The purpose of this presentation is to provide a deeper understanding of the attitudes and opinions of students on dictaphones and derive relevant marketing recommendations for decision-makers. The findings are based on a quantitative study conducted with students living in Austria.

1. Student Attitudes on Dictaphones
Survey Results
January 2012

2. Research Objective
Gain a deeper understanding of the attitudes
and opinions of students on dictaphones and
derive relevant marketing recommendations
for decision-makers.

3. AGENDA
1. Data Collection
2. Key insights:
Information Sources
Use & Ownership
Perceived Practicability
Features
Purchase Intention
Alternatives
Awareness (Brands & Price)
3. The Big Picture
4. Conclusions

4. 1. Data Collection

5. Age Distribution
Initial sample: 450 Respondents
over 26 y under 21 y
Paperc& Pencil Questionnaire 23% 20%
Oct. – Nov. 2011
Final sample (after cleaning): 427 Students 22-25 y
57%
Demographic Profile
Net income / month
57% female, 43% male
56% Austrians, 44% Non-Austrians less than
650 - 1.349
650 EUR
51% EUR
42%
7% are employed
88% live in urban areas
over 1.350
EUR
7%

6. 2. Key insights

7. Information Sources
Q1. „Have you informed yourself about dictaphones before?“ (N=427)
1 in 4 students has informed him/herself on dictaphones prior to this survey.
Q 1.1 „Where have you informed yourself?“*
0% 100%
Internet 60%
Friends/Family/Colleagues 30%
Specialised Shop/IT Shop 20%
Others 5%
% of students who have informed themselves (N=109)
* Open question

8. Information Sources
Q 2. „How important are these information sources to you?“ (N=427)
unimportant to important to
low importance* neutral
highly important
Internet 6% 10% 84%
Friends/Family/Colleagues 19% 12% 69%
Specialised Shop/IT Shop 23% 13% 64%
Specialised magazines 47% 15% 38%
Catalogue for office
supplies
71% 13% 16%
% of entire sample
The Internet is significantly more important than all other sources of information.**
* On a a scale from 1 to 7 where 1-3= unimportant to low importance, 4=neutral,
5-7=important to highly important ** Statistical method: Repeated measures ANOVA

9. Internet Sources
Q 3. „How important are these internet information sources to you?“
unimportant to important to
low importance neutral highly important
Google and other search engines 90%
Price comparison sites 72%
Forums and independent sites 68%
Amazon and other online retailers 60%
Producer homepage 50%
% of students who have rated the internet important to highly important
Out of the various internet information sources, Google and other search engines have
a significantly higher importance to students than other sources. *
* Statistical method: Repeated measures ANOVA

10. Use & Ownership
Q 4. „Have you ever used a dictaphone prior to this survey ?“
About 1 in 2 students has used a dictaphone before.
Q 4.1. „Do you own a dictaphone?“
Q 4.2 . „How often did you use a dictaphone 15%
own
in the past year ?“ one
85% of users have used it 1 x month or less
frequent in the past year (70% of owners).
85 % do not
own one
Q 4.2.1. „In which situation have you used your
dictaphone?“
% of entire sample
43% of users have used a dictaphone for their studies.

11. Use & Ownership
Q 4.3 „ Why have you not used a dictaphone before?“*
0% 100%
prefer written records 56%
„…often forbidden in
lack of knowledge 26% class…“
„…no speech recognition
too time consuming 13%
software…“
too expensive 12%
% of students who have not used a dictaphone before (N=233)
* Multiple answers possible

12. Perceived Practicability
Q 5. „What is your preception of dictaphones?“ (N=427)
low* neutral moderate to high
are easy to use 9% 18% 73%
optimize workflow 13% 22% 65%
are time-saving 25% 20% 55%
have high recording quality 16% 40% 44%
are modern 34% 28% 38%
are prestige objects 45% 37% 18%
Most students perceive dictaphone as easy to use devices which optimize
workflow but are moderatly modern and carry low prestige.
* On a a scale from 1 to 7 where 1-3= low, 4=neutral, 5-7= moderate to high

13. Perceived Practicability
Q 5. „What is your preception of dictaphones?“ (N=427) - Continuation
Dictaphone users have a significantly higher perceived practicability across
the dimensions: „are easy to use“ and „optimize workflows“ than non-users.*
are easy to use optimize workflow
1 2 3 4 5 6 7
1 2 3 4 5 6 7
5,88** Users 5,36
Users
Non- Non- 4,78
5,00 users
users
Dictaphone users have a higher overall perceived practicability then non-users.***
Women and men have a similar perceived practicability of dictaphones.****
* Statistical method: Independent t-test *** Statistical method: Independent t-test
** Mean average, on a scale from 1 to 7 **** Statistical method: Independent t-test

14. Device Features
Q 6. „How important are the following features to you?“
1.00 7.00
Quality of recording 6,41*
Battery lifespan 6,27
Storage capacity 6,19
UBS plug-in 6,18
Easy usage
Filter for background noises
Compatibility with other applications
Speech recognition software
Digital processing option
Battery charge time
Fits good in the hand
Design 3,71
* Mean average, on a scale from 1=unimportant to 7=important

15. Purchase Intention
Q 7. „It‘s highly probable that I will purchase a dictaphone.“ (N=427)
agree to
Strongly disagree to disagree* neutral strongly agree
82% 9% 10%
* On a scale from 1 to 7 where 1-3=strongly disagree to disagree, 4=neutral, 5-7= agree to strongly agree
Overall purchase intention
1 7
Female students have a
statistically significant
Total 3,2**
higher purchase intention
then male students.***
Men 2,9
Purchase intention
increases with perceived
Women 3,4 practicability.****
** Mean average
*** Statistical method: Independent t-test **** Statistical method: Simple regression

16. Alternatives
Q 8. „How do you rate the following features of alternatives compared to
those of dictaphones?“ (N=427)
Digital usage & processing
don‘t know* worse equal better
Smartphone 35% 21% 11% 33%
Notebook 22% 15% 9% 54%
Mp3 Player 36% 27% 17% 20%
Storage capacity
Smartphone 30% 21% 14% 35%
Notebook 19% 13% 7% 61%
Mp3 Player 32% 23% 17% 28%
* On a scale from 0 to 7 where 0=don‘t know, 1-3=worse, 4=equal, 5-7=better

17. Alternatives
Q 8. „How do you rate the following features of alternatives compared to
those of dictaphones?“ (N=427) - Continuation
Recording Quality
don‘t know worse equal better
Smartphone 30% 28% 12% 30%
Notebook 30% 16% 17% 37%
Mp3 Player 33% 37% 9% 21%
Price
Smartphone 35% 30% 12% 24%
Notebook 28% 40% 10% 20%
Mp3 Player 35% 18% 19% 28%

18. Brand and Price Awareness
Q 9. „Which dictaphone manufacturers do you know?“*
„top of mind“
Samsung
11% Philips
Others Olympus
20%
Panasonic 17% 12%
9% Samsung Philips
8%
Olympus 19%
7%
Sony
Others** Sony
32%
21% 44%
% of first brand mentioned (N=213)
% of all responses (N=483) Q 10. „How much does a dictaphone cost?***
15-50 EUR 51-100 EUR 100-400 EUR
40% 42% 18%
% of entire sample
* Open question, multiple answers possible
** Grundig, LG, Toshiba, Siemens, etc. *** Open question

19. 3. The Big Picture

20. 1 Students look for information on dictaphones primarily online, on Google
and other search engines.
Recommendations:
• Increase and strengthen online presence through Search
Engine Marketing (SEM);
• Create a Google AdWords campaign with relevant
keywords like „dictaphone course“ or „dictaphone studies“
 goal: to appear on the first result page;
• Search Engine Optimization (SEO) for the Philips Speech
Processing Website.

21. 2 1 in 2 students considers the product website an important source of
information.
Recommendations:
• Create the „Philips Student Interactive Homepage“, which
resembles a typical student room and displays the full range
of Philips products, e.g. speakers, alarm
clocks, bags, accessories and dictaphones  create a unique
product and brand experience for the consumer on the
homepage;
• Increase webpage usability (navigation paths, assortment
structure)  goal: bring the user quickly to the „Purchase“
option (where can I buy/find that?).

22. 3 Students have used dictaphones 1 x month or less frequent in the last year
(users & owners).
Recommendations:
• Inform users about the different ways to use
dictaphones, new product features, upgrades, etc. through:
newsletters, reminders via SMS, on blogs and forums;
• Conduct a further consumer survey on product and
software usability.

23. Students lack the knowledge of how dictaphone can benefit them in their
4 work/studies. They do not know what the products can do and their
advantages compared to alternatives.
Recommendations:
• start the dialogue on dictaphone - Philips Dictaphone
Ambassadors (a group of 100 students from all
Viennese universities to be given dictaphones and a
short product training – the devices should be used in
class to demonstrate practicability and easy usage);
• Educate the consumer about product features and
added value (in shop, on forums, online, through
traditional advertising, on social media platforms like
Facebook & Co., etc.).

24. Students perceive dictaphones as rather old-fashioned devices which carry
5 low prestige. Product design is not important to students. The quality of
recording, storage capacity, battery lifespan and USB plug-in are.
Recommendations:
• Move away from the category name „dictaphones“ to a more
appealing name, e.g. „voice recorder“;
• Focus communication on lifestyle
values, testimonials, emphasize „cooleness“ of the products;
• Turn dictaphones into trendy lifestyle objects: use different
colours and patterns for dictaphones and accessories;
• Create new features like: „Plug n‘ Play“ (easy connection with
car sound system) and „Plug n‘ Storage“ (direct file transferring
to memory stick) to optimize consumers‘ work flow.

25. 4. Conclusions

26. Students show a moderate interest in dictaphones. They are uneducated
in terms of what dictaphones can do for them. Students prefer devices
which integrate more than one function (eg. smartphones).
 Marketers need to make considerable efforts to approch and
successfully address this target group.
Key actions required:
• Be where your consumers are
• Educate the consumer
• Improve the image of dictaphones
• Start the dialogue on dictaphones

27. Thank you for your attention !