The Internal Environment - Review of Marketing Goals and Objectives

MARKETING PLAN

Fall 2007

Bryan Dickey

Paul Harlacher

Sarah Stratton

Lauren Tanner

THE INTERNAL ENVIRONMENT

REVIEW OF MARKETING GOALS AND OBJECTIVES

The National Aeronautics and Space Administration (NASA) has stated its mission as "to pioneer the future in space exploration, scientific discovery, and aeronautics research." NASA will spend approximately $10.5 billion in 2008 to accomplish its objectives. Of its total budget, NASA plans to spend $23.5 million toward education and outreach. "The Earth Science Education and Outreach Program seeks to make the discoveries and knowledge generated from NASA's Earth-observing satellites and scientific research (including applied science) accessible to students, teachers, and the public. It addresses workforce preparation and the education pipeline, and engages the public in better understanding NASA Earth Science research results from space." NASA acknowledges the importance of science, technology, engineering, and mathematics (STEM). Therefore, the Education and Outreach Program seeks to attract and retain students in these STEM disciplines. This is vital to develop a quality workforce that is capable to continue the mission of NASA. Three major education outcomes for the Earth Science Education and Outreach Program are:

1. Contribute to the development of the STEM workforce in disciplines needed to achieve NASA's strategic goals, through a portfolio of programs.

2. Attract and retain students in STEM disciplines through a progression of educational opportunities for students, teachers, and faculty.

3. Build strategic partnerships and linkages between STEM formal and informal education providers that promote STEM literacy and awareness of NASA's mission.

In an effort to promote interest in these STEM disciplines, NASA introduced the Teacher in Space Program. It was first announced in 1984, when Christa McAuliffe, a social studies teacher from Boston, Massachusetts, was selected to join the crew of the space shuttle Challenge for mission 51-L. After the tragedy of the Challenger Space Shuttle, the Teacher in Space Program did not send another teacher on a space mission until 2007. However, the families of the Challenger crew continued the educational mission of 51-L by creating the Challenger Center for Space and Science Education.

In 1987 the families composed, what is referred to as, the Letter to America. It states the intention of creating the centers:

"We wish to carry on Challenger's mission by creating a network of space learning centers all over the United States called, cumulatively, the Challenger Center. We envision places where children, teachers, and citizens alike can touch the future. We see them manipulating equipment, conducting scientific experiments, solving problems, working together—immersing themselves in space-like surroundings and growing accustomed to space technology. As a team, they can practice the precise gestures and the rigorous procedures that will be required of them on the space frontier. They can embrace the vision and grasp the potential of space, too."

The mission captured these sentiments and is stated as, "Using space exploration as a theme, Challenger Center creates positive learning experiences that raise students' expectations of success; foster a long-term interest in mathematics, science, and technology; and motivate them to pursue careers in these fields."

In 2003, the Challenger Learning Center of Tallahassee was created. Within the facility was housed the space mission simulator, and also included a planetarium (currently referred to as the Downtown Digital Dome) and an IMAX theatre. The addition of the IMAX and Planetarium were to enhance the students experience using high quality visual content with themes related to science.

REVIEW OF CURRENT MARKETING STRATEGY AND PERFORMANCE

The Center currently markets its space mission simulator to students from kindergarten through twelfth grade. It has been successful in its efforts to attract students in elementary and middle schools. Few high school student groups visit the Challenger Center. This has been attributed to logistic problems within the high schools, as the schedule of students do not easily provide for an all-day