BMA2/305 Marketing Research

Transcription

1 BMA2/305 Marketing Research Semester 2, 2013 THIS UNIT IS BEING OFFERED IN Hobart, Launceston & by distance Teaching Team: Ms Liz Skringar CRICOS Provider Code: 00586B 1

2 Contact Details Unit Coordinator: Campus: Room Number: Liz Skringar Launceston A269 Phone: Fax: Consultation Time: By Appointment 2

3 Contents Contact Details Page 2 Unit Description. Page 4 Intended Learning Outcomes and Generic Graduate Attributes.... Page 6 Learning Expectations and Teaching Strategies Approach.. Page 7 Learning Resources.. Page 8 Details of Teaching Arrangements Page 10 Assessment Page 11 Submission of Coursework. Page 15 Academic Misconduct and Plagiarism.. Page 16 Study Schedule & Workshop Program Page

4 Unit Description Marketing research is a critical element in management and marketing decision making. Information and knowledge obtained from research can: alter or entirely change the strategic direction of an organisation; reveal untapped segments, service or product gaps in the market; expose competitor strategies and weaknesses potentially toppling market leaders; chart trajectories and clarify direction in competing strategies or options; serve to test market innovations and new ideas; allow quantification of risks for managers to assess the prudence of courses of action; and support decision-making across organisational functions. Marketing research is conducted in academia, however the majority is implemented in the commercial world where it is broadly segregated into three building blocks or tiers: basic market research which deals with identification and description of a market; marketing research which encompasses the marketing mix and addresses interactive complexities therein; and, strategy research the key differentiator here being the power to question the very core of an organisation s objectives. Whilst all three tiers are covered in this unit, the focus is largely on components in the marketing mix, comprising: People identification and description of the market and its segments and isolating profitable segments. Product understanding wants and needs of the market and its segments (demand) and how these are catered to by the products and services provided by organisations (supply). Price exploring price elasticity based on supply (cost to make plus profit) and demand (how much the market is prepared to pay for desirable features) Positioning understanding how products, services, brands and organisations can be positioned on the low to high, price quality continuum. Promotion exploring the function of the integrated marketing communications process in terms of message content and medium chosen to deliver the message. Place addressing geo-spatial elements of the market, supplier organisations and point of purchase considerations including retail site location. These components are examined from both a client (an inquiring company) and agency (research company provider) perspective so students experience an entire chain of delivery. To this end, the rolling unit assessment has been designed around the implementation of a live research project, driven by students, within 12 weeks of semester 2 focusing on the student experience at UTAS. The best class-based report will be submitted to the Deputy Vice Chancellors office for consideration. Pre-Requisite/Co-Requisite Unit(s) 100% of level 100 for relevant degree plus BEA140 - Quantitative Methods, or equivalent. Some prior knowledge of statistical methods is assumed - students may wish to discuss this requisite with the Unit Coordinator. Students should note this unit is transitioning from second to third year level reflected in Graduate Attribute Outcomes. 4

5 Enrolment in the Unit Unless there are exceptional circumstances, students should not enrol in BMA units after the end of week two of semester, as the School of Management cannot guarantee that: any extra assistance will be provided by the teaching team in respect of work covered in the period prior to enrolment; and penalties will not be applied for late submission of any piece or pieces of assessment that were due during this period. Enrolment in Tutorials and Workshops Students will be able to enrol in tutorials electronically through MyLO. Tutorial enrolments will be open until the end of the first week of semester (Friday 19 th July 2013). Students who have not enrolled in a tutorial by this time will be allocated a tutorial by the unit coordinator. Variations in tutorial enrolments will not be permitted after this time. 5

6 Intended Learning Outcomes and Generic Graduate Attributes In this unit you will learn: Knowledge, recognition and differentiation of research approaches, theories, concepts and models. Isolate, analyse, synthesise and distil core topical issues and implications within a methodological framework. Understand and manipulate research methodologies. Intended Learning Outcomes In assessing this unit I will be looking at your ability to: Explain theories, concepts and models in research. Understand inter-relationships of topics in research. Identify problems and means to address them. Systematically partition issues for inquiry. Identify key implications arising from issues. Explain and differentiate pure science - social science research and academic - commercial research. Understand primary, secondary and tertiary research methods and respective techniques. Understand benefits and limitations of methods and techniques. Know when to apply different research techniques. Critically evaluate research design and methods. Assessment Methods Final report/pres., Exam All Thematic analysis Report/pres. Final report/pres. Exam All assessment Graduate Attribute Outcomes Knowledge: Intermediate level, discipline-specific knowledge and the ability to apply to diverse business situations. Basic lifelong learning skills for professional development (Level 2). Ability to transfer knowledge to complex and uncertain business situations; knowledge of ethical framework; submit knowledge for peer discussion (Part Level 3). Problem-solving Skills: Ability to apply logical, critical and creative thinking to complex business related problems and to apply to problem resolution in a business context. Awareness of when additional information is needed and capacity to locate analyse and use it (2). Critical grasp of integrated and different theoretical frameworks and practices. Ability to locate, analyse, evaluate and effectively use information from a range of media and in a number of formats (3). Communication Skills: Clear and concise written and oral communication matching real world business situations and audience needs; communicating an argument in a succinct and logical manner and in an engaging and confident way (2). Create persuasive, clear and detailed analyses and non-biased recommendations for executives and CEO s (3). Social Responsibility: Consideration of social groups, cultural diversity and social justice in business practice. Also ethical values via confidential and honest practices and respectful behaviour. Awareness and consideration of the public interest in business practices, policy and decisions (2 & 3). Develop a perspective and effectively communicate this in persuasive, educative argument. Objectify subjective experience Disengage personal views and develop professional perspective Mastery over topic - demonstrable breadth and depth of topical and methodological knowledge. Search and isolate relevant information and evidence. Use research alone as evidence to support an argument. Engage in, contribute to rational debate to influence and educate others. Thematic analysis Report/pres. Final report/pres., Participation Global Perspective: Ability to connect and collaborate with diverse people and a respectful approach to their cultures and traditions (2). The ability to evaluate and incorporate the influence of the global environment in business analyses (3). 6

7 Learning Expectations and Teaching Strategies/Approach Where Learning Outcomes generally reflect attainment of subject-specific knowledge and skills, this subject places additional emphasis on attainment of generic skills relevant to professional practice in the workplace. This is achieved via immersion in a live research project created and managed by students with tutor support and guidance. A high level of commitment to collaboration is required by all students taking this unit ultimately interactive efforts will contribute to achieving higher marks in both joint and solus assessments. Aspect Assessment benchmarks Professional skill development. Basic Project Management Engage in active listening & observation Develop management skills Develop foundations for critical thinking. Collaborate to complete tasks. Work autonomously following directions. Understand and follow rules, policy and conventions. Use interpersonal skills to achieve goals and complete tasks. Effective time management. Self-directed learning. Engage in questioning the status quo to promote ethical behaviour. Engage in the chain of delivery in a commercial research process including in roles and functions. Effective resource management. Creating and managing schedules and logistics. Performing in an interdependent, multidisciplinary team. Identify agenda s - in questions, data, briefs & via observation. Suspend judgement & develop objectivity. Gain insights from secondary sources. Take personal responsibility for tasks and liaison with others. Manage and coordinate an agreed series of tasks. Manage and coordinate the work of others. Understand the nature of truth in research. Understand and manage self-bias. Understand conflict points in issues. Objectively weigh the merits of ideas. Critically evaluate research methodologies and techniques. Expectations This unit comprises 3 hours class contact per week over 11 teaching weeks and 1.5 hours over 2 teaching weeks (weeks 1 and 9) delivered in weekly lectures and workshops. The study commitment expected is equivalent to one full time unit which averages to around additional 7.5 hours per week which may be spent on readings, tutorial preparation, assessment tasks and self-directed general study (excluding time spent doing tests/exams). Internal assessments in this unit are based on reporting live research findings, as such, they do not require extensive, background reading (nor referencing) explicit to content in order to complete and are also partially discussed in workshops prior to submission. 7

8 Weekly readings in this unit have thus been designed intentionally to supplant assessment-related reading requirements otherwise necessary to meet standards and study commitments in other units. These readings are implicit to and underpin the research process - conceptual mastery over which students are still required to demonstrate in this unit and which will be assessed in the final exam. Weekly readings have been designed to cater to a range of student capabilities (from basic to advanced levels) in quantitative and non-quantitative research methods. Students are expected to engage in self-directed study with the aim of identifying and distilling core concepts across the readings to progress their mastery in knowledge of the subject, irrespective of initial levels of capability. Tutors and the lecturer are committed to assisting all students through this process. The University is committed to a high standard of professional conduct in all activities, and holds its commitment and responsibilities to its students as being of paramount importance. Likewise, it holds expectations about the responsibilities students have as they pursue their studies within the special environment the University offers. The University s Code of Conduct for Teaching and Learning states: Students are expected to participate actively and positively in the teaching/learning environment. They must attend classes when and as required, strive to maintain steady progress within the subject or unit framework, comply with workload expectations, and submit required work on time. Occupational Health and Safety (OH&S) The University is committed to providing a safe and secure teaching and learning environment. In addition to specific requirements of this unit you should refer to the University s policy at: Learning Resources Prescribed Text There is no prescribed text for this unit instead a list of prescribed weekly readings has been set - check availability on MyLO. Students must obtain the following electronic publications which are available from the School of Management website: Writing Assignments: A Guide Students must have access to the following professional standards and code of ethics sourced from the Australian Social and Market Research Society (ASMRSA) website: 8

9 Referenced Texts for Required & Recommended Readings * Held at UTAS Library. * Aaker, DA, Kumar, V, Day, GS & Leone, RP 2010, Marketing Research, 10 th edn, John Wiley & Sons, New Jersey. Burns, AC & Bush, RF 2012, Basic Marketing Research: Using Microsoft Excel Data Analysis, 3 rd edn, Pearson Prentice Hall, New Jersey. * Cameron, S & Price, D 2009, Business Research Methods: A Practical Approach, CIPD, London. * Chalmers, AF 1999, What is This Thing Called Science? Queensland University Press, Brisbane, Queensland. Cohen, RJ & Swerdlik, ME 2005, Psychological Testing and Assessment: An Introduction to Tests and Measurement, 6 th edn, McGraw Hill Companies Inc, New York. Cooper, DR & Schindler, PS 2011, Business Research Methods, 11 th edn, McGraw Hill Irwin, New York. * Frank, H & Atheon, SC 1994, Statistics: Concepts & Applications, Cambridge University Press, New York. * Gravetter, FJ & Wallnau, LB 2004, Statistics for the Behavioral Sciences, 6 th international edn, Thomson Wadsworth, California. Hair, JF Jr, Wolfinbarger, MF, Ortinau, DJ & Bush, RP 2010, Essentials of Marketing Research, 2 nd edn, McGraw Hill Irwin, New York. * Johnson, RA & Wichern, DW 1998, Applied Multivariate Statistical Analysis, 4 th edn, Prentice Hall, Upper Saddle River, NJ. Matthews, B & Ross, L 2010, Research Methods: A Practical Guide for the Social Sciences, Pearson Education Ltd, Essex, U.K. Moore, DS & McCabe, GP 2003, Introduction to the Practice of Statistics, 4 th edn, W.H. Freeman and Company, New York. Neuman, WL 2011, Social Research Methods: Qualitative and Quantitative Approaches, 7 th International edn, Pearson, Massachusetts. Pallant, J 2011, SPSS Survival Manual, 4 th edn, Allen & Unwin, New South Wales, Australia. Robson, C 2011, Real world research, 3 rd edn, John Wiley & Sons Ltd, West Sussex, U.K. Skringar, ER & Stevens, T 2008, Driving Change and Developing Organisations, Tilde University Press, Prahran, Victoria. Tolich, M & Davidson, C 2011, An Introduction to Research Methods: Getting Started, Pearson, New Zealand. 9

10 Journals and Periodicals Journal of Marketing Research International Journal of Marketing Research Journal of Marketing Management The European Journal of Marketing The Qualitative Report B & T My Learning Online (MyLO) MyLO software has been incorporated into the delivery of this unit to enhance the learning experience by providing access to up to date course materials and by allowing for online discussion through this web based environment. To access MyLO from your own computer you will need the appropriate software, and hardware to run that software. To get started please refer to the University s Learning and Teaching with MyLO homepage - Note: Older computers may not have the hardware to run some of the required software applications. Contact your local IT support person or the Service Desk on if you experience difficulties. Details of Teaching Arrangements Lectures A series of 13 lectures are scheduled in the 13 week semester. Workshops Eleven (11) workshops are scheduled weekly commencing week 2. Unlike tutorials, workshops are work-in-progress and, as such, absences will have an effect on marks in assessments submitted which are based on work done in the workshop. Each absence, without prior notice and on grounds not recognised by the University, will attract a 5% deduction from participation marks. In addition, like all non-solus work done in pairs (and groups), a key feature of parts of the assessment in this unit, non-attendance and minimal contribution may have a negative impact on other students marks. To this end and in fairness to other students, underperforming individuals may be excluded from a multiple person task based after due consultation with the individuals involved and the tutor. The workshop in week 9 is supplanted with a mandatory out of class exercise. There is no workshop in week 9. All students are required to enrol in a workshop via MyLO during the first week of semester. Unenrolled students at the end of week one will be allocated to a workshop by the Unit Coordinator. 10

11 Communication, Consultation and Appointments Consultation with the Lecturer will be by prior appointment and negotiated with tutors. Assessment Two major assessments form 50% of marks for this unit which entail preparation, conduct and reporting on a live, semester-long research project in this unit the topic of which is The Student Experience at UTAS. The content of the unit is governed by students and reliant on student input (students enrolled in this unit and the broader UTAS student community). The process is guided by lecturers and tutors who will provide a research framework, methodology and feedback to ensure the research is completed to a professional standard using robust and reliable research techniques and analyses. Assessment Schedule In order to pass this unit you must achieve an overall mark of at least 50 per cent of the total available marks. Details of each assessment item are outlined below. Distance students are referred to the Assessment Supplement for Distance Students on MyLO. Assessment Item Value Due Date Length Assessment 1: The Student Experience at UTAS - 20% Thematic analysis report & presentation (in pairs) Oral Presentation Report Assessment 2: The Student Experience at UTAS - Final report & presentation (individually) 10% 10% 30% Week 6 or 7 Week 6 15 minutes Max. 1,500 words* Oral Presentation Report 10% 20% Week 12 or 13 Week 12 Max. 8 minutes Max. 2,500 words* Assessment 3: Multiple choice exam 35% Exam period 2 hours Assessment 4: Participation & survey 15% Continuous & week 9 implementation * Word Limit: The word count includes such items as headings, in-text references, quotes and executive summaries. It does not include the reference list at the end of the assignment. Assessment Item 1 Thematic analysis report & presentation Task Description: Students will be allocated to pairs in the workshops for this assessment the output of which will be a 15 minute presentation and a separate report on the same topic. There are 2 reporting and presentation components: 1. A salient and latent thematic analysis of a live group discussion convened in the week 5 lecture and submit a report detailing methodology used, techniques witnessed and a bulleted discussion of salient and latent themes accompanied by a thematic map. 11

12 2. Two survey questions with response format (open/closed; categorical/scale) constructed from or based on the thematic analysis. Submission of presentation slides or similar materials are not acceptable as a report. Some work will be required outside class time to complete the assessment. In the spirit of teamwork, all students should attend all presentations. Presenters and the tutor will be relying on feedback regarding survey questions which will be incorporated into the main survey instrument that all students will use when implementing face-to-face surveys on campus. The results of these surveys will be inputted into a data spreadsheet, analysed and form the basis of the final report and presentation, completed individually, by all students enrolled in this unit. One rehearsal may be time-efficient for presentations but may also reduce the opportunity for learning, fun, audience enjoyment and so on. It is expected each presentation is professional and well executed. Students have free reign on use of media - slides are not mandatory. A copy of the assessment criteria will be available on MyLO. Task Length: 15 minute presentation + 1,500 word (maximum) report Due Date: Week 6 (hand in at start of workshop in week 6) Value: 20% comprising - 10% presentation + 10% report Assessment Item 2 Final analysis report & presentation Task Description: Students are required to complete a report and deliver a short, professional presentation (minimum 5 minute to maximum 8 minute presentation) on the same topic Submission of presentation slides or similar materials are not acceptable as a report. There are 3 reporting and 2 presentation components: 1. Salient and in-depth findings of the 2 questions (constructed in pairs Assessment 1 and) included in the survey. 2. Recommendations to address issues arising from the findings. 3. (Report only) appendices showing analysis. The report will be completed using a general format conventionally employed in commercial practice taking account ethical reporting requirements and standards. Salient findings should encompass analyses of other questions impacting 12

13 findings of the 2 key questions and analysis of the 2 key questions themselves. In-depth findings refer to cross-tabulated analysis of respondent characteristics and/or other survey questions. Recommendations should be made for both favourable and unfavourable findings - it is vital they are pragmatic and actionable - meaning they fit within the capacity of the client to address and/or action. Report appendices must contain database analysis used to generate findings presented as spreadsheet screen-shots (using print screen command or a screen capture program or snipping tool). The database analysis is performed using Excel PivotTables. Students should note Apple Mac s are not entirely compatible with this program s functionality capability. Per assessment 1, students have free reign on use of media for the presentation - slides are not mandatory. A copy of the assessment criteria will be available on MyLO. Task Length: 8 minute presentation + 2,500 word (maximum) report Due Date: Week 12 (hand in at start of workshop in week 12) Value: 30% comprising - 10% presentation + 20% report Assessment Item 3 Final Exam* Format: Multiple choice exam (150 questions) covering topics from weeks 1 to 13. Duration: Date and Time: 2 hours Exam period Value: 35% Assessment Item 4 Tutorial Participation Task Description: Participation marks are awarded for 2 separate activities: 1. Participation in workshops (weeks 2 to 8 and 10 to 13). 2. Completion of 5 face-to-face surveys (week 9) to interviewing specification and correct to analysis specifications (after class week 10). Workshop participation is pivotal to completing the research project tasks which emulate a market research project from start to finish and is also integral to assessments 1 and 2. Students will be undertaking and completing project tasks in workshops in assigned group roles as well as contributing to evolution of the market research project (done by students for students). Participation is not 13

14 solely determined by attendance, rather by active participation in workshop activity. Given the formative nature of workshops in this unit and their contribution to the task, missed workshops will attract a penalty of 5% for each one missed including both non-presentation weeks (weeks 2 to 5 and weeks 8, 10 and 11) and presentation weeks (weeks 6, 7, 12 and 13). Penalties will be deducted from total marks for this unit up to the value of 10%. Exemptions apply on medical or compassionate grounds in keeping with UTAS policy on missed or late assignments for which medical or other evidence will be required. Each student will be required to implement 5 face-to-face surveys each on campus during week 9 (no workshops are scheduled for week 9). A campusbased sampling matrix will be devised in the workshops which it will be crucial for students to follow along with ethical guidelines for interviewing and survey interview instructions ensuring the survey questionnaires are completed correctly and uniformly. All survey questionnaires will be quality checked and vetted in subsequent workshops before data from them is entered into a shared spreadsheet distributed amongst all students. Each student will be responsible for entering their data from their 5 surveys correctly into the spreadsheet. A copy of the assessment criteria will be available on MyLO. Task length: Participation - throughout semester; Surveying - weeks 9 (in lieu of workshop attendance) & 10 (out of workshop data entry) Due Date: Participation - in workshops throughout semester. Surveying - week 10 including submission of 5 completed surveys in workshop + out of post-workshop data entry. Value: 15% comprising - 10% participation in workshops during semester (weeks 2 to 8 and 10 to 13) + 5% completion of 5 face-to-face surveys (including data input) *Your final examination for this unit will be held during the scheduled examination period as indicated by Student Administration in correspondence to you. Examinations will normally be scheduled Monday to Saturday inclusive. Examinations may be held during the day or evening and students should consult the university information which will be made available towards the end of semester. You are advised to make any necessary arrangements with employers now for time off during the examination period to sit this examination. Your participation at the scheduled time is not negotiable unless there are exceptional circumstances. Note that you will be expected to sit the examination at your recorded study centre. Supplementary Exams: Except in special circumstances and on the recommendation of the unit coordinator or the Head of School, a student who fails will not be granted a supplementary examination. 14

15 Special Consideration and Student Difficulties If a student is experiencing difficulties with their studies or assignments, have personal or life planning issues, disability or illness which may affect their course of study, they are advised to raise these with their lecturer in the first instance. Students may also contact the Student Adviser who will be able to help in identifying the issues that need to be addressed, give general advice, assist by liaising with academic staff, as well as referring students to any relevant University-wide support services. The Student Adviser is located in room 318a in the Commerce Building in Hobart and is contactable by phone on In Launceston the Student Adviser is located in room A168 in Building A and is contactable by phone on There is also a range of University-wide support services available including Student Services, International Services and Learning Development. Please refer to the Current Students homepage at Should a student require assistance in accessing the Library, visit their website for more information at Students who have completed their examinations and who feel that they have been disadvantaged due to illness or other circumstances affecting their study, may fill out a form to request that their lecturer takes this into consideration when marking the examination. Forms should be submitted directly to the relevant school, accompanied by appropriate supporting documentation, as soon as possible after the completion of the examination. Granting of special consideration is at the discretion of the lecturer and school. The relevant form can be found at the following website: Students with a non-english speaking background may be permitted to take a bilingual dictionary into an exam. This dictionary must not be annotated that is, it must have no notes written in it. Students must request permission from the Student Centre in order to use a bilingual dictionary. Submission of Coursework Lodging Coursework All Coursework must have the School of Management Assignment Cover Sheet, which is available as a blank template from the School of Management website: All assignments must include the tutor s name on the assignment Cover Sheets when they are submitted. If this is not done the assignment will not be accepted and therefore will not be marked. Please remember that you are responsible for lodging your Coursework on or before the due date. We suggest you keep a copy. Even in the most perfect of systems, items sometimes go astray. Assignments must be submitted electronically through the relevant assignment drop box in MyLO. All coursework must be handed in by 2.00pm on the due date. Requests for Extensions Written Coursework: Extensions will only be granted on medical or compassionate grounds and will not be granted because of work or other commitments. Requests for extensions should be made in writing to the unit coordinator prior to the due date. Medical certificates or other evidence must be attached and must contain information which justifies the extension sought. Late assignments which have not 15

16 been granted an extension will, at the lecturer s discretion, be penalised by deducting ten per cent of total marks for each full day overdue. Assignments submitted more than five days late will normally not be accepted by the unit coordinator. In-class Tests: Students who are unable to sit a test on medical or compassionate grounds (work or other commitments are not considered 'compassionate grounds') may request that they be permitted to submit alternative Coursework. Please do not expect a special test to be held for you if you choose to go on holidays or undertake other activities on the scheduled date. If you do need to request alternative Coursework, you should do so in writing to the unit coordinator prior to the due date. Medical certificates or other evidence must be attached and must contain information which justifies the request. The telephone number of the doctor should also be included. Faculty of Business Assessment Submission Policy A full copy of the Faculty of Business Assessment Submission policy is available from the Faculty homepage at Academic Referencing and Style Guide Before starting their assignments, students are advised to familiarise themselves with the following electronic resources. The first is the School of Management Writing Assignments: A Guide, which can be accessed from the following site - : The guide provides students with useful information about the structure and style of assignments in the School of Management. The second is the Harvard Referencing System Style Guide, which can be accessed from the UTAS library ( The Harvard Referencing System will be used in all School of Management units, and students are expected to use this system in their assignments. Academic Misconduct and Plagiarism Academic misconduct includes cheating, plagiarism, allowing another student to copy work for an assignment or an examination, and any other conduct by which a student: (a) seeks to gain, for themselves or for any other person, any academic advantage or advancement to which they or that other person are not entitled; or (b) improperly disadvantages any other student. Students engaging in any form of academic misconduct may be dealt with under the Ordinance of Student Discipline. This can include imposition of penalties that range from a deduction/cancellation of marks to exclusion from a unit or the University. Details of penalties that can be imposed are available in the Ordinance of Student Discipline Part 3 Academic Misconduct, see 16

17 Plagiarism is a form of cheating. It is taking and using someone else s thoughts, writings or inventions and representing them as your own, for example: using an author s words without putting them in quotation marks and citing the source; using an author s ideas without proper acknowledgment and citation; or copying another student s work. If you have any doubts about how to refer to the work of others in your assignments, please consult your lecturer or tutor for relevant referencing guidelines, and the academic integrity resources on the web at The intentional copying of someone else s work as one s own is a serious offence punishable by penalties that may range from a fine or deduction/cancellation of marks and, in the most serious of cases, to exclusion from a unit, a course, or the University. The University and any persons authorised by the University may submit your assessable works to a plagiarism checking service, to obtain a report on possible instances of plagiarism. Assessable works may also be included in a reference database. It is a condition of this arrangement that the original author s permission is required before a work within the database can be viewed. For further information on this statement and general referencing guidelines, see or follow the link under Policy, Procedures and Feedback on the Current Students homepage. 17

18 Study Schedule & Workshop Program Wk Week starting Lecture Topic (90 minutes) Workshop (90 minutes) Required Reading & References (Refer to Learning Expectations ) Due dates 1 15 July Unit Introduction the deep end - Structure & assessment - Nature of research & the scientific tradition Induction & Deduction (intelligence vs. research) Objectivity & subjectivity (truth, reality & belief) - Application to 3 levels Level 1 & 2 the marketing mix Level 3 (strategy & the changing managerial environment) - business research N/A Chalmers (1999) C4-7 Cooper & Schindler (2011) C 1 Hair et al (2010) C 1 Aaker et al (2010) C 1 Cameron & Price (2009) C 1 & 2 Robson (2011) C 1 & 2 Skringar & Stevens (2008) C 2 Tolich & Davidson (2011) C July Introduction to types of research - Field research vs. pure (academic) research - Models vs. generic tools (& data triangulation) - Primary, secondary, tertiary research 3 29 July Research design & approach - Creating briefs & structuring proposals - Designs matched to approaches Student introductions and introduction to Project task, Task structure & Task roles (students to choose 1) - Market research brief discussion (in pairs) & creation (workshop goals & objectives). Project scoping - Workshopping proposal based on last week s brief. Task role groups convene to scope inputs. Neuman (2011) C 3, 4 & 6 Skringar & Stevens (2008) C 6 Robson (2011) C 4 & 5 Matthews & Ross (2010) C B3, B4 & B6 Aaker et al (2010) C 4 Robson (2011) C 3 & August Tertiary, Secondary & Primary Qualitative tools & methods - Primary research (Qualitative & Quantitative) - Tertiary data sourcing & manipulation - Secondary data sourcing & manipulation - Primary qualitative research tools & techniques Observation In-depth interviews & Group discussions Tertiary/Secondary research requirements & Primary Qualitative questions (for assessment item 1) - What information do we need to contextualise findings & what is the best source (primary, secondary or tertiary research? - What information do we need from the client (tertiary research)? - What questions need to be asked in the focus group discussion (primary research stage 1 - qualitative research (group discussion)? - Who should be chosen for the focus group discussion & why? Robson (2011) C 14 & Part IV (pp ) Cameron & Price (2009) C 2 Aaker et al (2010) C 5-7 Burns & Bush (2012) C 5 & pp Cooper & Schindler (2011) C 5 & 8 Hair et al (2010) C 3 Matthews & Ross (2010) C C4, C6 & C9 18

19 5 12 August Live Primary Research (Group discussion in lecture) 1 x Hobart (taped) 1 x Launceston (taped) Thematic Analysis based on students notes from the group discussion - Workshop key findings from the group discussions Confirmatory findings? Surpriseful/unanticipated findings? - What questions/issues warrant investigation in remain to be answered? - How can we answer these (i.e. Primary research stage 2 - quantitative research (survey); Tertiary information/data; Secondary research)? - Brainstorming sampling - unique problem of Distance student representation? Robson (2011) C 11 & 17 Tolich & Davidson (2011) C 9 Aaker et al (2010) C 8 Matthews & Ross (2010) C D4 & D7 Robson (2011) C 13 Tolich and Davidson (2011) C August Primary Quantitative tools & methods - Reliability & error - Validity (face, content, criterion, construct), bias & fairness - Sampling Randomisation & probability principles Techniques (simple random, stratified & other sampling techniques) Stratified sampling vs. post-weighting 7 26 August Survey Questionnaire construction - Question wording & flaws - Flow & skips - Scaling - Open & closed questions - Coding Task role groups convene to scope inputs. The Student Experience Presentations Qualitative Research Findings (All students are expected to attend this workshop) Task role groups convene to consolidate roles in surveying. The Student Experience Presentations (cont d) Qualitative Research Findings (All students are expected to attend this workshop) Task role groups convene to consolidate roles in surveying. Cohen & Swerdlik (2005) C 5 & 6 Matthews & Ross (2010) B5 & C1 Moore & McCabe (2003); C 3.4 (pp ); 4.1 (pp ); 4.2 (pp ); 6.1 (pp ) Frank & Althoen (1994) C 8 Aaker et al (2010) C 14 & 15 (refer next week s readings for help in question construction) Robson (2011) C 10 & 12 Cohen & Swerdlik (2005) pp Aaker et al (2010) C 12 Cooper & Schindler (2011) C 10 Tolich & Davidson (2011) C 8 Matthews & Ross (2010) C 3 Burns & Bush (2012) C 8 Hair et al (2010) C 5-7 Thematic analysis report + 2 Survey questions (all students to hand in at start of workshop) Report presentations Report presentations (cont d) (All reports & questions MUST be submitted in wk 6) 19

20 2 September Mid-Semester Break (2 September 6 September inclusive) ~ Thematic maps & questions collated by tutors; Unit Coordinator develops survey questionnaire instrument & prints ~ 8 9 Sept Ethics - Managing research subjects - Managing stakeholders - Managing client relationships Fieldwork set up and preparation led by task role groups - Brief on ethics in interviewing - Questionnaire & showcard dissemination - 1 or 2 practice questionnaires done in workshop Robson (2011) C 9 & Part V (pp ) Cameron & Price (2009) C 4 Aaker et al (2010) C 9 & 10 Cooper & Schindler (2011) C Sept Data analysis I - Measures of central tendency - Applied statistics overview Correlation & Regression ANOVA Discriminant Analysis Facto & Cluster Analysis Multidimensional scaling & Conjoint Analysis (NO WORKSHOPS THIS WEEK) (During this week each student must do 5 intercept interviews at a prescribed site, time/day slot according to sampling matrix & outof-class student commitments) Robson (2011) C 16 Moore & McCabe (2003) C 1.2 (pp ); C 1.3 (63-84) Frank & Althoen (1994) C 2 Johnson & Wichern (1999) C 1 (pp. 1-5) Aaker et al (2010) C (pp ) Cohen & Swerdlik (2005) C 3 Gravetter & Wallnau (2004) C Sept Data analysis II - Editing and coding - Finding statistically significant differences - Choosing the right statistics Data coding and analysis - Class discussion on interviewing experience - Data processing methodology for surveys Task role group leads to drive questionnaire editing & coding as a class exercise. Hair et al (2010) C 10 & 11 (pp ; ) Burns & Bush (2012) C 8 (pp ) Cooper & Schindler (2011) C 15 Burns & Bush (2012) C 12 & 13 Hair et al (2010) C 10 & 11 Matthews & Ross (2010) C D2 Pallant (2011) C 10 Completed Surveys (all students to hand in at start of workshop) + Data entry (after workshop) (Unit Coordinator to run basic analysis on entered data) 20

21 11 30 Sept Reporting - Formats - Data presentation Tables Charts & graphs Findings - Workshop key findings from the survey Confirmatory findings? Surpriseful/unanticipated findings? Burns & Bush (2012) C 15 Cooper & Schindler (2011) C 20 Hair et al (2010) C 13 Moore & McCabe (2003) (pp. 4-22) 12 7 October Special topics - Delivering findings the politics of research - Challenges facing the research industry - Applied problems in research (test marketing, surveying monkeys ) - Applied cases for the marketing mix - Context of secondary and tertiary data - do we need more data? - Is there need for further analysis (statistically significant differences, post-weighting etc?) Task role groups convene to drive reporting formats. The Student Experience Presentations Quantitative Research Findings (All students are expected to attend this workshop) Cooper & Schindler (2011) C 16 Matthews & Ross C E2 & E3 Neuman (2011) C 16 Pallant (2011) pp Robson (2011) C 18 Aaker et al (2010) C 24 & 25 Burns & Bush pp Cohen & Swerdlik (2005) C 4 Burns & Bush (2012) C 2 Final report (hand in at start of workshop) Report presentations October Review & Conclusion The Student Experience Presentations (cont d) Quantitative Research Findings (All students are expected to attend this workshop) Selection of Hobart, Launceston & Distance student reports posted on MyLO Report presentations (cont d) (All reports MUST be submitted in wk 12) Examination Period: 27 October 13 November