, 2014. Data was collected and dispersed among 160

participants of the Franklin Pierce student body.

Definition of Population

For the purpose of this study, the population was the student body of the Franklin Pierce

University Rindge, NH campus. At the time of data collection, this population consisted of

nearly 1,400 students.

Sample Size

Within the population, the sample size is made up of 160 Franklin Pierce University

Rindge students. Because the literature review revealed that students who had studied abroad or

lived abroad had differing news consumption habits than those who had not, 10% of the sample

size consisted of international students enrolled at Franklin Pierce.

Data Collection Method

The data collection method that the research team used was a person administered survey

as well as a drop off survey. A non-probability sampling method was used in order to ensure that

data would be received from all class standings, different nationalities, males, and females at

Franklin Pierce. Each member of the research team received 25 surveys and a specific


demographic of respondents. Each team member administered surveys to their respective

demographic group. The university has 1,394 undergraduate students. In the undergraduate

program 51% of students are female and 49% are male. The team members attempted to collect

50% of their data from males and 50% from females. Sixteen surveys were administered to the

International Club at Franklin Pierce University which ensured 10% of the data collected was

from international students. Data collection took place during the weeks of November 3rd and

November 10th.

Assumptions

The necessary assumption that the researchers made was that respondents answered the

questions accurately, completely, and honestly.

Limitations

Due to the tight time constraints the research team had to deal with, it was not possible to

employ a probability sampling method. A probability sampling method would have been more

captivating to external research groups. Instead the research team was limited to using a non-

probability sampling which was more favorable in regards to the time constraints.

Results

With the exception of Question 2, all results were generated through the use of SPSS

software. The results for Question 2 were obtained through the analysis of answers provided by

respondents.

Question 1

Television

Out of 160 respondents, 47 students reported that they do not use television to obtain the

news, which represents 29.4% of the sample. One hundred-thirteen students reported that they do


use the television to obtain the news, which represents 70.6% of the population. From this data,

the researchers concluded that the majority of students obtain the news from television.

Internet

Out of 160 respondents, 15 students reported that they do not use the internet to obtain

the news, which represents 9.4% of the sample. One hundred forty-five students reported that

they do use the internet to obtain the news, which represents 90.3% of the sample. From this

data, the researchers concluded that the majority of students obtain the news from the internet.

Radio

Out of 160 respondents, 118 students reported that they do not use the radio to obtain the

news, which represents 73.8% of the sample. Forty-two students reported that they do use the

radio to obtain the news, which represents 26.3% of the sample. From this data, the researchers

concluded that the majority of students do not obtain the news from the radio.

Social Media

Out of 160 respondents, 42 students reported that they do no not use social media to

obtain the news, which represents 26.3% of the sample. One hundred eighteen students reported

that they do use social media to obtain the news, which represents 73.8% of the sample. From

this data, the researchers concluded that the majority of students obtain the news from social

media

Newspapers

Out of 160 respondents,127 students reported that they do no not use newspapers to

obtain the news, which represents 79.4% of the sample. Thirty-three students reported that they

do use newspaper to obtain the news, which represents 20.6% of the sample. From this data, the

researchers concluded that the majority of students do not obtain the news from newspapers.


Word of Mouth

Out of 160 respondents, 67 students reported that they do not use word of mouth to

obtain the news, which represents 41.9% of the sample. Ninety-three students reported that they

do use word of mouth to obtain the news, which represents 58.1% of the sample. From this data,

the researchers concluded that more students are apt to obtain the news through word of mouth.

Question 2

Respondents were asked to fill in the blank with their favorite news source. Out of the

160 respondents, 32 students named CNN as their favorite news source. Fifteen students did not

report a favorite news source. Fourteen students named FOX news as their favorite news source.

Nine students reported the New York Times as their favorite news source. Nine students reported

WMUR as their favorite news source. Eight students reported NBC as their favorite news source.

Six students reported Facebook as their favorite news source. From this data, researchers

concluded that the top five favorite news sources among students are the following: CNN, Fox

news, the New York Times, WMUR, and NBC news.

Question 3

Out of 160 respondents, 77 students reported spending less than ten minutes watching or

reading the news per day, which represents 48.1% of the sample. Sixty-six students reported

spending 10-30 minutes watching or reading the news, which represents 41.3 % of the sample.

Seventeen students reported spending more than 30 minutes watching or reading the news per

day, which represents 10.6% of sample. From this data, the researchers concluded that the

majority of students spend between 0 to 30 minutes watching or reading the news per day. There

are more students who spend less than 10 minutes watching or reading the news per day.

Question 4


Respondents were asked to circle on a scale of one to 7 how important they thought

domestic affairs are. The scale ranged from one as not important to 7 as very important. Out of

160 respondents, two students rated their importance of domestic affairs as a one, which

represents 1.3% of the sample. Three students reported their importance of domestic affairs as a

two, which represents 1.9% of the sample. Seven students reported their importance of domestic

affairs as a three, which represents 4.4% of the sample. Eighteen students reported their

importance of domestic affairs as a four, which represents 11.3% of the sample. Forty-four

students reported their importance of domestic affairs as a five, which represents 27.5% of the

sample. Forty-five students reported their importance of domestic affairs as a 6, which represents

28.1% of the sample. Forty-one students reported their importance of domestic affairs as a 7,

which represents 25.6% of the sample. The mean was 5.49. From this data, the researchers

concluded that more than 75% of the sample placed the importance of domestic affairs at a four

or greater.

Question 5

Respondents were asked to rate their importance of global affairs on a scale from one to

seven, one being the least important to 7 as the most important. Out of 160 respondents, two

students rated their importance of global affairs as a one, which represents 1.3% of the sample.

Four students reported their importance of global affairs as a two, which represents 2.5% of the

sample. Seven students reported their importance of global affairs as a three, which represents

4.4% of the sample. Twenty-four students reported their importance of global affairs as a four,

which represents 15% of the sample. Twenty-nine students reported their importance of global

affairs as a five, which represents 18.1% of the sample. Forty-three students reported their

importance of global affairs as a 6, which represents 26.9% of the sample. Fifty-one students


reported their importance of global affairs as a 7, which represents 31.9% of the sample. The

mean was 5.54. From this data, the researchers concluded that more students think that global

affairs are very important

Question 6

Climate Change

Out of 160 respondents, 73 reported climate change was a very serious department,

which represents 45.6% of the sample. Sixty-six students reported that it was a somewhat serious

issue, making up 41.3% of the sample. Finally, 21 students reported that climate change was not

serious, which represents 13.1%. From this data, researchers concluded that the majority of

students find climate change to be a very serious issue.

Food and Water Related

Out of 160 respondents, 54.4% (87 students) reported that food and water related issues

were very serious. Sixty-six respondents chose somewhat serious, which represents 41.3% of

respondents. Seven students felt that it was not a serious issue, which represents 4.4% of the

sample. From this data, researchers concluded that the majority of students find food and water

related issues to be very serious.

Economics and Finance

Out of 160 respondents, 92 felt economics and finance issues were very serious, which

represents 57.5% of the sample. Fifty-nine students felt the issue was somewhat serious, which

accounts for 36.9% of the sample. Only 5.6% of respondents reported that the issue was not

serious, which accounts for 9 students. From this data, researchers concluded that the majority of

students find economics and finance concerns to be very serious.

Terrorism


Out of 160 respondents, 110 students reported that they felt terrorism was a very serious

issue, which represents 68.8% of the sample. Thirty-nine students reported that they felt

terrorism was a somewhat serious issue; this represents 24.4% of respondents. Ten students

(6.3%) reported that it was not a serious issue. One respondent did not answer. From this data,

researchers concluded that students overwhelmingly find terrorism to be a very serious issue.

Political and Social Instability

Eight-nine students out of 160 reported that political and social instability is a very

serious issue, which represents 55.6% of respondents. Fifty-eight students reported that it was a

somewhat serious issue, which represents 36.3% of the sample. Twelve students reported that it

was not serious representing 7.5% of the sample. One respondent did not answer. From this data,

researchers concluded that students overwhelmingly find political and social instability to be a

very serious issue.

Spread of Infectious Diseases

Eighty-two respondents reported that the spread of infectious diseases is a very serious

issue, which represents 51.3% of the population. Fifty-eight students reported that is was a

somewhat serious issue, which represents 36.3% of the sample. Twenty students reported that it

was not a serious issue, which represents 12.5% of the sample. From this data, researchers

concluded that students find the spread of infectious diseases to be a serious issue.

Question 7

Ninety-three students reported that they had traveled internationally, which represents

58.1% of respondents. Sixty-five students reported that they had not traveled internationally,

which represents 40.6% of the sample. Two respondents did not answer. From this data, the

research team concluded that the majority of students had traveled internationally.


Question 8

Researchers asked respondents what their political affiliation was. Thirty-seven students

reported to be Democrat, which represents 23.1% of the sample. Twenty reported to be

Republican representing only 12.5% of respondents. Forty-six students reported they were

Independent, which represents 28.8%. Fifty-four students reported that they were Undecided,

which represents 33.8%. Three respondents did not answer. From this data, researchers

concluded that students were mostly Undecided followed by Independent followed by Democrat

followed Republican. The most common answer was Undecided and the least common answer

was Republican.

Question 9

Out of 160 respondents, 86 were male representing 53.8% of the sample and 71 were

female representing 44.4% of the sample. Three respondents did not answer. From this data,

researchers concluded that there were at least 15 more males than females.

Question 10

When asked if they fluently speak a foreign language, 19 said yes, which represents

11.9% of the population. However, 138 reported that they do not speak a foreign language,

which represents 86.3% of the sample. Three respondents did not answer. From this data, the

research team concluded that the majority of Franklin Pierce students do not fluently speak a

foreign language.

Question 11

Students were asked to report their ethnicity. Eight respondents reported that they were

Black or African American, which represents 5% of the sample. Eight students reported that they

were Asian, which represents 5% of the sample. 125 respondents reported that they were White,


which represents 78.1% of the sample. Five students reported that they were Hispanic or Latino,

which represents 3.1% of the sample. Ten respondents reported that they were Two or More

races, which represents 6.3% of the sample. Four respondents did not answer. From this data, the

researchers concluded that the overwhelming majority of students were White.

Question 12

Students were asked what their age was. One respondent was 17 years old, which

represents .6% of the sample. Twenty-five respondents were 18 years old, which represents

15.6% of the sample. Thirty-two respondents were 19 years old, which represents 20% of the

sample. Forty-four respondents were 20 years old, which represents 27.5% of the sample. Thirty-

seven respondents were 21 years old, which represents 23.1% of the sample. Fourteen

respondents were 22 years old, which represents 8.8% of the sample. Two respondents were 23

years old, which represents 1.3% of the sample. Two respondents were 24 years old, which

represents 1.3% of the sample. Three respondents did not answer.

Question 13

Students were asked to report the cumulative grade point average (CGPA). The results

were compiled into a range for a more coherent depiction. The ranges were: 0-2.0, 2.1-2.5, 2.6-

3.0, 3.1-3.5, and 3.6-4.0 No respondents fell in the 0-2.0 range. Out of 160 respondents, 6

students were in the 2.0-2.5 CGPA range, which represents 3.75% of the sample. Out of 160

respondents, 45 responded that they were in the 2.6-3.0 range, which represents 28.125% of the

sample. Fifty-six respondents were in the 3.1-3.56 range, which represent 35% of the sample.

Out of 160 respondents, 42 students were in the 3.6-4.0, this represent 26.25% of the sample.

Eleven respondents answered that they did not know or that they did not yet have an official


CGPA, which represents 6.88% of the sample. From this data, researchers concluded that a large

majority of students had CGPAs in the 2.6-4.0 range.

Cross -Tabulation 1

The first cross-tabulation compared time spent with news versus the seriousness of

infectious diseases. Surveys were distributed to respondents during the November 3-10, 2014.

During this time researchers noted that the media had a heightened focus on the ebola outbreak

that was taking place. Thus, researchers chose the seriousness of infectious diseases topic from

Question 6 to compare with the time spent with news responses from Question 2. From this

cross-tabulation, researchers concluded that 41 students who spent less than 10 minutes with

news found the issue very serious. Thirty-three students who spent 10-30 minutes with news

found the issue very serious. Eight students that spent more than 30 minutes with news found the

issue very serious. This shows that the most students who found the issue very serious spent less

than 10 minutes with news per day.

Cross-Tabulation 2

The second cross-tabulation compared gender versus the seriousness of terrorism.

Terrorism was rated as a very serious issue by the largest percentage of the respondents and was

chosen to be compared with gender to see if it varied by gender. For males, 55 found the issue

very serious. For females, 52 found the issue very serious. From this data, researchers concluded

that there was not much variation between genders for how serious of an issue they believed

terrorism was.

Cross-Tabulation 3

The third cross-tabulation compared age versus political affiliation. Out of 160

respondents, 29 of 44 respondents who were 20 years old reported that they were either


undecided or independent. From this data, researchers concluded that 20 year olds are the age

group that aligns themselves with a political party the least.

Cross-Tabulation 4

The fourth cross-tabulation ran compared gender versus political affiliation. Of the males

and females surveyed, both genders are equally undecided when it comes to choosing a political

party. Slightly more males identified themselves as democrats, republican, and independents than

females in all categories except for undecided.

Cross-Tabulation 5

The fifth cross-tabulation compared age versus importance of domestic affairs. Twenty

year old respondents rated the importance of domestic affairs as a 5, which is somewhat close to

very important at a 7.

Cross-Tabulation 6

The sixth cross-tabulation compared age versus the importance of global affairs. In the 18

year old to 22 age bracket, findings concluded that they rank global affairs as a very serious issue

facing the United States today.

Cross-Tabulation 7

The seventh cross-tabulation compared gender versus the amount of time spent with

news. From this data researchers concluded that males spend 10 to 30 minutes reading or

watching the news compared the females, who spend less than 10 minutes.

Discussion, Conclusions, and Recommendations

Discussion

One of the major findings of this study found that 68.8% of the sample reported terrorism

as a very serious issue. This may correlate with Stokes and the PEW research findings that the


current most unfavorably viewed country by the United States is Syria, at 57% of Americans

(Stokes & PEW Research Center, 2014). The results of this study also found that Franklin Pierce

students use the Internet more than any other source, as 91% of students use it to obtain the

news. This demonstrates that Franklin Pierce students are on track with the current, popular, and

successful trend of using the Internet and technology to obtain the news (Taylor, 2010). Ninety-

one percent of the sample use the Internet to become aware of current domestic and global affairs

followed by social media (73.8%) and television (70.6%).

Many campus newspapers are struggling to generate revenue. As a result, some

university newspapers across the nation have abandoned print editions and replaced them with

digital versions. About 20% of students at Franklin Pierce reported using a newspaper to obtain

the news. The most popular form for Franklin Pierce students to obtain the news is on the

internet, of which 90% of students reported using, which correlates with findings that

universities across the nation have replaced the traditional forms of print editions with digital

copies instead.

In today’s fast pace lifestyle, younger generations are deemed to be globally unaware of

important issues (Talyor, 2010). Eighty-five percent of respondents viewed the six news issues

(climate change, food and water, economics and finance, terrorism, instability, and diseases) to

be somewhat serious or very serious. This finding does not support the current literature that

younger generations are unaware of current issues.

Conclusion

Objective 1

The first research objective was to research current literature that is related to traditional

college students’ awareness of domestic and world affairs. Scholarly research was reviewed that


related to domestic and world affairs with a focus on those that pertained to students and young

adults.

Objective 2

The second research objective was to determine what were the favorite news sources

used by the population of Franklin Pierce University. After all the data was collected by the

research team there were a few common news sources that students preferred. The top five news

source responses were CNN, “No Answer”, FOX, The New York Times, and WMUR. Other

favorite news source responses included Facebook, Barstool, and satirical shows such as The

Daily Show with Jon Stewart and The Colbert Report. Although, these students are not reading

traditional headlines they seemed interested in keeping up with some form of news. Fifteen

students did not answer this question or respond with “no favorite news source”. A few unique

answers included Al Jazeera, Forbes, and Cosmo. Nine students responded with the news source

WMUR, which was the news source example the researchers provided as an example of how to

respond. In all, there were 38 unique responses provided by students.

Objective 3

To determine the level of awareness among the student body that was surveyed at

Franklin Pierce University, the comparison of many different statistics from the results of the

survey must be made. One outstanding statistic based on the questions “How important do you

think domestic affairs are?” and “How important do you think global affairs are?” is that the

average answer was 5.49 for domestic and 5.54 for global based on a scale of 1 (not important)

to 7 (very important). These averages are very similar, which shows a nearly equal amount of

concern for domestic and global affairs. Findings showed that over 80% of students surveyed


gave an importance rating of five or higher. Additionally, 75% of students surveyed gave an

importance rating of five or higher for global affairs.

To assess the level of concern with specific global issues students were asked to answer:

not serious, somewhat serious, or very serious to the following list of issues: climate change,

food and water, economics and finance, terrorism, political and social and spread of infectious

diseases. For all of these issues, at least 85% of students answered somewhat serious or very

serious. These are the most important issues in the world currently. Regardless of what news

source is being used, these issues will be discussed. This means at least 85% of students are

concerned and are at least somewhat informed on these specified current issues.

Another noteworthy statistic was revealed from the responses to the question of “What

source(s) do you use to obtain the news?” The options provided were: television, internet, radio,

social media, newspapers and word of mouth. At least 55% of students use all these sources to

obtain the news other than radio and newspapers. The most popular source being the Internet,

which is used by 91% of students surveyed to obtain the news, the least popular source used are

newspapers (20.6%). This concludes that almost all students use the internet to become aware of

current domestic and global affairs; if not, the internet, social media (at 73.8%) and television (at

70.6%) follow just behind.

According to current scholarly literature reviewed on the way the population of the

United States feels about other countries, shows that the results obtained from this survey

correspond with the results in the literature (Stokes, 2014, ¶4). Franklin Pierce students found

that terrorism was the most serious current global affair with 68.8% of students surveyed

responding as being “very serious.” This finding is similar with the statistic found in the


literature that currently, the most unfavorably viewed country by the United States is Syria (¶4).

Fifty-seven percent of Americans say they view that country unfavorably (¶4).

According to the results, Franklin Pierce students undoubtedly use the internet more than

any other source as 91% of students use it to obtain the news. In reviewed literature there was a

group of researchers that wanted to find the most effective way for students to learn about a

certain global issue (Taylor, 2010, p.92). The researchers in this study had students research an

issue on the Internet and create a video describing everything they had just learned (p.92).

Through this method, researchers found that students were more educated on the issue than they

had been when traditional teaching techniques were being used (p.92). This shows that a

combination of technological skills and content-based learning lead to a higher awareness level

on global issues (p.92). The results of this study show that Franklin Pierce students are on track

with the current, popular, and successful trend of becoming aware of global affairs.

Objective 4

The fourth research objective was to determine the level of importance placed on

domestic and world affairs by FPU students. There was little in our literature review that covered

the importance placed on current events in the news. Alternatively, in the data collection

researchers asked respondents the level of importance they place on domestic as well as global

affairs in Questions 4 and 5. As stated above in the conclusions for Objective 3, the average

answers were 5.49 and 5.54 for domestic and global affairs respectively on the scale of 1 (not

important) to 7 (very important). Furthermore, on the same scale over 80% of students surveyed

gave an importance rating of 5 or higher for domestic affairs and 75% of students surveyed gave

an importance rating of 5 or higher for global affairs.


According to Cross-Tabulations 5 and 6, which compared the age of respondents and

importance placed on domestic and global affairs respectively, approximately 50% of

respondents age 20 rated global affairs very important while only 27% of 20 year olds gave the

same rating to domestic affairs. Overall, the average level of importance for the two categories is

seemingly high for a seven point scale. It is also of interest to note that global affairs received a

higher score on average than domestic affairs.

Objective 5

According to the literature reviewed on campus newspapers, many campus newspapers

are struggling to generate a profit (Vogt, 2013, p.93). When compared to the results presented

from this study a direct correlation can be made as to why campus papers are struggling. Out of

160 respondents, 127 students reported that they do not use newspapers to obtain the news. That

means that only 20% of the population surveyed actually reads the newspaper. The literature

review states that several schools found success in abandoning a printed school paper and going

digital. According to the results from this research study, researchers were able to determine that

90% of students use the Internet to obtain the news, which explains why schools found success

in going digital. Another piece of information that may explain why college papers are struggling

is the fact that many Franklin Pierce University students do not spend a significant amount of

time watching or reading the news. Out of the 160 students surveyed, only 10.6% reported that

they spend more than 30 minutes watching or reading the news daily.

In order to determine how aware or unaware students were, researchers asked students to

rate six domestic and world affairs on a level of very serious, somewhat serious, and not serious.

According to reviewed literature, in today’s fast pace world, younger generations are deemed to

be globally unaware of important issues (Taylor, 2010, p.92). Taylor talks about Global


Gateway, an educational program that uses media platforms to attract younger crowds to keep up

on world issues (p.92). This research supports the idea that Global Gateway is a positive tool to

engage students on global issues as 90.3% of students reported that they use the Internet to

obtain the news.

However, the research disproves the thought of younger generations of being globally

unaware (p.92). For the six global and domestic issues that were deemed serious, students also

considered them either somewhat serious or very serious by at least 85% of the student

population that was surveyed. This shows that Franklin Pierce University Rindge students are

concerned and informed about what is going on in the world today.

Recommendations

Based on the literature review and research conclusions, there are several

recommendations for the purpose of increasing domestic and global awareness among Franklin

Pierce University students. Primarily, offering a First-Year Inquiry (FYI) class or other courses

that cover current domestic and/or global events and issues would be a great way of introducing

freshmen to different mediums and sources to stay informed and aware. Such a class could pique

interest in students to stay up to date while at the university and increase the average awareness

level. Forming these habits early in students’ college careers would be a major asset in the

process for attaining the university’s goal of molding confident, knowledgeable individuals and

leaders of conscience.

Other recommendations for increasing awareness include increasing the diversity of the

student population to represent the different cultures and ethnicities within the United States and

globally. Research found that only 10% of students at Franklin Pierce are international and are

results suggest that approximately 80% of the population is white/Caucasian. Franklin Pierce


should increase the variety and volume of international and minority students. To do this,

Franklin Pierce University could adopt recruiting and enrollment practices that increase diversity

among students.

Currently, the only clubs that cover current events related to awareness levels are the

Democrat Club, which was disbanded but in the process of being reformed, and the International

Club, which introduces students to different cultures and customs. Creating a club that offers and

facilitates discussions, debates, and research of current domestic and/or global affairs. This type

of club could offer students a venue to voice their opinions and increase awareness and

understanding.

Currently, Franklin Pierce University’s online newspaper, The Exchange, is written by

students in specific journalism courses. The student-run newspaper that is printed, The Pierce

Arrow, is an extracurricular activity and a division of the Pierce Media Group. About 20% of

Franklin Pierce students use the newspaper to obtain the news and about 90% use the Internet to

obtain the news. Due to these findings, researchers recommend that The Pierce Arrow should

create a larger online presence and make a digital copy of the paper available to students. With

these changes, the researchers believe there will be a major increase in the audience of The

Pierce Arrow and spur further discussions on domestic and global affairs. These changes would

also allow the group to cut back on the cost to print and provide the paper with a larger budget.

Should this study be performed again, researchers recommend including asking

respondents to provide their major and class standing. Including a wider scale for rating the

importance of domestic and global affairs in Questions 4 and 5 would also be beneficial as it

would allow for more diverse responses. A fourth category labeled “Serious” should be added to


Question 6, which would allow for researchers to discern variations in levels of seriousness of

news topics among students.


References

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Term Study Abroad Program. Frontiers: The Interdisciplinary Journal of Study Abroad,

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Committee for Economic Development. (2006, February 7). Education for global leadership:

The Importance of international studies and foreign language education for U.S. economic

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ernational_studies_and_foreign_language_education_for_us_economic_and_national_secu

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Franklin Pierce University. (n.d.). Quick Facts - Franklin Pierce University. Retrieved from

http://franklinpierce.edu/about/facts.htm

Hoffman, L. (2012, October 25). Oxford Bibliographies. Retrieved from

www.oxfordbibliographies.com/view/document/obo-9780199756841/obo-

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use-across-social-media-platforms/

Hsu, H., & Wang, S. (2010). The exploration of New York City high school students' global

literacy. Multicultural Education & Technology Journal, 4(1), 43-67. doi:

10.1108/17504971011034728

http://franklinpierce.edu/about/facts.htm


Kohut, A., & Pew Research Center. (2014, August 8). Kohut: How Americans View an Unruly

World. Retrieved from http://www.pewresearch.org/2014/08/08/kohut-how-americans-

view-an-unruly-world/

Mukherjee, M. (2010). Attitudes Towards Global Civic-Mindedness and Engagement Before

and After Study Abroad: A Study of Undergraduate Students at International Study Abroad

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tv-news-at-home/

PEW Research Center. (2014, October 2). From ISIS to Unemployment: What Do Americans

Know? | Pew Research Center for the People and the Press. Retrieved from

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know/

Qayyum, M. A., Williamson, K., Liu, Y., & Hider, P. (2010). Investigating the News Seeking

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and don't. Retrieved from http://www.pewresearch.org/fact-tank/2013/12/30/which-

countries-americans-like-and-dont/

Taylor, T. (2010). Youth connected: Technology and journalism shape worldviews. Youth Media

Reporter, 4, 92-95. Retrieved from http://www.youthmediareporter.org/


Vogt, N. (2013, December 9). Like rest of the news industry, campus papers reach for new

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Appendixes

Appendix A: Domestic & World Affairs Awareness Questionnaire

Domestic & World Affairs Questionnaire

We are a team of Franklin Pierce University marketing research students currently conducting research related to domestic and world affairs awareness of students at the Franklin Pierce University Rindge campus. Your individual responses will be kept confidential and all data taken from the survey will be reported as aggregate data only. Thank you for your time and participation.

1. What source(s) do you use to obtain the news? (check all that apply) Television ___ (0;1) Internet ___ (0;1) Radio___ (0;1) Social Media____ (0;1) Newspapers ___ (0;1) Word of mouth ___ (0;1)

2. Name your favorite news source (For example: WMUR News): ____________________________________

3. On average, how much time do you spend watching/reading the news per day? Less than 10 minutes _____ (1) 10-30 minutes _____ (2) More than 30 minutes_____ (3)

4. Circle how important you think domestic affairs are Not Important 1 2 3 4 5 6 7 Very Important

5. Circle how important you think global affairs areNot Important 1 2 3 4 5 6 7 Very Important

6. How serious do you think these issues are?

Very Serious (1)

SomewhatSerious (2)

Not Serious (3)

Climate Change

Food and Water Related

Economics and Finance

Terrorism

Political and Social Instability

Spread of Infectious Diseases

7. Have you travelled internationally during your lifetime?


Yes ____ (1) No ___ (2)8. What is your political affiliation?

Democrat______ (1) Republican______ (2) Independent_______ (3) Undecided_____ (4)

9. What is your age? _________

10. What is your estimated cumulative grade point average (CGPA)? ___________

11. What is your gender?

Male ___ (1) Female ___ (2)

12. Do you fluently speak a foreign language?

Yes ____ (1) No ___ (2)

13. What is your ethnicity?

American Indian or Alaska Native_____ (1) Black or African American____ (2)

Native Hawaiian or Other Pacific Islander_____ (3) Asian____ (4) White ______ (5) Hispanic or Latino ____ (6)Two or More Races ____ (7)


Appendix B: Question 1

What source(s) do you use to obtain the news? (check all that apply)




Appendix C: Question 2

Name your favorite news source (For example: WMUR News)

(Above: Top 5 answers out of 38 unique responses from 160 respondents.)

Appendix D: Question 3

On average, how much time do you spend watching/reading the news per day?


Appendix E: Question 4

Circle how important you think domestic affairs are on a scale of 1-7 with 1 being not important and 7 being very important.

tSPSS Generated Means for Question 4


Appendix F: Question 5

Circle how important you think global affairs are on a scale of 1-7 with 1 being not important and 7 being very important.

SPSS Generated Means for Question 5


Appendix G: Question 6

How serious do you think these issues are?




Appendix H: Question 7

Have you travelled internationally during your lifetime?

Appendix I: Question 8

What is your political affiliation?


Appendix J: Question 9

What is your age?

Appendix K: Question 10

What is your estimated cumulative grade point average (CGPA)?

Appendix L: Question 11


What is your gender?

Appendix M: Question 12

Do you fluently speak a foreign language?

Appendix N: Question 13


What is your ethnicity?

Appendix O: Cross-Tabulation 1

Time Spent with News v. Infectious Disease Seriousness

Appendix P: Cross-Tabulation 2

Gender v. Terrorism Seriousness


Appendix Q: Cross-Tabulation 3

Age v. Political Affiliation

Appendix R: Cross-Tabulation 4

Gender v. Political Affiliation


Appendix S: Cross-Tabulation 5

Age v. Importance of Domestic Affairs

Appendix T: Cross-Tabulation 6

Age v. Importance of Global Affairs


Appendix U: Cross-Tabulation 7

Gender v. Time Spent with News

Documents

World Affairs Document.docx - Franklin Pierce Universityeraven.franklinpierce.edu/s/dept/business/documents... · Web viewAnother noteworthy statistic was revealed from the responses