CONTENTS
ChapterSection Title __ Page
Preface to the Instructor’s Manual………………………….…...... …. iii
Two Approaches To Teaching Marketing Research:
Sample Course Syllabi……………………………….…………………… ix
Tips on Teaching the Course with a Project-Based Approach...………. xiii
1Introduction to Marketing Research...……..…………….………….…… 1
2The Marketing Research Process……………………………………...… 13
3The Marketing Research Industry...... ………….………………..……..… 25
4Defining the Problem and Determining Research Objectives…………… 44
5Research Design……………………………………………….…..………. 60
6Using Secondary Data and Online Information Databases..…………… 79
7Standardized Information Sources……………………………….……… 94
8Observation, Focus Groups, and Other Qualitative Methods…….…… 110
9Survey Data-Collection Methods………………….……………………… 129
10Measurement in Marketing Research……………………….…………… 148
11Designing the Questionnaire……………………………………………… 169
12Determining How to Select the Sample……….……………………….… 190
13Determining the Size of a Sample………………………………………… 209
14Data Collection in the Field, Nonresponse Error,
and Questionnaire Screening…………………….………………...... … 227
15Basic Data Analysis: Descriptive Statistics……………………….……… 242
16Generalizing A Sample’s Findings To Its Population And
Testing Hypotheses About Percents And Means ……….…………...... 267
1
CONTENTS (continued)
ChapterSection Title __ Page
17Testing for Differences Between Two Groups or Among More
Than Two Groups.……………………………….…..………....… 297
18Determining and Interpreting Associations Among Variables... 321
19Regression Analysis in Marketing Research………………….… 355
20The Marketing Research Report: Preparation
and Presentation..………………………….……………………... 384
The Hobbit’s Choice Integrated Case Versions……………….... 396
The SPSS Student Assistant …………………………...………… 400
PREFACE TO THE INSTRUCTOR’S MANUAL
Thank you for using our marketing research textbook. The following comments summarize our approach and indicate the various features of both the textbook and the Instructor’s Manual.
Approach and Key Features of Our Textbook
Our approach is to teach the fundamentals of marketing research. Consequently, the text is geared to what we believe is the level of the typical undergraduate business student. Our presentation is written from an intuitive perspective, and we use examples and situations consistent with undergraduate students’ experiences. The emphasis is on comprehension and application of basic elements of marketing research. We provide a conceptual understanding and a hands-on, practical what-and-how-to-do-it presentation that has been successful although our first edition We leave the explanation of theoretical underpinnings of those tools to our colleagues who teach our students statistics.
In our list of strengths for the Fifth Edition, we have retained and updated our integrated-with-SPSS approach, and a number of the successful features of previous editions. We have added active learning exercises and we no longer treat online research as “new” as most marketing research companies offer online research products and features as standard services.
Our basic philosophy is that marketing research should be regarded as an essential tool in everyday marketing decision making. Technology (e.g., communications systems and personal computers) and trends in marketing research (e.g., single source data, syndicated databases, and off-the-shelf software) have converged to make what was previously specialized and unique information now commonplace. We believe that in order to cope with today’s and to succeed in tomorrow’s business decision-making environment, students must develop an attitude that marketing research is not mysterious, nor is it for the privileged few. Rather, they should regard marketing research information as normal, everyday decision input. Further, they must appreciate the online aspects of marketing research as they have become standard research practice.
To achieve this end, we have incorporated several features that we believe facilitate the learning process. These are described in the textbook preface and summarized following.
SPSS™ Student Version 13.0. SPSS StudentVersion is state of the art statistical software, and SPSS is the most popular statistical software in the marketing research industry. We are pleased to provide each student with his or her own copy of SPSS Student Version 13.0 with the purchase of this book. There are a great many improved features of SPSS that adopters and student users will greatly appreciate.
Annotated SPSS menus and output. A significant improvement in our 4th edition was the inclusion of annotated screen captures that show SPSS menu clickstreams as well as SPSS output. We have revised these for the fifthedition so they are more streamlined and easier for students to follow. In full color, these screen captures are faithful to what students will see when they run SPSS and the annotated SPSS menu clickstreams instruct students on what menus to use, how to make them appear, and how to use them. With the annotated SPSS output, students’ eyes are directed to the relevant parts of the output, and the annotations show them how to interpret the SPSS output.
Accord with New AACSB Accreditation Guidelines. The Association
to Advance Collegiate Schools of Business – International adopted new accreditation standards in January, 2005. Although each college of business has a unique mission, there are at least four areas that must be addressed in every undergraduate business curriculum. Accordingly, we have provided four elements in our textbook that specifically correspond to these requirements.
- Foster ethical behavior. We have specific examples and discussions of ethical issues in the practice of marketing research. These are identified with our ethics icon in the text. In addition, with the fifthedition, we have provided details on the new certification program sponsored by the Marketing Research Association that will greatly improve the ethical awareness and overall professionalism of marketing research practitioners.
- Acknowledge diversity. Althoughwe have a number of examples of ethnic and minority marketing research situations, we specifically highlight the global applications of marketing research. These are identified with our globe icon throughout the textbook.
- Incorporate information technology. In our 4th edition, we spotlighted the rush to online marketing research that characterized the industry as it moved into the twenty-first century. In this edition, we have integrated online marketing research examples that are identified with our online marketing research icon throughout the textbook. Of course, we have integrated SPSS and other personal computer technology into our textbook. Finally, we have arranged with Websurvey® for free access to our adopters.
- Use learning assessment instruments. There is strong language in the AACB’s new standards about the need to assess student learning. We have always had assessment vehicles, and with the fifth edition, each chapter has from one to three active learning exercises that engage students to apply “just-learned” concepts in some way. Some exercises are web site visits and demonstrations, some are “paper-and-pencil” applications of concepts, and some are SPSS analysis tasks. Our other learningassessment instruments include: end-of-chapter questions/applications, end-of-chapter cases, and computerized test bank, plus integrated case SPSS dataset variations.
A single case integrated throughout the textbook and as chapter cases. A significant improvement in the 4th edition was a single case study that was integrated throughout the textbook. We have received encouraging reports about this learning facilitator, and we have retained this feature in the fifth edition. Students encounter “The Hobbit’s Choice Restaurant” case about a proposed upscale restaurant, and the marketing research activities associated with research on consumer reactions/demand for this restaurant are posed as end-of-chapter case questions in most chapters. In addition, the SPSS data set for this survey is provided, and all SPSS data analysis topic examples use this data set. Variations of the data set are available for Instructors who wish to challenge their students with them.
User-friendly descriptions of difficult concepts. Consistent with our distinguishing user-friendly and intuitive approach, we have reduced the number of equations, and in some instances, we have moved the equations to boxed items that adopters can opt to include or exclude from student reading assignments. The more complex statistical analyses, such as t-tests, ANOVA, and regression are conceptual in description and emphasis is placed on how to interpret the SPSS output for these analyses. In our sample size chapter, we have based the idea of sample size around nine principles so students will focus on the basic concepts rather than memorize formulas.
An 11-step process approach to marketing research. Because we believe it aids learning marketing research, we kept our process approach by using the 11-step marketing research process that we used in the first four editions. Beginning in chapter 3 we discuss marketing research as a step-by-step process, and with each new chapter, we highlight the appropriate section of the research process so that the students always know where they are in terms of the overall research process. They are reminded that each step of the research process is linked to some prior step.
Practical marketing research insights. As in previous editions, the fifth edition provides a wealth of current insights and views from practitioners in the marketing research industry. There is a practical vignette located at the beginning of every chapter sometimes contributed by our friends in industry. Plus, we have comments or contributions they have supplied to us embedded at various points in our chapters. By involving these individuals, many leaders of large research firms and industry leaders in their own right, the reader has access to up-to-date views of how the marketing research industry operates.
New, relevant examples. In an effort to keep students’ interest high, we strive to find current examples that are relevant to learning marketing research. Marketing Research, Fifth Edition, contains many current relevant examples. We endeavored to find in-depth examples illustrating each issue being discussed in the text. You will find these examples strategically placed in the text to provide relevant and current illustrations of a concept just introduced to the reader.
Fresh end-of-chapter cases. In addition to the new integrated case feature, we replaced many cases in the fifth edition. For example, we have cases focusing on new products such as the Apple’s iPod, hybrid cars, online research situations, and a number of cases that relate directly to students’ lives and experiences.
Management perspective throughout.Our textbook iswritten using a manager’s perspective. Chapter 4 emphasizes the role of management being involved to properly define the research problem. We present marketing research as a useful source of information but one that has its own costs. Students are taught that managers must weigh the benefits of more information with the costs of obtaining that information. Throughout, a decision-making approach is used.
Review questions and applications.At the end of each chapter we provide review questions and applications. These materials are provided to aid students’ learning of marketing research. Some of the questions require answers that may be taken directly from the text material. Such questions serve the purpose of organizing and reinforcing what the student has just read. Other questions or applications require the students to synthesize the chapter material with other business course material. Finally, there are applications that require work outside of class, for instance, talking with local business firms, searching for material on the Internet, or working with SPSS. Professors can assign different questions/applications to suit their particular course objectives.
Marginal notes and icons. Readers will find “bullets” in the margins. We do this to repeat important points and to serve as effective study guides. The margin icons are readily identifiable visual aids that signal text material that deals with: ethical considerations, online research, global perspectives, practical issues, andSPSS-related topics.
Bold key terms.We set key terms in bold print. At the point where a key work appears in bold print, we define that as a term. We list all key terms at the end of the chapter in order to serve as a review and study guide.
SPSS Data sets, including the integrated case data set. Data sets are available to be downloaded from our textbook web site. In addition to our integrated case, “The Hobbit’s Choice Restaurant” data set, there is a data set based on an online survey conducted by an online automobile purchase company, plus another one about a convenience store’s customers. These data sets are provided to aid the students in learning and running various analyses using SPSS.
Instructional support. Because teaching marketing research is a challenge, we have created a host of instructional and learning aids that are listed in the box to the right of this paragraph. The Prentice-Hall companion web site has a great many teaching and learning aids. It serves as the download center for PowerPoint presentations, data sets, and other instructional ancillaries.
The Approach and Features of the Instructor’s Manual
We regard an instructor’s manual as a teaching facilitator. Its purpose is to help the instructorteach the important concepts to students. We all know that assigning a chapter for students to read is just the beginning of the learning process. Students rarely concentrate fully on this activity, nor do they always regard it important to retain information. Consequently, an instructor must rely on a multitude of learning facilitators to enhance the learning process.
At the same time, teaching style is idiosyncratic. Each of us in the “learning business” strives to develop a style that suits and serves our various student audiences. Accordingly, we believe an instructor’s manual should offer an array of different teaching facilitators, so each instructor can pick and choose the one or ones that suit his or her teaching style. We have several features in this Instructor’s Manual that constitute a menu of teaching facilitators.
Learning Objectives. The learning objectives listed at the beginning of each chapter in the textbook are repeated. Instructors may use them to gain a quick overview of the major concepts taught in the chapter.
Chapter Outline. We have a detailed outline of the materials covered in each chapter. This outline can be used by the instructor to review the chapter’s content prior to preparing a class, or it can be used as a topic flow chart to guide coverage of chapter material in the classroom.
Key Terms. The boldface key terms in each chapter are listed. These constitute the main concepts defined in the chapter, and students can be quizzed as to their comprehension of each of them. We have defined each key term in the textbook, and its page reference number is included with the list of key term at the end of each chapter.
Teaching Suggestions. We have compiled hints, suggestions, and other tips to be considered when teaching the material in each chapter.
Active Learning Exercises. Each chapter has from one to three active learning exercises that engage students to apply “just-learned” concepts in some way. Some exercises are web site visits and demonstrations, some areapplications of concepts, and some are SPSS analysis tasks. We provide answers and observations for the various active learning exercises.
Answers to End-of-Chapter Questions. Each textbook chapter has several questions at the end. Some of these are review items, and their answers are found in the text. Others require more reflection, and their answers require application of material in the chapter. Each question is identified as to review or application, and the answer is provided in this Instructor’s Manual.
Case Solutions. Each chapter has two or three short cases at the end. The teaching objective of each case is noted in this Instructor’s Manual, and solutions and comments are provided. These can be used to guide class discussion or to evaluate students’ written case solutions.
TWO APPROACHES TO TEACHING MARKETING RESEARCH:
SAMPLE COURSE SYLLABI
Although other approaches exist, there are two basic approaches to teaching marketing research. Each is outlined in the following exhibit and discussed in the following paragraphs.
Two Approaches to Teaching Marketing ResearchItem / Content-based Approach / Project-based Approach
Objective / Cover as many marketing research concepts (content) as possible over the term / Cover marketing research concepts related primarily to survey research
Strategy / Cover all material thoroughly, and test students frequently on these concepts / Have students apply survey methods for these concepts with a pilot survey project
Topic Example / Cover sample methods in a single class with lecture and examples; test students on sample method definitions and the steps for each method / Cover sample methods over two classes with examples and in-class exercises; have students draw a representative sample in the team research project
The first approach is what we call a “content-based” approach to teaching marketing research. That is, it pertains to those instructors whose primary objective is to cover much marketing research content and to frequently test their students’ command of it. This approach is akin to a “survey course” teaching strategy where the instructor wishes to expose students to the complete range of marketing research topics so that at the end of the course, students are familiar with basic terminology and they can describe key concepts. With the content-based approach, the instructor must cover most concepts efficiently as there are many concepts and little time per concept. Lectures and examples are the primary delivery vehicles for the content-based approach.
In contrast is the “project-based” approach to teaching marketing research. This approach is used by the instructor who has a team project as a major aspect of the marketing research course. Students are set up in teams, and each student team is assigned the task of completing a pilot survey for a sponsor such as a local business. On the other hand, the instructor may specify the survey project task for students without the use of a sponsor. With the project-based approach, the primary emphasis of the course in survey research methods, and the overriding objective is to have students apply survey research techniques in their pilot studies. Because of this orientation and these time constraints, the project-based instructor will necessarily omit marketing research concepts that are less relevant to survey research, and he or she will use in-class or other exercises to entice students to apply the concepts to real-world situations.