References and Selected Readings Chapter 1 Aaker, David A. (2001), Strategic Market Management, 6 th Edition. New York: John Wiley & Sons, Inc. Chakrapani, Chuck (editor) (2000), Marketing Research State-of-the-Art Perspectives. Toronto and Chicago: PMRS Press and American Marketing Association. Worcester, Robert M. and John Downham (1978), Consumer Market Research Handbook. New York: Von Nostrand Reinhold Company. Chapter 2 Deal, K.R. (2001) Affidavit of Dr. Kenneth R. Deal Gray Hammond, “International Intelligence”, PMRS Imprints (Toronto: Professional Marketing Research Society), November 1989, p. 26. Visser, John (2003), On-Line Research: Case Studies in Innovation. Presented at the 2003 Annual Conference of the Professional Marketing Research Society, Vancouver. Chapter 3 Adams, Michael (1997), Sex in the Snow – Canadian Social Values at the End of the Millenium. Toronto: Viking. Adams, Michael (2000), Better Happy Than Rich?: Canadians, Money, and the Meaning of Life. Toronto: Penguin Books Canada. Adams, Michael (2003), Fire and Ice: The United States, Canada and the Myth of Converging Values. Toronto: Penguin Books Canada. Brimacombe, Glenn G., Pedro Antunes and Jane McIntyre, The Future Cost of Health Care in Canada, 2000 to 2020, The Conference Board in Canada. Foote, David with Daniel Stoffman (2001), Boom, Bust & Echo: Profiting from the Demographic Shift in the 21st Century. Toronto: Stoddard. Posner, Michael and Gregg, Allan (1990), The Big Picture: What Canadians Think about Almost Everything. Toronto: MacFarlane Walter & Ross. Chapter 4 Anich, B. (2002) Trends in marketing research and their impact on survey research. Imprints. May. PMRS Response Rate Committee (2003) Telephone Refusal Rates Still Rising. Imprints. October. Chapter 5 Dey, I (2000) Computer-based qualitative data analysis in Marketing Research: State of the Art Perspectives (ed. Chuck Chakrapani). Chicago: AMA/PMRS Press. 265-288 Jarvis, S. (2002), Two technologies vie for piece of growing focus group market. Marketing News. March 27. Langer, J. (2001) The Mirrored Window: Focus Groups from a Moderator’s Point of View. New York: PMP. Reynolds, T.J. and J. Gutman (1988) Laddering Theory, Method, Analysis and Interpretation, Journal of Advertising Research, 28 (March), 11–31. Smith, D. (2001) Central files: The respondent tracking system. Imprints, (Feb). Chapter 6 Carroll, S. (1994) Questionnaire design affects response rate. Marketing News, 28:12. Cialdini, R. (2001) Influence: Science and Practice. 4th ed. Boston: Allyn and Bacon. Haller, T. (1983) Danger: Marketing researcher at work. Westport, CT: Quorum Books. 131-32. Lee, Raymond M. (1993) Doing Research on Sensitive Topics. London: Sage. Payne, S. (1951) Art of asking questions. New Jersey: Princeton University Press: 204. Seton, T.T. (2000) If you think a question is stupid – it is. Marketing News, 34:2. 7 Stark, D. (2002) Conducting research over the Internet – What you must do to avoid being accused of sending spam. Imprints. (Nov). Chapter 7 Agarwal, S. (2003) The art of scale development: Introduction. Marketing Research; 15:3 (Fall). 10–11.
38
Embed
References and Selected Readings - Chuck Chakrapani · References and Selected Readings Chapter 1 Aaker, David A. (2001), Strategic Market Management, 6th Edition. New York: John
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
References andSelected ReadingsChapter 1Aaker, David A. (2001), Strategic Market Management, 6th Edition. New York: John Wiley & Sons,
Inc.Chakrapani, Chuck (editor) (2000), Marketing Research State-of-the-Art Perspectives. Toronto and
Chicago: PMRS Press and American Marketing Association.Worcester, Robert M. and John Downham (1978), Consumer Market Research Handbook. New
York: Von Nostrand Reinhold Company.
Chapter 2Deal, K.R. (2001) Affidavit of Dr. Kenneth R. DealGray Hammond, “International Intelligence”, PMRS Imprints (Toronto: Professional Marketing
Research Society), November 1989, p. 26.Visser, John (2003), On-Line Research: Case Studies in Innovation. Presented at the 2003 Annual
Conference of the Professional Marketing Research Society, Vancouver.
Chapter 3Adams, Michael (1997), Sex in the Snow – Canadian Social Values at the End of the Millenium.
Toronto: Viking.Adams, Michael (2000), Better Happy Than Rich?: Canadians, Money, and the Meaning of Life.
Toronto: Penguin Books Canada. Adams, Michael (2003), Fire and Ice: The United States, Canada and the Myth of Converging Values.
Toronto: Penguin Books Canada. Brimacombe, Glenn G., Pedro Antunes and Jane McIntyre, The Future Cost of Health Care in
Canada, 2000 to 2020, The Conference Board in Canada.Foote, David with Daniel Stoffman (2001), Boom, Bust & Echo: Profiting from the Demographic
Shift in the 21st Century. Toronto: Stoddard.Posner, Michael and Gregg, Allan (1990), The Big Picture: What Canadians Think about Almost
Everything. Toronto: MacFarlane Walter & Ross.
Chapter 4Anich, B. (2002) Trends in marketing research and their impact on survey research. Imprints. May.PMRS Response Rate Committee (2003) Telephone Refusal Rates Still Rising. Imprints. October.
Chapter 5Dey, I (2000) Computer-based qualitative data analysis in Marketing Research: State of the Art
Perspectives (ed. Chuck Chakrapani). Chicago: AMA/PMRS Press. 265-288Jarvis, S. (2002), Two technologies vie for piece of growing focus group market. Marketing News.
March 27.Langer, J. (2001) The Mirrored Window: Focus Groups from a Moderator’s Point of View. New
York: PMP.Reynolds, T.J. and J. Gutman (1988) Laddering Theory, Method, Analysis and Interpretation,
Journal of Advertising Research, 28 (March), 11–31.Smith, D. (2001) Central files: The respondent tracking system. Imprints, (Feb).
Chapter 6Carroll, S. (1994) Questionnaire design affects response rate. Marketing News, 28:12.Cialdini, R. (2001) Influence: Science and Practice. 4th ed. Boston: Allyn and Bacon.Haller, T. (1983) Danger: Marketing researcher at work. Westport, CT: Quorum Books. 131-32.Lee, Raymond M. (1993) Doing Research on Sensitive Topics. London: Sage.Payne, S. (1951) Art of asking questions. New Jersey: Princeton University Press: 204.Seton, T.T. (2000) If you think a question is stupid – it is. Marketing News, 34:2. 7Stark, D. (2002) Conducting research over the Internet – What you must do to avoid being
accused of sending spam. Imprints. (Nov).
Chapter 7Agarwal, S. (2003) The art of scale development: Introduction. Marketing Research; 15:3 (Fall).
10–11.
Devlin, Susan J., H.K. Dong & M. Brown (2003) The art of scale development: Selecting a scale formeasuring quality. Marketing Research, 15:3 (Fall). 13–15.
Gleason, T.C., S. J. Devlin, & M. Brown (2003) The art of scale development: In search of the opti-mum scale. Marketing Research, 15:3 (Fall). 25–29.
Grapentine, T. (2003) The art of scale development: Problematic scales. Marketing Research, 15:3,(Fall) 16–18.
Nelems, J. (2002) The secret rules of successful marketing. Atlanta, GA: Longstreet Press. 125-131.Schmalensee, Diane H. (2003) The art of scale development: The “perfect” scale. Marketing
Research, 15:3 (Fall). 23–24.(2003) BackTalk. Marketing Research. Winter.Wittink, D.R. & L.R. Bayer (2003) The art of scale development: The measurement imperative.
www.aapor.org/default.asp?page=survey_methods/response_rate_calculator.Atrostic, B.K. & als. (2001). Non response in U.S. Government Household Surveys: Consistent
Measures, Recent Trends and New Insights. Journal of Official Statistics. Vol. 17: 2.ISER (University of Essex) Working Papers Number 2001-23: Recommended Standard Final
Outcome Categories and Standard Definition of Response Rate for Social Survey. Websitewww.irc.essex.ac.uk/pubs/workpaps/pdf/2001-23.pdf.
MacElroy, B. (2003) Persuasive e-mail invitations: 10 Steps to greater web survey response rates.Quirk’s Marketing Research Review.
Panel on Incomplete Data (1983). Incomplete Data in Sample Surveys – Volume 1 Report and CaseStudies. Academic Press.
Platek, R. & Gray, G. (1986). On the Definition of Response Rates. Survey Methodology, 12. 17–26.PMRS Response Rate Committee (2003) Telephone Refusal Rates Still Rising. Imprints. October.SISA website: http://home.clara.net/sisa/resprhlp.htmSmith, D. (2003) Recruiting: Responsibilities to the public. Imprints. April.Tremblay, V. (2003) PMRS Response Rate Definition Revisited. Imprints. October.U.S. Federal Committee on Statistical Methodology (FCSM) (1978) Statistical Policy Working Paper
4 – Glossary of Nonsampling Error Terms: An Illustration of a Semanitc Problem in Statistics.Website: www.fcsm.gov/working-papers/sw4.html.
Chapter 9Ehrenberg, A.S.C. (1981) Essays on Understanding and Communicating Data. Proceedings of a
seminar held by the Professional Marketing Research Society in Toronto. April. pp 1–5.Freedman, D., R. Pisani & R. Purves (1997) Statistics. 3rd ed. W.W. Norton & Company Utts, J. (1999) Seeing Through Statistics. 2nd ed. Brooks Cole.
Chapter 10Bender, Peter Urs (1991). Secrets of Power Presentations. Toronto: The Achievement Group.Kelley, Robert E. (1981). Consulting: The Complete Guide to a Profitable Career. New York: Charles
Scribner’s Sons.Samuelson, Paul A. and A. Nordhaus (1980). Economics, 13 ed. New York: McGraw Hill.Stephens, Edward (1975), “How to Write Readable Research Reports that Get Your Ideas Across”
Marketing News. Chicago: American Marketing Association, March 14, 1975.Sweetnam, Sherry (1986). The Executive Memo. New York: John Wiley.Updegraff, Robert R. (1980). Obvious Adams: The Story of a Successful Businessman. 2564 Cherosen
Road, Louisville; KY: The Updegraff Press, 1980 Memorial Edition
Chapter 11Bhote, Keki R. (1996), Beyond Customer Satisfaction to Customer Loyalty. New York: American
Management Association.Chakrapani, Chuck (1998), How to Measure Service Quality & Customer Satisfaction. Chicago:
American Marketing Association.Dolan, Robert J. and Hermann Simon (1996), Power Pricing. New York: The Free Press.Nagle, Thomas T. and Reed K. Holden (2002), The Strategy and Tactics of Pricing. Upper Saddle
River, NJ: Pearson Education.Ogilvy, David (1983), Ogilvy on Advertising. Toronto: John Wiley & Sons Canada Limited.Urban, Glen L. and John R. Hauser (1993), Design and Marketing of New Products. Englewood
Cliffs, NJ: Prentice Hall.
428 | REFERENCES
This course provides the opportunity for you to learn about an important marketingmanagement activity through a hands-on experience. You get to conceive of a researchproject for a real client, design the study, carry it out, and report on the results in a pro-fessional manner that will make you proud of your efforts. This is a rare educationallearning experience that will stay with you long after you have graduated. By payingattention and working hard, you will gain highly desirable skills that can be transferredto a real job situation.
This course has a very useful slogan: GET STARTED EARLY. Memorize the slogan.It is based on many years of working with students in marketing research projects. Whynot profit from this experience? Get started early on the research proposal for yourclient. Get started early on the questionnaire design. You get the idea? The sooner youstart, the sooner you can finish and the less pressure you will feel.
The research project in this course is a team effort. Since there are five members onyour team, for example, you need to be pulling 20 percent of the workload. If you don’t,your peers will have a chance to even the score where it counts most: the final coursegrade assigned to you as an individual student. This means that shirking your share ofthe group project may mean that your individual project mark might fall substantiallybelow the full mark assigned to the group’s final report. See the Peer Evaluation Sheetin Exhibit A-10.
A few tips:
1. You probably produce all your written work (case report, project questionnaire,research report) on a word processor now; but if you don’t get in the habit ofworking in this manner. In this way, required changes can be made swiftly andpainlessly. Back up all your word processing files with copies. You are responsi-ble for safeguarding your reports against possible loss after being submitted forgrading.
2. All material to be handed in or approved by your instructor must be typed 1.5spacing on 8 1/2” X 11” paper. Nothing handwritten will be accepted orreviewed. Drafts of interviewer-administered questionnaires may be on 8 1/2”X 14” paper.
3. Effective communication is an essential component of success in the business
A Step-by-Step Approach to Conducting a MarketingResearch Survey ProjectThose who do the work get the learning!
A P P E N D I X A
world. This course emphasises effective communication, both written and oral.All assignments—written and oral—will be evaluated both in terms of theirsubstantive content as well as their communication effectiveness.
4. Budget your time wisely. The work cannot be done properly on the last week-end before it is due. Writing the report will take several days on its own! Donot assume that the printer you might use will be able to handle your graphics.Try a test page with them prior to submitting your report.
Research Project ScheduleAbove all else, keep in mind that everything you do in this research project for a clientreflects on your educational institution, your department, your professor, and yourresearch team. Over the years, your educational institution has developed a good repu-tation with the business community and the public. Let’s foster it through conscientiouswork, competence, integrity, professional practice, and totally ethical behaviour.
A. PROJECT TEAMS1. Form a team of 5 members, immediately, and select a company name.2. All team members must be in your section of this course.3. Select one member as project leader through a secret ballot. (Don’t ask, just do
it.)4. Questions about your project will be discussed in your instructor’s office only
if the project leader is present. No exceptions.5. Submit with a list of the team members using Exhibit A-1. The team, or “com-
pany,” name can be added later, as can the client name and the project title. Bereally careful when you write the email addresses.
B. PROJECT LEADER1. Project leader, delegate the work on this semester-long project to yourself and
your team members. Take on one-fifth of the workload. Assign one-fifth of thetotal effort to each of your colleagues.
430 | APPENDIX A
EXHIBIT A-1 (Your Course Number)—Marketing Research Teams
Project Team # ______________________________________________________________________
2. Take a calendar and agree, in writing, with each member when, exactly, his/hercomponent of the project will be due. Make each colleague specify, up front,any foreseen absences during the semester (a family wedding, a booked week-end, exam studies) so that you can plan around these. The last thing you wantis a group member who does not deliver by a due date, leaving other membersstranded without the component needed for the next phase of the project.
3. Be firm with any slackers. Don’t tolerate sloppy work and bad behaviour. It candamage the overall quality of your project. If a slacker doesn’t get the message,assemble the group and confront the slacker, directly.
4. Your best friend in this course is a single-sheet calendar stretching fromSeptember to December, on which you have marked out key dates, key tasks,key people on each job, and phase-completion deadlines. Consider setting upan MSN Groups page for your marketing research group.
C. CLIENT1. By <insert a date about 2 – 3 weeks into the semester>, your group must have
obtained a client in need of survey research. Avoid potential clients who simplywant “some research done.” Find a client who has a burning question andknows what type of market information will be needed to solve a clearly artic-ulated problem. Consider interviewing several firms and select that project thatinterests you and that really needs the marketing information.
2. Ensure that your prospective client is fully aware that you will be billing theorganization for your group’s out-of-pocket costs for conducting the study(generally between $200 and $500). You may wish to bill the client for one-halfof your expected costs at the beginning with the remainder billed after youhave submitted your final report.
D. FINDING PROJECT PROSPECTSYour community is full of organizations that need to know more about their marketsand to better understand their marketing functions. Your prospects can range fromsmall local companies, community social organizations, local government agenciesthrough to national and international corporations.
The small organizations will probably never be able to pay a marketing researchfirm to conduct professional marketing research; they’re just too small and commercialmaketing research can cost quite a bit of money. You will be their one and only linkageto more professional marketing of their products and services. Most local social andservice organizations will never be able to conduct commercial marketing research butdesparately need to better market their services and more fully understand the needs oftheir current and prospective clients.
Why would a large corporation contract a student group to conduct marketingresearch? There are two main reasons: 1) often marketing research managers have projectideas that they would like to more fully understand before committing to a commercialresearch activity, and 2) many marketing researchers genuinely look forward to the oppor-tunity to work with students and to teach them about commercial marketing research.
E. YOUR FIRST MEETING WITH YOUR PROSPECTIVE CLIENTSchedule your first meeting with a prospective client when all your team can attend.Begin the meeting by introducing yourselves and explaining that you are conducting amarketing research survey project as a required course project. Read at least the firstthree chapters of this text so that you have a general idea about marketing research, anddo not pretend that you are experts. Your client needs to understand that you are a team
A Step-by-Step Approach to Conducting a Marketing Research Survey Project | 431
of students conducting a marketing research survey for the first time. Do not buildunreasonable expectations in the mind of your client.
You primary job during this first interview is to understand your client’s needs formarketing information that can be obtained through a survey. Most clients are verypleased to discuss their businesses and their marketing needs with a group of interestedstudents. You should all look and act bright, interested in their problems and highlymotivated. Ask many questions, pay attention to the answers and write down what yourclient says. By the end of the interview, you should have enough information to specifythe background of the study, the objectives, scope and likely field methodology.
Make sure that you understand the statements made by your client. If you don’tunderstand, repeat their statement and ask them to clarify its meaning. When you thinkthat your client has stated an objective for the project, ask directly if that is one of theproject objectives. When you have clarified several objectives, ask your client to tell youthe rank order of importance of those objectives.
Make sure that you understand the scope of the project, i.e., basically the size of theproject in terms of the nature of the parent population, the size of the sample, the sam-pling procedure and so on. Do not take on more than you can comfortably achieve dur-ing the term. Most student projects that involve interviewer-administeredquestionnaires are limited to samples of about 150. Let your client know the size of yoursample if it has been specified by your instructor.
Your client needs to know that their organization is responsible for covering all ofyour out-of-pocket costs. Do not surprise your client with a bill at the end of the proj-ect; get this out of the way during your first meeting. In fact, you might tell them that itis normal industry practice to bill 50% at the beginning of the project and the remain-der at the end. (Actually, standard practice is 50% up front, 30% after the fieldwork hasbeen completed and 20% at the end; but this invoicing might be too much detail for asmall project.)
You are responsible for conducting yourselves ethically and professionally when inter-acting with your client; read Chapter 12 prior to your first meeting with your client and payspecial attention to the responsibilities between research suppliers and research clients.
F. SUBSEQUENT MEETINGS WITH YOUR CLIENTYou might get enough information during your first meeting to write a good draft orfinalize your project proposal. In some cases, you might need to have one additionalmeeting with your client to clarify some points and finalize the objectives and scope.
G. YOUR PROJECT PROPOSALAfter your first client meeting, write the project proposal. If your first client meetingproduced enough information, you might be able to finalize your draft proposal andsubmit it to your professor for evaluation. Do not submit your proposal to your clientwithout your professor’s approval. Many student teams have tendencies to promise toomuch to complete during their first study that spans about two to three months. Also,your professor will be able to provide valuable advice that can substantially improveyour proposal and your overall project.
H. YOUR RESEARCH PROPOSALNo later than about four weeks after the beginning of the course, the final draft of yourgroup’s research proposal must have been formally approved by your professor. It must be a typed draft—not handwritten. Following your professor’s approval, or any requested changes, you may proceed to retype the final draft and make three copies. Yourclient is not to see the final proposal until it has been approved by your professor.
432 | APPENDIX A
On the last page of each copy of the proposal must be the Agreement of Intentform (see attachment at end), signed by every member in your group. Have all threecopies of your proposal signed by your professor. Lastly, get your client to sign all three copies. After all parties have signed, distribute copies, as follows:
1. Client2. Professor3. Retained by Project Leader.
The Agreement of Intent (p. 435) form asks you to insert the client’s name and theconsultant’s name. As consultants, give your team a name (e.g., KPCD Group).
Your team’s research proposal must look professional. Remember that you are deal-ing with a business client. All of your contacts with your client must be conducted in aprofessional manner. Dress up whenever you visit your client. Don’t show up unpre-pared and disorganized. Have a list of clear objectives that you want to accomplish dur-ing every meeting with your client. Even telephone calls to your client should becarefully thought out so that using your client’s time achieves a very specific goal. Thisclient-contact experience is excellent training for your future career in the businessworld. Therefore, every group member should share the experience: visit your client asa complete group—never individually. In addition, ten ears are better than two earswhen investigating your client’s problem and research needs.
When writing your proposal, include the headings in the Format for ResearchProposals guideline that follows.
I. Format for Your Research ProposalThe research proposal lays out your plan of research for this project. It answers the ques-tions: (1) What is the problem being investigated? (2) How will this problem be studied?(3) What can the client expect to get at project completion?
It should include the following (use the same headings and sequence listed).
COVER LETTERA letter to your client’s contact person, giving the reason for submitting the proposaland reasons why your client prospect should assign the project to your consulting team.At the end of the letter, include each team member’s home and alternate telephone num-bers; this is to ensure that clients do not call your professor to relay messages to theproject team.
TITLE PAGETitle of the project, client’s official name, contact person’s name, date, full names andtelephone numbers of all project team members.
1.0 STUDY BACKGROUNDDescribe your client’s company/organization very briefly. Describe the problem, the sus-pected cause of the problem, and the company’s present situation. Carefully explain whythe research is needed!
2.0 OBJECTIVES AND SCOPE OF THE PROJECTState the objectives for the project that you have clarified with your client and present-ed to your professor. You might also include additional research questions or researchhypotheses. These should be listed and worded as exactly as possible. Most projectsinclude approximately four to six main objectives.
A Step-by-Step Approach to Conducting a Marketing Research Survey Project | 433
The scope of the project should include a definition of the relevant population fromwhich the sample will be drawn, the geographic region from with the sample will bedrawn, the basic nature of the main components of the questionnaire (not a lot ofdetails here) and a very basic statement of the expected timeline.
3.0 RESEARCH METHOD PROVIDE THE FOLLOWING IN AS MUCHDETAIL AS POSSIBLE. BE PREPARED TO DEFEND YOURMETHODOLOGY.
● Type of research design. Will it be exploratory, descriptive, or causal? (SeeChapter 2.) (Your project will likely be exploratory with descriptive compo-nents. It is highly unlikely that your project will be designed to address causality.)
● What types of secondary data will you gather in order to clarify the researchquestions and/or determine your research design?
● What primary data collection procedures will you probably use?● Define the population from which you will be sampling.● Specify your sampling plan. Probability/Non-probability?● Specify method of data collection, i.e., telephone/personal interview/mail
questionnaire/internet survey?● Specify the types of data analysis which will be needed. (Basically, state that the
data will be analysed using the Statistical Package for Social Science (SPSS) orExcel. Frequencies, cross-tabulations and other appropriate statistical analysiswill be conducted.)
● Limitations of the project. (It is ethical behaviour to realistically set your client’sexpectations in the proposal than to let them think that they will be gettingmore than you can provide.)
● It will be helpful for your client and your study team to very clearly identify thestudy methodology. Many clients appreciate having road maps of the researchsteps. Provide one or two diagrams that show the project steps.
4.0 PROJECT SCHEDULEProvide a time schedule for the project. A Gantt, CPM or PERT chart, or other visualdiagram of your timeline is very useful. If available, you might consider using MicrosoftSchedule to help develop your project schedule.
Schedule the following key tasks or stages in your project:
● Secondary data collection. ● Design, pre-test, and revision of questionnaire.● Drawing of sample frame and identification of respondents.● Execution of survey fieldwork.● Retrieval, coding, and editing of data.● Analysis of the survey data.● Interpretation of data for simple and understandable communication of key
findings.● Written report and oral presentation of findings.
5.0 PROJECT BUDGETItemize a budget for your anticipated out-of-pocket expenses (typing services, printing,transportation, telephone, stationery, postage, binding, paper, etc.) The standardmileage charge for research use of your private automobile is 35c/ per kilometre. Total
434 | APPENDIX A
costs can range between $200 and $500. Typing and duplication services MUST NOTBE DONE BY YOUR CLIENT, even if the client offers to do this. Experience has shownthat this does not work out and can severely disadvantage your project. Keep control ofeverything that you can.
6.0 ORGANIZATIONAL PROFILE OF YOUR TEAMProvide an organizational chart of the project team. Indicate the project leader and thefunctions of each team member. A short profile highlighting each team member’s spe-cial skills, strengths, and project contributions is useful.
AGREEMENT OF INTENT The Agreement of Intent form should be retyped for yourspecific client. Give your project team a name (e.g., KPCG Group) and insert it where itsays “project team.”
Name of Your Educational Institution _______________________________________________`
Name of Your Faculty, School, Division or Department ___________________________________
* AGREEMENT OF INTENT *
Marketing Research Student Project
This agreement is made in triplicate this ____________ day of __________________, 200__,
between (CLIENT’S NAME) and the (PROJECT TEAM), hereinafter called the “CLIENT” and the
“CONSULTANT.”
The undersigned parties are in agreement with the intent and nature of the research as
described in the proposal. The “CLIENT” agrees to assume responsibility for the “CONSULTANT’S”
out-of-pocket costs. No consulting fees other than the “CONSULTANT’S” costs will be charged.
The “CONSULTANTS” will endeavour to provide a meaningful analysis of the subject matter by the
date stated in the proposal and otherwise adhere to the schedule of activities.
The “CLIENT” recognizes that the “CONSULTANT” is a group of students from <Educational
Institution, Faculty, or Department> and that this project is a requirement of their marketing
research course. Their course mark will depend heavily on the success of this project. The “CON-
SULTANT” is in most cases executing a marketing research project for the first time and claims
J. DATA COLLECTION: SECONDARY INFORMATIONSecondary information is not always used within a complete survey research project.When it is used, it is most often helpful to provide information prior to beginning theprimary data collection, whether qualitative or quantitative. See Chapter 3 for detailedinformation on accessing and using secondary information.
A Step-by-Step Approach to Conducting a Marketing Research Survey Project | 435
K. QUALITATIVE RESEARCH: FOCUS GROUPS AND IN-DEPTHPERSONAL INTERVIEWS
Most student projects do not include focus groups or other forms of qualitativeresearch. Focus group moderation is a skill that is acquired through experience, reflec-tion, and study with experts. While some students can acquire basic facilitation skillsquickly, most prefer not to tackle focus groups during their first survey project. In addi-tion, the timeline of having one semester to conduct a marketing research survey proj-ect is very tight even without attempting to schedule two or more focus groups. If yourteam decides to consider integrating focus groups into your project, study Chapter 5 indetail.
L. QUESTIONNAIRE DESIGN AND METHODS OF SURVEY DATACOLLECTION
Follow the guidelines in Chapter 6 for developing your questionnaire. After your pro-posal has been accepted by your client (and professor), your next steps are to developthe questionnaire and the sampling protocol. You should develop a good draft ques-tionnaire and then meet with your client to discuss your questions and to consider otherquestions that your client will propose. Remember that one of the most challengingfacets of marketing research is measuring respondents’ attitudes; concentrate on mas-tering Chapter 7. This will take one or two face-to-face meetings with your client andsome emails or faxes back and forth. When you then have a good final draft, presentyour questionnaire to your professor for review. Integrate your professor’s suggestionsinto the questionnaire, review the questionnaire with your client, and see if there are anylast changes to the wording or format.
After your questionnaire has been finalized, you should still have 4 to 6 weeks leftbefore your final report is due.
A few hints:
1. Each questionnaire needs an introduction to explain the survey to respondents,one or more sections of questions, demographic or firmographic questions atthe end, and a final thank you to each respondent.
2. If the questionnaire is to be interviewer administered, make sure that it is con-versational.
3. Pretest the questionnaire within your group, among a few students not in thecourse, and then on several people who could qualify as respondents. Alter thequestionnaire as appropriate.
4. The words, phrasing, and format are all important; make sure that everythingworks well.
M. SAMPLE DESIGN AND SAMPLE SELECTIONM.1 Sample Size. The size of the sample will probably be specified by your professorto ensure that it is not so large that you will not be able to achieve the target and that itis large enough so that you can conduct a reasonable analysis. Consider the followingguidelines:
a. Interviewer administered surveys are time intensive. The sample size shouldnot be any more than about 150 for a five person team.
b. Internet surveys for student projects will likely be limited by the sample list of
436 | APPENDIX A
email addresses obtained from some source, usually your client. Since internetfieldwork is tremendously time efficient, the sample size for most studentinternet surveys will be limited by the sample list and the time span betweenwhen the emails are sent and when the analysis must begin in order to finishthe report on time.
c. The sample size for other formats, such as drop off and pick up, should be dis-cussed with your professor and your client.
M.2 Sampling Procedures When developing your sampling plan; you will needto consider whether you will be drawing a non-probability sample or a probability sam-ple. While it is best to draw a probability sample, this is not always possible given thelimited timeline and budget of most student projects. Consider whether you will needto conduct stratified sampling and whether that will be proportional or disproportionalsampling. Think about whether the sample will need to be weighted before analysis.
N. DATA COLLECTION: FIELD PROCEDURES AND ETHICALTREATMENT OF RESPONDENTS
The field procedures used need to be well planned and very carefully executed. If thesurvey will be interviewer administered, it is important that all interviewers rehearsetheir communication skills. Rehearse the field interview fully within your group androle play the friendly respondent as well as the difficult respondent and develop ways tohandle a variety of situations.
You must concentrate on the details to ensure that your fieldwork is executed prop-erly; study Chapter 8 in detail.
O. PRELIMINARY ANALYSIS AND INTERPRETATION OF DATAO.1 DATA REDUCTION, PROCESSING, AND TABULATION Most student projects areconducted using telephone interviews, personal interviews, or using the internet. Ifyou’re using internet surveys, your data is automatically captured in computer usableform. You might have to convert from the internet survey application to an applicationfor analyzing the data, perhaps Excel or SPSS.
If your survey was conducted as a telephone interview, a face-to-face interveiw, or aself-administered paper-and-pencil questionnaire, you will have to transcribe the datafrom the paper questionnaire into a computer format. In many cases, it is easiest to enterthe data into an Excel spreadsheet or into an SPSS spreadsheet. If several students areeach entering data, it might be best for each person to generate an Excel spreadsheet andthen just copy and paste from each spreadsheet to a master spreadsheet when all datahas been entered. One of the team members should generate a variable name for eachsurvey question and enter these labels in the first row of a master Excel spreadsheet tem-plate that should then be distributed to each of the team members. All team membersthen enter data into spreadsheets that have the same format and variable names. Thiswill simplify the next step.
The first column in the spreadsheet will contain sequential integer numbers, eachof which identifies one respondent in the survey. In the first row of the first column,enter “ID.” Whatever variable label is chosen for the first question in the questionnaire,is typed into the cell in the second column of the first row, and so on until all questionvariable labels have been entered into the first row of the spreadsheet. The first few rowsof the spreadsheet might look like Exhibit A-2.
A Step-by-Step Approach to Conducting a Marketing Research Survey Project | 437
If you are using SPSS to analyze the data, follow these steps to move the data fromExcel to SPSS:
1. Open SPSS;2. Pull down the File menu, then Open and Data
EXHIBIT A-3 Directing SPSS to Open a Data Set
EXHIBIT A-2 A Typical Spreadsheet Containing Answers to a Survey Questionnaire
438 | APPENDIX A
3. Find your Excel file that contains your survey data and click on that file.
EXHIBIT A-4 Pointing to the Excel Speadsheet Containing the Survey Data
4. When you see
EXHIBIT A-5 Directing SPSS to Open the Spreadsheet andto Read the Variable Names From the FirstRow of the Excel Spreadsheet
A Step-by-Step Approach to Conducting a Marketing Research Survey Project | 439
5. You should now see the SPSS spreadsheet based on your Excel spreadsheet.Save this SPSS spreadsheet file and make a backup for each team member.
440 | APPENDIX A
EXHIBIT A-6 An SPSS Spreadsheet Constructed by Accessing an Excel Spreadsheet
6. Notice that there are two tabs at the bottom left corner of the SPSS spread-sheet; one is called Data View and the other is called Variable View. VariableView provides features that help in formatting the data file, adding variablelabels, value labels, specifying missing values, etc.
7. You now have the raw materials for analyzing your data in SPSS, one of thebest and most easily usable of the general purpose statistical analysis applica-tions.
O.2 DATA ANALYSIS: BASIC QUESTIONS Well over 50% of all data analysis in mar-keting research involves frequency distributions and cross tabulations or contingencytables. This is very basic analysis, but essential to every project whether this is all theanalysis that is ever conducted on the data or if this provides the preliminary basis forfurther investigation using more involved statistics.
SPSS provides a broad range of statistical analysis features, including “Frequencies”and “Crosstabs.” Exhibit A-7a shows how to access Frequencies by pulling down the“Analyze” menu and sliding over through the Descriptive Statistics tab to Frequencies;you should see that Crosstabs is also on the Descriptive Statistics menu.
A frequency distribution from SPSS looks like Exhibit A-7b.
EXHIBIT A-7 Frequency Distribution from SPSS
(a)
(b) How you came to the library today.
CumulativeFrequency Percent Valid Percent Percent
Valid One Reason 403 51.7 52.3 52.3One of Several 304 39.0 39.4 91.7Several 64 8.2 8.3 100.0Total 771 99.0 100.0
Missing System 8 1.0Total 77.9 100.0
A crosstabulation is presented in Exhibit A-8 and shows that 53.6% of femalerespondents said that they went to the library for one reason while 51.3% of malerespondents gave that answer.
EXHIBIT A-8 SPSS Crosstabulation
How you came to the library today. * Gender of Respondent Crosstabulation
Gender of RespondentHow you came to the library today Female Male TotalOne Reason Count 184 218 402
% within Gender of Respondent 53.6% 51.3% 52.3%One of Several Count 133 169 302
% within Gender of Respondent 38.8% 39.8% 39.3%Afterthought Count 26 38 64
% within Gender of Respondent 7.6% 8.9% 8.3%Total Count 343 425 768
% within Gender of Respondent 100.0% 100.0% 100.0%
There is a broad range of statistical analysis that can be performed using Excel, SPSSor one of many other statistical applications. Read Chapter 9 and “A Student’s Guide toSPSS 11.0 for Windows” by K. Deal and published by Prentice-Hall Canada for addi-tional information on performing statistical analyses of survey data.
A Step-by-Step Approach to Conducting a Marketing Research Survey Project | 441
P. THE RESEARCH REPORT AND THE FIRM’S MARKETINGINFORMATION SYSTEM
Chapter 10 provides detailed information on how to organize and write your researchreport and research presentation. You might follow the guidelines below to help prepareyour report and presentation of key findings.
P.1 IN-CLASS PRESENTATIONS
1. The final week of classes is devoted to formal in-class presentations of yourresearch projects. You are encouraged to invite your client to attend.
2. Attendance at these presentations, including all students not making a presen-tation, is mandatory
3. The order of group presentations will be assigned by your professor. Thoseprojects where clients will attend the presentations are scheduled first.
4. Developing good communication skills is critical for anyone seeking a career inbusiness. Your presentations in your college and university courses provideexcellent opportunities to learn and use these skills. All of your team membersshould share equally in the presentation for your group. Focus on being goodcommunicators who can explain the complexities of your project interestinglyand vividly to a class that has never before seen your work and has no idea ofwhat your team did
5. Your presentation must be professional. Dress for the occasion. Use appropriateaudio-visual displays. Time the talk precisely. You are allowed exactly 15 min-utes plus 5 minutes for questions.
6. A week in advance of your presentation date, your team members should pre-pare well-designed presentation material. Use a few, well-chosen exhibits toreveal to the class your most interesting and valuable findings.
7. As part of your professor’s evaluation of your group’s research project, he orshe will grade your in-class presentation.
8. Base your in-class presentation on the following outline:
Background
● Who is the client? How was this client found?● What is the product/industry/service/concept?● What is the client’s problem; why was the research needed?
Research Implementation
● What is the population of interest?● What did you use as a sample frame?● How did you sample?● What were some of your team’s first-hand experiences in the field (funny occur-
● What are the answers to your key critical questions? Don’t go through each ofthe research hypotheses.
● Most interesting and valuable findings?● Any surprising findings?
Implications
● What, exactly, should your client do now?● What did you learn from this research experience?
442 | APPENDIX A
Q. THE BIG DAY1. ___________________ is the day when several things must be delivered, by
11:30 A.M. Do not deliver anything to my office but to the Marketing AreaSecretary, _____________, deliver the following:a. Your group-project report;b. Your optional, confidential Peer Evaluation Sheetsc. The questionnaires from your project.
2. You will need to prepare an invoice for your expenses and present it to yourclient. See the attached sample invoice.
3. Submit a completed Peer Evaluation Sheet, deliver it separately and in personto the Marketing Area Secretary in a sealed envelope, marked “CONFIDEN-TIAL: For Prof. Deal.”
4. Group-project reports that are received late will be graded with the followingpenalty scale: one grade level (e.g., from A– to B+) for each day beyond thedeadline.
5. See the attached Outline of Research Report for the required format of yourgroup-project report.
R. OUTLINE OF RESEARCH REPORTGuidelines: The research report should include the following (use headings andsequence listed):
CoverDirectly on the cover of your report, give the project title, date the report was pre-pared, name of client’s organization, by whom prepared, supervising professor.Executive SummaryOn a single page, briefly summarize the major findings of your study, in point form.Table of ContentsA listing of contents of the report and page numbers.
1.0 INTRODUCTIONThe introduction provides background information that the reader needs, in order toappreciate the discussion in the body of the report. Mention should be made of yoursponsor and the management problem that they are confronted with. It should give thebackground of the problem (for example, how and when it came into existence), theimportance of the problem, the various dimensions of the problem, and whether anyprevious research was done which is pertinent to the specific project being reported.Unfamiliar terms or terms that are used in a specific way in the report should be definedhere. Any history that would be pertinent to the problem should be mentioned (forexample, history of business, industry, etc.)
2.0 STATEMENT OF RESEARCH OBJECTIVESBegin the research report with a statement of your objectives and/or research hypothe-ses. These should be stated as clearly as possible. If possible, list them one by one.Indicate which are primary objectives and which are secondary.
3.0 RESEARCH METHODOLOGYDiscuss your sampling and field procedures and any other pertinent methodologicalinformation. Include discussion of your secondary data search here. Following are someof the questions which should be answered here:
● What type of research design was used?● Why was this type of design used?
A Step-by-Step Approach to Conducting a Marketing Research Survey Project | 443
● What data collection methods were used? (primary, secondary; survey, obser-vation).
● What data collection devices were used? (telephone, personal interviewing)● Why were these devices appropriate for this project?● How was the population defined? What were its geographic, demographic, or
other bounds?● What sampling units were employed? Were they business organizations or
business executives? Were they dwelling units, households, or individuals within a household? Were they students or non students?
● Was a probability or non probability sampling plan employed? Why? How wasthe sample actually selected? How large a sample was selected? Why was thissize sample chosen?
● How was a list of sampling units generated? Why was this method used?● Were any difficulties experienced in contacting designated sample elements?
How were these difficulties overcome and was bias introduced in the process?How was the fieldwork done?
● Was any pretesting of the questionnaire done?
4.0 FINDINGSRemember, a client has paid money to have you ask certain questions. As a startingpoint, the client wants to know how the questions were answered. The fancier hypothe-sis testing is the cream but do not forget the milk! Charts, tables, and graphs can saymore than paragraphs and prose. Make sure your findings are understandable to a gen-eral audience.
Absolutely no statistical or marketing research jargon should appear in this sec-tion. There must be no statistics in this section, only in the appendices.
Introduce and report the results of your analysis of the data (including findingsfrom secondary data sources). Categorize your findings under the subheadings of yourresearch objectives and/or hypotheses. Provide an interpretation for the results of what-ever analysis you do. Omit any information that is interesting but irrelevant in terms ofthe specific research objectives and/or hypotheses. Tables and figures should be used lib-erally when presenting the results. While the tables in the appendix are complex,detailed, and apply to a number of problems, the tables in this section should be simplesummaries of this information, directed to the specific research objective and/orhypotheses being discussed.
5.0 SUMMARY AND CONCLUSIONSMake some final conclusions about the results of your analysis. Relate your conclu-sions/findings to the objectives/research questions you listed at the beginning of thereport. A step-by-step development of the conclusions should be given. There should bea conclusion for each study objective or problem. The conclusions should be stated ingreater detail than in the executive summary. Readers should be able to read the objec-tives, turn to the conclusion section, and find specific conclusions relative to each objec-tive. If the study does not provide evidence sufficient to draw a conclusion about aproblem, this should be explicitly stated.
Note: Marketing recommendations are not included in this section. This is only asummary of the analyses of your major research questions.
6.0 MARKETING RECOMMENDATIONSThis section includes recommendations as to what action, if any, the firm should take.
444 | APPENDIX A
It can also be used to suggest future areas of research. It should be clearly demonstratedhow each recommendation follows from the information presented earlier in the report.(For the learning process, you should make recommendations in both your CaseAnalysis and Term Project. Keep in mind that you are a consultant and do not knowyour clients’ businesses as well as they do.)
7.0 METHODOLOGICAL LIMITATIONSDiscuss the limitations of the data in terms of your objectives (for example, indicate anycrucial variables you found were missing from the data). Also possibly suggest somemodifications for the study and questionnaire which you would recommend for a futurestudy. Sources of non-sampling error and the suspected direction of their biases mightbe discussed. Readers should also be informed specifically as to how far the results canbe generalized. Research design limitations could be discussed. For example, if the studyis exploratory and designed to find new hypotheses, readers should be warned not toconclude that the results are an accurate measure of the phenomenon studied. If partic-ular questions in a survey seem to have confused respondents, the readers should bewarned to use particular care in interpreting the results of these questions. If many not-at-homes or refusals were encountered in the fieldwork and substitutions were made,readers should be cautioned as to the effect this could have on the results. In general,include anything which might qualify your findings, conclusions, and/or recommenda-tions. In describing any limitations of the study, indicate how much the limitationsmight affect the results and in what direction.
8.0 APPENDIXThe purpose of the appendix is to provide a place for those report items which wouldclutter up the Findings section, because they are either too detailed or too specialized.For example, the appendix may contain a detailed statement of the sample design, theformulas used to determine the sampling error, detailed statistical tables, and the vari-ous research forms used, such as the questionnaire. Nothing should be relegated to theappendix if its absence from the Findings section will make it difficult for the reader tounderstand the results. If certain data are discussed in any detail, the tables containingsuch data should be included in the findings, at that point. In many cases, the mainideas can be presented graphically in the Findings section. In that case, the tables onwhich the charts are based should be included in the appendix. Following is a furtherlist of things that can be included in the appendix (although it is not limited to these).
● Include general information from secondary data: tables, references or annotat-ed bibliography, advertisements, etc.
● Maps used to draw the sample as well as a detailed explanation of the sampledesign used. Sample size determination.
● Detailed calculations for hypothesis testing or confidence-level determinations.● Coding manual used in coding the data.● Summary of responses to all questionnaire measures, written directly onto the
answer spaces of a blank questionnaire.● Completely blank questionnaire used in the study.● To make it easier for the reader to refer to these appendices, index tabs must be
used. Never bury important findings in the appendices—put them in the bodyof your report.
DO NOT GET CARRIED AWAY HERE. REMEMBER THAT LONG REPORTSAND LONG APPENDICES ARE NOT READ BY CLIENTS! PUT IN ONLY THOSEITEMS THAT ARE PERTINENT!
A Step-by-Step Approach to Conducting a Marketing Research Survey Project | 445
Format for Findings Section—Extremely ImportantFindings: Answers to Questionnaire Questions
Answers to each question must be provided, whether the finds were “significant” ina statistical sense or not. Some of these findings should be presented in graphs, some incharts, and some in tables. Basic findings can be stated very simply, for example, “46%of the respondents were male and 54% were female.”Findings: Marketing Hypotheses
Address each hypothesis in turn, providing a full business interpretation.Appropriate use should be made of graphs, tables and charts.
FORMAT FOR APPENDICESAppendices: Table of Contents for AppendicesAppendix 1: Glossary of Terms (including a basic explanation of the statistical testsused)Appendix 2: QuestionnaireAppendix 3: Coding ManualAppendix 4: Frequency Distributions (The frequency distributions for each questionin the order in which the questions appeared in the questionnaire.)
NB: It is necessary to provide all the statistical information as explained below in“Appendix 5” for those relationships that are found to be “statistically significant.” It isnecessary to provide the detailed statistical output from SPSS as described below in“Appendix 5” for only two hypotheses that are found to be “not statistically signifi-cant,” i.e., just two sets of results, not for every one. For the “not significant findings,”list the findings in a table similar to that presented below.
Hypothesis Variables Test Significance (p) Conclusion
H1: ________ 1. Intention to Chi-square 0.090 Not Significantbuy (Q. 27)
2. Income (Q. 32) ANOVA 0.12 Not Significant
H2: ________ 1. Awareness Chi-square 0.38 Not Significant2. Income (Q. 32)
Appendix 5: Hypothesis 1 (State the hypothesis as HO and Ha and then provide all ofthe findings, analysis and interpretation that is relevant for the testing of that hypothe-sis. Statistical information, notation and terminology may be used here. Also include“business interpretations” of the analysis. Explain or state any manipulations of the datathat you performed to prepare the data for each analysis. In the case report, Xeroxedcomputer output can be used, but notations and explanations should be added. For theterm field project, the SPSS output should be sent to a file, taken into your word proces-sor and then altered to make it easily read and interpreted. An alternative to the filetransfer would be to retype the appropriate tables, charts, and graphs. Graphs and chartscan be used in the appendices in addition to the tables.)Appendix 6: Hypothesis 2 (Same as above.)Appendix 7-?: Hypothesis 3,4 (Same as above.)Appendix xx: Verbatim Comments (If important verbatim comments can be extractedfrom the questionnaire, summarize them in this appendix.)
Use labelled tabs on the first (title) page of each section and each appendix
446 | APPENDIX A
Report Requirements:
1. Communication is very important in research. Accordingly, the evaluation ofyour report will be based, in part, on the accuracy and clarity with whichyour findings are presented. Remember that this report must be understand-able to your client (The appendix should include the more technical details).
2. Use subheadings and headings where appropriate to improve the communica-tion of your findings. Underline to emphasize. Headings should be presentedconsistently throughout your report (either centred or left-justified).
3. Sections should be titled and a numbering system used (2.0, 2.1, 2.1.1, etc.).4. Use tables, graphs, and charts if they will summarize and clarify results.5. Present general findings from secondary information in main body of report.
Detailed secondary information should be located in the appendix.6. In the summary section of the report, no tables of data or statistics should be
presented. New information should not be presented here.7. The presentation of hypothesis tests or statistical analysis MUST be left in the
appendix to the report.8. Labelling the appendix for each type of information makes it easier to refer-
ence (for example, Appendix A, Appendix B, ... , Appendix H). YOU MUSTUSE INDEX TABS FOR APPENDICES.
9. Make the report look professional: use only one type of paper, use only oneprinter, use a good binder, and be neat. Draw all graphs and charts carefullyand neatly.
10. Correct all typographical errors. Use correct grammar. A good report is dis-credited because of these errors even though the report is methodologicallysound.
11. Refer to appendix numbers and table numbers within appendices from themain body of your report.
12. Keep the body of the report to a maximum of 40 pages, excluding appendices.But remember—“Short is beautiful.” There have been 20 page reports.
13. Each member of your group, your client, and your professor must have acopy of the final report.
14. Final reports are not returned to students. They can be read after the finalexams. Grades will be posted.
BUSINESS ______________________ – FALL 20____Marketing research term project group evaluations
Instructions:
1. You are to assign to each person in your group an amount of money whichrepresents each individual’s contribution to the project.
2. Your total budget to distribute among the people in your group is $1,000 *(the number of people in your group).
3. For example, if there are 5 people in your group, then pretend that you have$1,000 * 5 = $5,000 to pay out to the group.
4. If everyone contributed equally to the project, then pay each person $1,000.5. Adjust the fee to each person according to your honest personal assessment
of the value of each person’s contribution. In our example, the fee could beas low as $0 or as high as $5,000.
6. Your evaluation is to be done by you with no consultation with others inyour group or from other groups.
7. In most cases, these evaluations will be valuable input to your professor in
A Step-by-Step Approach to Conducting a Marketing Research Survey Project | 447
allocating marks. However, your professor might decide not to use the eval-uations for some groups under unusual circumstances.
8. Treat this evaluation seriously.9. Make sure that the fees paid add to $1,000 * group size.
Your Name: _______________________________________________Group Name: ______________________________________________Client Organization:_________________________________________Group Member (alphabetical order) Fee______________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ __________________
Sample Invoice
To: Jack Jones Date: December 9, 200__Love Boat Cruises123 Main StreetEverywhere, OntarioL8R 2G1
Research expenses incurred by students completing a marketing research project in Business M_______ (supervised by Prof. _______________) for the client.
Personal automobile mileage, 310 km @35c/ $ 83.60Photocopying (questionnaires, report) 127.00Long-distance telephone calls to client 8.35Stationery for fieldwork (envelopes, clipboards, markers) 43.12Typist’s fee for preparation of report and graphs 120.00Binding of reports 20.00Total $412.07
Please send reimbursement cheque to:
Ms. Janet Smith69 Anylane St.Ancaster, ON L4G 2B2Tel. (416) 583-1186
Janet A. Smith, Project Leader
(Signature)
S. SUMMARYMarketing research is an applied topic within business. While a great deal of valuableinformation can be obtained from reading books and listening to the experiences ofothers, there is really no good substitute for hands-on experience. We hope that thismarketing research project provides you with the experience you need to learn how toconduct marketing research projects. You should also gain significant expertise in com-municating with business clients, team workers, and those from whom you need infor-mation. All of these talents will be extremely valuable for you when you enter the worldof business, whether in marketing research or some other discipline. Good luck!
448 | APPENDIX A
CA P P E N D I X
Values of χ2 corresponding to Pυ χ2
90 χ295 χ2
99
1 2.71 3.84 6.63
2 4.61 5.99 9.21
3 6.25 7.81 11.34
4 7.78 9.49 13.28
5 9.24 11.07 15.09
6 10.64 12.59 16.81
7 12.02 14.07 18.48
8 13.36 15.51 20.09
9 14.68 16.92 21.67
10 15.99 18.31 23.21
11 17.28 19.68 24.73
12 18.55 21.03 26.22
13 19.81 22.36 27.69
14 21.06 23.68 29.14
15 22.31 25.00 30.58
16 23.54 26.30 32.00
18 25.99 28.87 34.81
20 28.41 31.41 37.57
24 33.20 36.42 42.98
30 40.26 43.77 50.89
40 51.81 55.76 63.69
60 74.40 79.08 88.38
120 140.23 146.57 158.95
Adapted with permission from Introduction to Statistical Analysis
(2nd ed.) by W.J. Dixon and F.J. Massey, Jr., McGraw Hill Book
Adapted from BiometrikaTables for Statisticians, Vol. 1 (2nd ed), edited by E.S. Pearson and H.O. Hartley, Cambridge University Press, 1958. Reproduced by permission of the
affect, 380age range, and focus group participants, 156AIDA (Awareness, Interest, Desire,
Action), 380aided awareness, 184aided recall, 198aided recognition, 198AIRMS (Association de l’industrie de la
recherche marketing et sociale), 130,275
Allen, Marillene, 130allocation of field staff, 265alpha errors, 315alternative hypothesis, 315Amazon.com, 7ambiguity, 189ambiguous questions, 191Ambrose, Don, 130American Association of Public Opinion
Research, 87, 274, 275–276American Marketing Association (AMA), 4,
7A&P, 367analysis of covariance, 383analysis of variance (ANOVA), 320–323analysis procedures, 63Angus Reid Group, 399Anich, Birgit, 124animatics, 383anonymity, 418, 421ANOVA (analysis of variance), 320–323anthropological techniques, 173–176
see also observational techniquesappendices, 356Applied Marketing Statistics, 16f
ARF, 130arithmetic mean, 299–300, 302–304, 308fArthritis Society, 5Asia Pacific Foundation of Canada, 84ASSESSOR model, 375, 376f, 377association-correlation, measure of, 323–324Association of Canadian Advertisers
(ACA), 91Atrostic, B.K., 276nattitude measurement
existence of attitude, 232intensity of attitude, 232methods of measurement, 232reliability of measurement, 233sensitivity of measurement, 233validity of measurement, 233
attitudesattitude questions, 186attitude studies, 42defined, 232measurement of. See attitude
see also research reportsactive voice, 335basic principles, 332–333, 333fchunking, 338complete arguments, 339fog factor, 334format, 338goals, 339fgobbledygook, avoiding, 334–335jargon, avoiding, 334–335key marketing research deliverables, 340layouts, 338multiple exposure, 335–336numbers, use of, 337–338oral presentations, 340–348outcome, writing for, 339–340overcommunicating, 337plain language, 334–335purpose of writing, 339–340reader’s ease in reading, 337–338rules, ignoring when necessary, 340short words and sentences, 332–334subheadings, 337, 349universal principles of written
allocation of field staff, 265briefing field staff, 265coding the questionnaires, 268–269data processing, 284–287debriefing the project director, 267execution of the fieldwork, 267field-editing the questionnaires, 268hiring field staff, 265influencing factors, 272–284interviewer manual, 262–264interviewers. See interviewersmobilization of the field force, 267online data collection, 284, 285–287pre-testing the questionnaire, 266–267preliminary checking, 262receiving or preparing the sample, 265step chart, 263funiqueness of project, appreciation
of, 272filtering, 185financial management, 411–412finite population correction (fpc), 137focal points, 293focus group moderators
focus group organizationage range considerations, 156demographics, 156described, 149gender considerations, 156Internet viewing, 155
Index | 465
location considerations, 154–155number of groups to conduct, 155–156objectives, 149–150observation considerations, 154–155random recruitment method, 153recruitment of participants, 153–154recruitment-related bias, control
GGantt chart, 64gap, 18Garson, G. David, 317GDSourcing, 83gender, and focus group participants, 156geo-demographic analysis, 100Georgian College, 23GlaxoSmithKline, 366globalization, 125Globe and Mail Report on Business, 77gobbledygook, avoiding, 334–335
Research Services, 386–387Millward Brown Goldfarb, 16f, 385, 405Millward Brown Intelliquest, 317mind reading bias, 194mini-group, 147mission, 19MM4XL, 366mobilization of the field force, 267mode, 302moderator-related biases, 177moderators
defined, 47focus groups. See focus group moderatorsprojective techniques, 170–173
effective, 342format, 341–342preparation of PowerPoint
slides, 342–343PPS samples (probability proportional to
size), 114practicality of sample frame, 108pre-testing, 215, 266–267precision of definition, 108precision of the estimate, 131–132Predicasts, 72, 338preference model, 377presentation of research findings. See oral
presentations
presentation style report, 168pricing research
ad hoc research, need for, 388basic concepts, 385choice-based conjoint (CBC), 391–393competition, questions about, 388conjoint analysis, 390–393consumers, questions about, 388econometric models, 388monadic price testing, 389–390representative techniques, 389–393role of, in pricing, 385–388vs. secondary research, 389
clutter and, 208commercials, similarity to, 203ease of completion, 213guidelines, 203–204\205instructions for answering, 209international issues, 213layout, and questionnaire type, 205–206making work for the
respondent, 206–207multiple columns, use of, 209–210new topic introduction, 209poor format example, 206–207questions and answers on same page, 209
scales, 238constant sum method, 238defined, 235\236described, 236graphic rating scales, 242–243, 245numeric rating scales, 236–238, 244semantic rating scales, 239–241, 244–245when to use different rating
scales, 244–245reaction profile, 384Realtime Blackhole List (RBL), 214recognition, 198reconciling the records, 271record of calls, 271recording of focus groups, 149recruitment of focus group
interpretation, 242semantic rating scales, 239–241, 244–245usefulness of results, 243
scheduling diagrams, 64scope of marketing research, 9scope of the study, 31, 35, 36screeners (screening questions), 205,
229–231, 253screening questionnaires, 151screening questions, 185secondary data
acquisition price, 96analysis of, 71classification of sources, 74fcommonly used external sources, 73–78commonly used sources of, 75fdata storage, 96–99demographic characteristics, information
on, 83described, 7–8
see also secondary researchexternal, 73, 76–90feasibility studies, 71, 99fgeo-demographic analysis, 100industry associations, 90integration into marketing
semiotics, 173–174sensitive questions, 193–194, 250–251sensitivity of measurement, 233sentence completion technique, 171sequence of questions
funnelling technique, 186–188main section of questionnaire, 186screening questions, 185warm up questions, 185–186
sequential monadic test, 372Seton, Thomas T., 192setting of focus groups, 147short words and sentences, 332–334significance. See statistical significancesilence, use of, 163Silk, Alvin, 375Simmie, Patricia, 54, 130simple dichotomous precoded
questions, 196–197simple random sampling, 111simple words, 188–189simulated test marketing study
(STM), 375–378Singh, Brian F., 352–353single-question format, 211, 212–213, 212fSIP Canada, 78skip patterns, 51, 208S.M. Research, 318–319Smart, John, 318–319Smith, Dawn, 152nsnowball sampling, 122–123Sobeys, 367social correctness bias, 194Society of Competitive Intelligence
see also secondary datastandardized studies, 14–15, 77–78, 82–90Stark, David, 214STATISTICA, 75statistical adjustments, 131statistical analysis
see also data analysisalpha errors, 315alternative hypothesis, 315
analysis of covariance, 383analysis of variance (ANOVA), 320–323arithmetic mean, 299–300, 302–304, 308fas base of data analysis, 298beta errors, 315central limit theorem, 311coefficient of variation (CV), 306–307,
Uunaided awareness, 184unaided recall, 198Unilever, 366Unilever Canada Inc., 366–367United Nations, 83, 395universe, 107universities, 77unreliable survey findings, example of, 39fUpdegraff, Robert R., 350Urban, Glen, 375U.S. Bureau of the Census, 83usage, and awareness, 184–185usage studies, 42users of marketing research, 9–12Utts, Jessica M., 293