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INBU 350v1: Indigenous Marketing and Data Collection and Analysis Report a Broken Link

Lesson 1: Marketing Research in an Indigenous, Canadian, and Organizational Context for Managerial Decision Making in Existing and Emerging Markets

Reading 1.1: Tulk, J. E. (2013). Guiding principles for Aboriginal economic development. Cape Breton University Shannon School of Business.
Supplementary Readings
Kubacki, K., Szablewska, N. (2019). Social marketing targeting Indigenous peoples: A systematic review. Health Promotion International, 34(1), 133–143. 
Madill, J., Wallace, L., Goneau-Lessard, K., Stuart MacDonald, R., & Dion, C. (2014). Best practices in social marketing among Aboriginal people. Journal of Social Marketing, 4(2), 155–175.

Lesson 2: The Marketing Research Process, Secondary Data, and Ethics

Reading 2.1: Brusse, C., Gardner, K., McAullay, D., & Dowden, M. (2014). Social media and mobile apps for health promotion in Australian Indigenous populations: Scoping Review. Journal of Medical Internet Research, 16(12), e280. 
Reading 2.2: Canadian Institutes of Health Research, Natural Sciences and Engineering Research Council of Canada, and Social Sciences and Humanities Research Council. (2018). Tri-council policy statement: Ethical conduct for research involving humans.
Reading 2.3: Schnarch, B. (2004). Ownership, control, access, and possession (OCAP) or self-determination applied to research: A critical analysis of contemporary First Nations research and some options for First Nations communities. International Journal of Indigenous Health, 1(1), 80–95.
Reading 2.4: Shelter, Support & Housing Administration. (2019). Meeting in the middle: Protocols and practices for meaningful engagement with Indigenous partners and communities.
Supplementary Readings
Saku, J. C. (1999). Aboriginal census data in Canada: A research note. Canadian Journal of Native Studies, 19(2), 365­–379. 
Tupper, J. (2014). Social media and the Idle No More movement: Citizenship, activism and dissent in Canada. Journal of Social Science Education, 13(4), 87–94. 

Lesson 3: Market Research Proposal in an Indigenous Context

Reading 3.1: Beaton, B., Burnard, T., Linden, A., & O’Donnell, S. (2015). Keewaytinook mobile: An Indigenous community-owned mobile phone service in northern Canada. In L. Dyson, S. Grant & M. Hendriks (Eds.), Indigenous Peoples and mobile technologies (pp. 109–124). Routledge. 
Additional readings for Assignment 1 version B
Impact Assessment Agency of Canada. (n.d.). Indigenous engagement and partnership plan—template. Government of Canada. 
Shelter, Support and Housing Administration. (2019). Meeting in the middle: Protocols and practices for meaningful engagement with Indigenous partners and communities. 

Lesson 4: Primary Data Collection—Observation, Experimentation, and Test Markets

Reading 4.1: Bartlett, C., Marshall, M., & Marshall, A. (2012). Two-eyed seeing and other lessons learned within a co-learning journey of bringing together Indigenous and mainstream knowledges and ways of knowing. Journal of Environmental Studies and Sciences, 2(4), 331–340. 
Reading 4.2: Lavallée, L. F. (2009). Practical application of an Indigenous research framework and two qualitative Indigenous research methods: Sharing circles and Anishnaabe symbol-based reflection. International Journal of Qualitative Methods, 8(1), 21-40.
Supplementary Readings
Humber College. (2020, February 20). Etuaptmumk Two-Eyed Seeing with Albert Marshall [Video]. YouTube.
Ogle, J. P., & Schofield-Tomschin, S. (2016). Indigenous knowledge in visual merchandising of textile products. Clothing and Textiles Research Journal, 20(4), 196–204. 
Samuel Centre for Social Connectedness. (2019, December 19). 2019 Global Symposium—Albert Marshall—Two-Eyed Seeing [Video]. YouTube.

Lesson 5: The Concept of Measurement and Questionnaire Design

Reading 5.1: Bartlett, C., Marshall, M., & Marshall, A. (2012). Two-eyed seeing and other lessons learned within a co-learning journey of bringing together Indigenous and mainstream knowledges and ways of knowing. Journal of Environmental Studies and Sciences, 2(4), 331–340. 
Reading 5.2: Lavallée, L. F. (2009). Practical application of an Indigenous research framework and two qualitative Indigenous research methods: Sharing circles and Anishnaabe symbol-based reflection. International Journal of Qualitative Methods, 8(1), 21-40.
Reading 5.3: Tchacos, E., & Vallance, R. (2004). Research in Aboriginal communities: cultural sensitivity as a prerequisite. AARE Nov.

Lesson 6: Sampling—Theory and Methods in an Indigenous and Canadian Market

Additional readings for Assignment 2 version A
Statista Research Department. (2022). Convenience stores in Canada—statistics & facts. Statista.
Young, T. (2013). Case studies in Aboriginal business: Victoria Corner Market. Cape Breton University Shannon School of Business.
Additional readings for Assignment 2 version B
Childcare Resource and Research Unit. (n.d.). Child care needs survey.
Statistics Canada. (2020). 2016 Census Aboriginal community portraits.

Lesson 7: Data Processing, Analysis, and Statistical Testing of Differences in Relationships

There are no nontextbook readings for this lesson.

Lesson 8: Designing a Culturally Appropriate Questionnaire and Survey Methods

There are no nontextbook readings for this lesson.

Lesson 9: Case Study—Secondary Market Research in a First Nation

Reading 9.1: Brusse, C., Gardner, K., McAullay, D., & Dowden, M. (2014). Social media and mobile apps for health promotion in Australian Indigenous populations: Scoping Review. Journal of Medical Internet Research, 16(12), e280. 
Reading 9.2: Molyneaux, H., O’Donnell, S., Kakekaspan, C., Walmark, B., Budka, P., & Gibson, K. (2014). Research in brief: Social media in remote First Nation communities. Canadian Journal of Communication, 39(2), 275–288. 
Reading 9.3: Tupper, J. (2014). Social media and the Idle No More movement: Citizenship, activism and dissent in Canada. Journal of Social Science Education, 13(4), 87–94. 
Additional readings for Assignment 3 version A
Brown, K., Pyke, J., Johnson, D., & Doucette, M. B. (2015). Aboriginal cultural tourism marketing “an issue of governance.” Canadian Journal of Native Studies, 35(2), 23.
Doucette, M. B. (2015). Case studies in Aboriginal business: Membertou Museum B. Cape Breton University Shannon School of Business.

This work is licensed under a Creative Commons Attribution 4.0 International License.
MacPherson, S., Maher, P. T., Tulk, J. E., Doucette, M. B., & Menge, T. (2016). Eskasoni Cultural Journeys: A community-led approach to sustainable tourism development.
The Conference Board of Canada. (2019). Canada’s Indigenous tourism sector: Insights and economic impacts.
Additional reading for Assignment 3 version B
Brown, M. A., & Di Lallo, S. (2020). Talking circles: A culturally responsive evaluation practice. American Journal of Evaluation, 41(3), 367–383.

Lesson 10: Case Study—Strategic Use of Marketing to Build a First Nations Brand

Reading 10.1: Anderson, R., & Kaysea, B. (2008). Indigenous communities, entrepreneurship and economic development in the new economy. USASBE 2008 Proceedings. 
Reading 10.2: Bresner, K. M. (2012). Visual identity and Indigenous tourism: Power, authenticity, hybridity and the Osoyoos Indian Band’s Nk’Mip Desert Cultural Centre [Master’s thesis, University of Victoria]. University of Victoria.
Reading 10.3: Joppe, M. (2015). Appendix 5.11. Innovative Best Practices to Foster Sustainable Tourism in Ontario’s Rural Communities, 155.
Reading 10.4: Kayseas, B., Hindle, K., & Anderson, R. B. (2006). An empirically justified theory of successful Indigenous entrepreneurship: Case study of the Osoyoos Indian Band. Regional Frontiers of Entrepreneurship Research 2006, 224–240.
Reading 10.5: Millette, D. M., & Oliver, A. (2012). The First Nation architectural landscape: Considering a neglected architectural history. The Journal of the Society for the Study of Architecture in Canada, 37(1), 57–66. 

Lesson 11: Case Study—Conduct Data Analysis for Authentic and Sustainable Indigenous Tourism

Reading 11.1: Bragg, E. (2014). Carcross/Tagish Management Corporation and the Canadian tourism industry. Cape Breton University Shannon School of Business.
Reading 11.2: Laskaris, S. (2020, June 18). 700 Indigenous tourism businesses at risk of closing conference board reports. Windspeaker.com.
Reading 11.3: Nielsen, N., & Wilson, E. (2012). From invisible to Indigenous-driven: A critical typology of research in Indigenous tourism. Journal of Hospitality and Tourism Management, 19(1), 67–75.
Reading 11.4:  O’Neil, B., Payer, B., Williams, P., Morten, K., Kunin, R., & Gan, L. (2014). National Aboriginal tourism research project 2014.
Reading 11.5: OECD. (2020). Tourism policy responses to the coronavirus (COVID-19).
Reading 11.6: The Conference Board of Canada. (2020, June 15). The impact of COVID-19 on Canada’s Indigenous tourism sector: Insights from operators.
Reading 11.7: Wilson, S. (2008). Chapter 2. In Research is ceremony: Indigenous research methods. Fernwood.

Reproduced with permission of Fernwood Publishing.

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Reading 11.8: Yunkaporta, T. (2019). Indigenous data analysis method.

Lesson 12: Case Study—Use of Social Media to Conduct Market Research

Reading 12.1: Beaton, B., Burnard, T., Linden, A., & O’Donnell, S. (2015). Keewaytinook mobile: An Indigenous community-owned mobile phone service in northern Canada. In L. Dyson, S. Grant & M. Hendriks (Eds.), Indigenous Peoples and mobile technologies (pp. 109–124). Routledge. 
Reading 12.2: Molyneaux, H., O’Donnell, S., Kakekaspan, C., Walmark, B., Budka, P., & Gibson, K. (2014). Research in brief: Social media in remote First Nation communities. Canadian Journal of Communication, 39(2), 275–288. 
Reading 12.3: Willis, C. E. (2018). Developing methodologies for First Nations community surveys: Considerations for the external researcher. Simon Fraser University.

Lesson 13: Case Study—Market Research to Pivot from In-person to Online Indigenous Women’s Art Market

Reading 13.1: Intellectual Property Issues in Cultural Heritage Project. (2015). Think before you appropriate. Things to know and questions to ask in order to avoid misappropriating Indigenous cultural heritage. Simon Fraser University.
Reading 13.2: MacLeod, K. (2015). Case studies in Aboriginal business: Authentic Indigenous Arts Initiative. Cape Breton University Shannon School of Business.

This work is licensed under a Creative Commons Attribution 4.0 International License.
Additional reading for Assignment 4 version A
Brascoupé, S., & Brascoupé, M. (2020). Case study: Market research to pivot from in-person to online. Indigenous Women’s Art Market. 
Additional readings for Assignment 4 version B
Arriagada, P. (2021). The achievements, experiences and labour market outcomes of First Nations, Métis and Inuit women with bachelor's degrees or higher. Statistics Canada.
Education Connections. (2017). Strengthening attendance and retention of Indigenous youth in elementary and secondary schools in Canada and beyond. 
Pelletier, T., Cottrell, M., & Hardie, R. (2013). Improving education and employment outcomes for First Nations and Métis people. Saskatchewan Educational Leadership Unit, University of Saskatchewan. 
R. A. Malatest & Associates Ltd. (2002). Best practices in increasing Aboriginal postsecondary enrolment rates. The Council of Ministers of Education, Canada.
Raham, H. (2009). Best practices in Aboriginal education: A literature review and analysis for policy directions. Office of the Federal Interlocutor, Indian and Northern Affairs Canada.