MKTG 470

Pamela Miles Homer, Ph.D.
Professor of Marketing
Director, CBA Honors Program
"If one advances confidently in the direction of his dreams, and endeavors to live the life which he has imagined, he will meet with a success unexpected in common hours."
[Henry David Thoreau]

"...knowledge is not a mere extrinsic or accidental advantage, which is ours today and another's tomorrow, which may be got up from a book, and easily forgotten again, which we can command or communicate at our pleasure, which we can borrow for the occasion, carry about in our hand, and take into the market; it is an acquired illumination, it is a habit, a personal possession, and an inward endowment."
[John Henry Cardinal Newman]

Classroom, Meeting Times, and Office Hours

CBA 230 [Tuesday 4:00-6:45PM & Wednesday 7:00-9:45pm]
Office: CBA 348 [Office Hours are after class, and by appointment]

Course Description and Objectives

Marketing research is a pervasive function of modern organizations. If, in fact, the "marketing concept" is to be implemented, marketers must have a way of determining what customers desire. As the complexity of the problems facing the marketing manager has increased in recent years, so has his or her need for information -- about the market environment, about the competition and particularly about the customers. It is now a virtual certainty that every marketing manager (and many managers in other functional areas and in general management) will come in close contact with marketing research frequently through his or her career in business. If your goal is to have a successful career in the field of marketing (in a small or large organization, or in academia), this course is likely the most important course that you will take in the program. At the same time, it may also be the most challenging.

Marketing research techniques can broadly be separated into qualitative and quantitative approaches. Qualitative techniques include many methods, such as focus groups and in-depth interviews. Quantitative methods are numerous. While qualitative techniques will be discussed and sampled via in-class exercises and homework assignments, we will focus on experimental and survey research.

The primary focus of this class is survey research. Students will learn to develop a questionnaire, code and enter data,to develop hypotheses,to analyze data, and finally, to prepare a managerial report that concisely and clearly summarizes results. Students are not expected to become statisticians; they are, however, expected to learn how to successfully use and interpret statistics. The uses, as well as the limitations of specific statistics, and "hard data" in general, will be explored. Students will learn how to use the statistical package most widely used by marketing research firms, SPSS.

The course goals and objectives are:

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To improve the student's ability to critically and conceptually analyze research results.

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To develop the student's ability to critically evaluate alternative research designs and to develop and select the most appropriate one for a particular problem situation.

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To provide the student with the necessary skills to implement a research design.

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To provide the student with an introduction to the various data analysis procedures that are most frequently used in marketing research.

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To provide the student with an introduction to the SPSS statistical software package.

In brief, this course is designed to make the contacts between management and marketing research as productive as possible by making each student an intelligent user and consumer of marketing research. Five learning vehicles will be used in the course: (a) readings, (b) lectures, (c) discussion and assignments of problems and readings, (d) 'mini' presentations, (e) execution and presentation of a Team Research Project, and (f) exams.

A lot of material must be covered in this course, and as a result, much of this class will be conducted in a lecture format. I do, however, want students to participate as much as possible. So, please come prepared to discuss the assigned material, to share your own personal experiences that are relevant, and to ask informed questions.

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Course Materials

Required Textbook:

Click here to go to the textbook publisher's web site.

Additional/Supplemental Required Materials: A 'Class Notes Packet' [PowerPoint handouts] is available at the Campus Bookstore Copy Center. These materials are not available elsewhere and are not posted online. [NOTE: It is each student's responsibility to purchase all relevant items PRIOR to class. Class will not be delayed for those who arrive without the necessary lecture notes, etc.]

Optional/Supplemental Materials: Those with weak statistical skills may find the following beneficial:

Supplemental readings (most in PDF format) are available on the Web (see links in the Course Schedule below). More recent readings may be assigned as the term progresses -- these will be announced and/or distributed via e-mail. Any assigned readings are required and will serve as exam material. All students are required to have an e-mail account and access to the Internet. Please check your e-mail inbox regularly for course updates/announcements (e.g., additional readings, assignments, changes in the schedule, etc.).

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Attendance and Participation

Everyone is expected to attend class regularly (including all guest speaker and class presentations). Other commitments such as class schedule conflicts and work are not acceptable excuses for missing class. Failure to attend class and participate (see additinal commments in the Course Evaluation section) will be reflected in your (1) exam scores (tests cover text material, class lectures, and assigned readings), (2) assignment grades, (3) class participation score, and (4) final letter grade. If you must miss a session, please get class notes, announcements, etc. from a classmate. You are also expected to read the daily assignments PRIOR to class! Your motivation and discipline will help make the class an enjoyable experience.

Anyone who misses a class is responsible for what transpired that day. It is your responsibility to contact a classmate and to log on to this Web site to determine what you missed. Please do NOT contact me via phone or e-mail about missed classes.

It is important that students are repectful towards instructors and fellow classmates, and that their behaviors not interfere with nor disrupt class activities. Therefore, please adhere to the following rules when attending MKTG 470 (as outlined in Department "Rules for Classroom Conduct and Behavior").

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Plan to arrive to class on time and to stay for the entire class period (or until dismissed) because random arrivals and exits are disrespectful and distracting. Be advised that I take note of such impolite behaviors that show a lack of respect for myself and other classmates.

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All cell phones and other electronic devices (e.g., pagers, palm pilots) must be turned off (or on vibrate) and hidden from view.

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Laptops are permitted for (quiet) note taking only! Accessing the Internet, checking e-mail messages, etc. is not permitted.

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Food and beverages are NOT permitted in CBA classrooms. Those must be consumed in designated areas only.

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Talking and other disruptive behaviors are not permitted while classes are in session.

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When in the Computer Lab during class time, computers are to be used for course-related activities only (i.e., NOT to check personal e-mail, to browse the Internet, etc.). Violators will be penalized. Monitors must remain OFF until you are instructed to turn them on.

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Students are expected to do original work for all assignments, including exams. Students are responsible for their own conduct and all cases of dishonesty (e.g., plagiarism, cheating) will be reported to the proper university officials.


Course Evaluation

Grades will be based on the following factors:*

Exams (2 of equal weight)
50%
Qualitative Project
10%
Questionnaire Project
10%
Final Team Project/Presentation
25%
In-class Exercises, Participation, and Attendance
5%
[*NOTE: These percentages may change, depending on class motivation and performance.]

Your final course grade will be a function of your performance relative to the performance of the others in the class. Individual exam grades will not be curved -- any adjustments (if any - most likely none) will be made only on total points (at the end of the term). Given the small class size, do NOT expect any "curve" or adjustments from the traditional grading policy (i.e., 'A' = 90%+, 'B' = 80-89.9%, 'C' = 70-79.9%, 'D' = 60-69.9%, 'F' < 60, based on total points earned).

Two exams will be given throughout the term, each covering approximately one-half of the course material. [NO MAKE-UP EXAMS FOR ANY REASON.] The only exceptions are those specified in the University "Excused Absences Policy Statement" (e.g., hospitalization, death of an immediate family member). See comments below in the General Policies section.] The exact format of each exam will be explained prior to the scheduled test date. Exams are designed to assess your knowledge of the material and your understanding of how the concepts are interrelated. Thus, they are challenging and mere memorization of the text and/or class notes will not assure a passing grade by any means. [NOTE: Any student who fails both exams will fail the course.]

To earn points for "class participation," you must attend class and make an active and valuable contribution to class discussion (i.e., ask relevant questions, offer true insight). Mere attendance is not sufficient. When class roll is taken, you must be present to earn those points (i.e., leaving class early will prevent you from receiving those points, NO exceptions). [Random exits from class are rude and disrespectful, and such behavior will not be rewarded.]

Unannounced in-class exercises will be performed on a regular basis, in part dependent on class motivation and performance (i.e., less motivation means more of these types of assignments). There are NO make-ups for such exercises: no exceptions.

NOTE: All written assignments must be well organized, using an interesting writing style that is grammatically correct (regardless of what your native language is). Expect a severe grade reduction for poor grammar.

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Assignments

Qualitative Project [In-Class Exercise -- September 16/17]

Develop your own in-depth interview guide to assess satisfaction/dissatisfaction with the CBA. In writing the questions, think about what characteristics of the business school and experiences in your major that contribute to satisfaction/satisfaction (and any other questions you would like to ask to evaluate the program)? Over the weekend, group members should interview business majors in the 5 areas (Accounting, Management/HRM, Finance, Marketing, and IS). If you have trouble findings people to participate, you may limit your analysis to Marketing majors. Each person should summarize the findings from their interview in 1-2 pages for your group members. The team will then consolidate those individual summaries into one team summary report (3 pages maximum), due at the start of class.

Alternatively, each team may do one of the following:

  1. Conduct a focus group consisting of 5-8 participants that includes students from each of the 5 CBA disciplines (i.e., Accounting, Management/HRM, Finance, Marketing, and IS). The team will then write a summary report that does not exceed 3 pages (due at the start of class on September 30th/October 1st).
  2. Design and conduct an observational study. In a 3-page summary report, present the following: (a) What is the study purpose? (b) What was observed? (c) How were observations recorded? (d) What procedures were used to assure the accuracy of observation? (e) If possible, explore academic journals to see how your findings compare to those in the literature. Present those comparisons.

Be careful. This assignment is NOT a quantitative survey. I am looking for qualitative, not quantitative information.

All teams will present their findings in class on September 30/October 1st. 

Questionnaire Project [In-Class Exercise -- September 30/October 1]

Develop a quantitative questionnaire to assess satisfaction/dissatisfaction with the CBA. This questionnaire is meant to supplement (and hopefully confirm) the data that result from the above qualitative interviews. As noted above, in writing the questions, think about what characteristics of the business school and experiences in your major that contribute to satisfaction/satisfaction (and any other questions you would like to ask to evaluate the program)? 

Use a variety of measurement scales and follow the guidelines set forth in class PowerPoint handouts and your textbook. The goal is for detail and meaningful data. At the same time, try to be creative.

All teams will present their findings in class on October 13/14.

Team PowerPoint Presentation

The primary objective of the 'Team Project' is to provide students with some experience in applying concepts and research methods to 'real' business/social problems. This will involve analyzing data, interpreting that data, and presenting those findings to the entire class. Students will form 3-4 person self-selected teams to prepare a report in the form of a PowerPoint presentation. Be creative here and have some fun!

Student teams will analyze one of the data sets compiled by the Social Science & Research Instructional Council (SSRIC). There are numerous data bases that cover a wide range of topics. Alternatively, teams may analyze the "Internet & Advertising" data file(s) that I have downwloaded and reduced (all files are linked to the October 28/29 assignment "Schedule" below). This study includes a survey of patients and a survey of physicians. [NOTE: Teams who locate and analyze a unique data base (more challenging) will earn extra credits for their efforts, assuming that they meet expectations (e.g., perform correct analyses, prepare a well-organized and informtive presentation, etc.).]

Teams will explore one of the data sets that is worthy of discussion. This will involve (1) problem identification, and (2) hypothesis development (which should be linked to past empirical research). These tasks will be followed by (1) measurement development, (2) data analysis and results, (3) interpretation/discussion of those results, and (4) recommendations for policy makers, public agencies, and/or the business community.

NOTE: This is a business report, i.e., NOT an editorial or political statement. Any recommendations must be linked to the data (including past empirical data that you may locate), and not mere opinions of group members.

Each team will submit a printed copy of their PowerPoint slides along with a complete list of references the day of class presentations (December 2nd or 3rd). All team members must participate (speak) in at least some portion of the presentation (additional suggestions for presentations will be given in class). Individual project grades will be assigned based on the group written effort, individual performance in the presentation, and peer evaluation. Please carry your weight in the group or your final grade will suffer significantly!

NOTE: All written assignments must be well-organized using an interesting writing style that is grammatically correct (regardless of what your native language is). Expect a severe grade reduction for poor grammar -- I am very serious about this!

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Basic Format of the PowerPoint Presentation*

  1. Introduction (why is this important and how will it benefit the discipline and/or practitioners?), including a clear statement of the objectives. "Set up" the presentation for the audience as you also attempt to attract and retain their attention and interest.
  2. As appropriate, present a summary (critical review) of empirical evidence based on a THOROUGH search of available resources. The various secondary sources should be discussed and interrelated in a coherent, well-organized fashion (i.e., do NOT merely list or summarize each article in a "bibliographic" format). Click here for a list of academic journals (also referred to as scholarly journals) in the field of Marketing.
    1. Take care to "connect" the various subsections of the presentation, using headings/subheadings as appropriate.
  3. Hypotheses and rationale.
  4. Methodology: describe in detail the research design, sample, questionnaire (i.e., measures), analyses.
  5. Results: describe in detail the important findings (i.e., perform hypothesis tests). Include statistics as appropriate.
  6. Conclusions, Limitations, & Recommendations: Interpret the findings. What do the results mean? Be Specific! How are your findings related to previous research - do they confirm, contradict? Include mention of limitations of the research.
    1. As appropriate, include tables, graphs, and figures, with text below describing them (briefly and directly). These should be easy to understand and make straight-forward points.
    2. Appendices may also be attached (e.g., survey instrument and other technical details not included in the PowerPoint slides or handouts that you submit). Do NOT attach SPSS output.
  7. Summary -- give closure to your presentation (do not merely stop). End on a high note.
  8. Revise, revise, revise, revise. Samples from past classes illustrate "A" presentations (PDF format): The Impact of Emotions, Bullying, DTC Internet Ads and Obesity.
    * When in doubt about format, style, content, etc., please ask me. Better safe than sorry.
    [Please review the comments below.]

Additional Preparation Guidelines for the Presentation

  1. Be sure to include sufficient material based on individual thought (i.e., do not merely regurgitate what you have found in library sources). I expect a THOROUGH analysis of all available sources of information. Do NOT limit yourself to one medium (e.g., the Internet) or to some preset number of resources. Keep searching for data until you exhaust all possibilities and all new sources replicate those you already have.
  2. Computer-generated, print on heavy-duty paper (letter quality print). If you bind your paper, use spiral binding. No plastic covers please.
  3. Proofread -- check that your spelling, grammar, and punctuation are correct!!! The presentation should read and sound like one person prepared it.
  4. Pay strict attention to organization. Be certain to provide effective transitions between sections.
  5. Pay strict attention to font/typeface size. All slides must be readable from the back of the room. Do NOT merely insert Word documents or SPSS output into PowerPoint slides. Present only the relevant statistics and type them in a sufficiently large font.
  6. Be sure that you verbally interpret information presented in tables. Do not merely show tables, expecting the audience to do all the interpretation and to draw all conclusions. That is your job.
  7. On the day of the presentation, submit a printed copy of your team's PP slides, appendices, and a complete list of all references (follow the reference style in current issues of the Journal of Marketing, Journal of Consumer Research, and Journal of Advertising.
  8. Revise, revise, revise. Rehearse, rehearse, rehearse.

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Exam Guidelines

You will be informed about the exact nature/format of each exam prior to the scheduled test date. In the case of multiple-choice items, individual exam questions require you to select the single best answer. All alternatives are designed to be reasonably attractive. Please read each question and alternative carefully!! Expect several "not" questions. That is, questions that take the form, "Which of the following is NOT a major factor to consider in developing ..." You are looking for the alternative that does not fit. Remember, if any one aspect of an alternative response to an objective question is false, the alternative is false.

The questions are designed to assess your ability to think so you should be able to relate various concepts discussed in class. They are, however, challenging and require careful reading. One word can alter the meaning of a sentence so please do not be hasty. You will have sufficient time to complete the exam. NOTE: Do NOT use the number of 'a', 'b', 'c', etc. responses as a means of determining an answer. I typically create exams with a disproportionate number of answers for each letter alternative.

For essay questions, I suggest the following:

  1. Outline your answer on scrap paper (provided at the exam).
  2. I am interested in your ability to communicate and to speak specifically, and not in vague, meaningless terms. Therefore, examples are often useful. But, please be complete and sufficiently detailed in your response! Some questions appear general and easy, but again, I am looking for you to provide specifics that demonstrate your understanding of the material.
  3. If you are asked to draw conclusions or to provide marketing implications, BE SPECIFIC. Do not merely state the obvious such as "this is useful to marketers because it helps them segment markets." I expect more than that.
  4. Be careful to answer the question that is being asked and to address ALL portions of each question or you will lose unnecessary points.
  5. For problems, show ALL work! You will not receive credit for answers without work.
  6. Proofread all answers carefully! If you inadvertently misspeak or leave out a word(s), it may hurt your grade. I can give credit only for what you say, not what I think you meant to say.
  7. Lastly, for handwritten exams, please write neatly or you will not be given credit for what I can't understand.

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General Policies

The only possibility of an exception to a deadline or exam date will be those specified in the University "Excused Absences Policy Statement" (e.g., hospitalization, death of an immediate family member). [Documentation is required.] A visit to the student health center or a doctor's appointment is NOT an acceptable excuse for missing class or for delinquent assignments. And, I must be informed of a problem prior to the exam date or assignment deadline (i.e., not the day an assignment is due or a test is scheduled). If you anticipate getting a cold or having some other debilitating experience (e.g., typing and/or printing problems), I suggest that you start assignments and projects well ahead of the due date.

As far as "special consideration" is concerned, ALL students will be treated equally: to do otherwise is unethical, unfair, and violates University policy. Thus, there are no "extra credit" options or grade adjustments given to select students. Any student asking for such treatment will be docked 2 points for each request.

You are expected to do original work for all assignments, including exams. Students are responsible for their own conduct and all cases of dishonesty (e.g., plagiarism, cheating) will be reported to the proper university officials. Please avoid an embarrassing or unfortunate situation.

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Course Schedule (or what is happening when)

The tentative (to be revised before classes begin) course outline below indicates the approximate dates when selected topics will be discussed. Note that students are expected to complete the reading assignments prior to coming to class on dates indicated below. This will assist in note taking and will result in more insightful class discussion.

If additional readings are assigned and/or if changes in the schedule are necessary (e.g., to accommodate guest speakers), students will be held responsible for such changes as announced in class and on the Internet. Course updates and announcements will be distributed via the BeachBoard e-mail system. Please check the schedule below and your e-mail inbox regularly for the latest class announcements. [Internet access and an e-mail account (registered with BeachBoard) are required of all students.] 

Course Schedule (Fall 2008)

Date

Topic(s)

Assignment*

September 2/3

Introduction and Overview

Syllabus; Chapter 1.
Form Project teams.

September 9/10

The Research Process
Exploratory & Qualitative Methods
Observational Research

Ch. 1, pp. 2-16. The section on Marketing Research Careers may be of interest to you (pp. 18-19).
Ch. 2 provides more detail on the steps of the marketing process than I do in class. Useful applied reading.
Read Numbers Can Lie.
Chapters 5 & 11.
Bring a flash memory stick to each class.
Scan Research Industry Trends 2006 ReportO.
Read Stopping Junk Mail to learn how to opt out of junk mail lists, etc.

September 16/17

More on Qualitative Research
Secondary Research

Speaker: Susan Jackson [CSULB Business Librarian

Print and Bring to Class the Library Guide

Chapters 4, 5, & 11.
Read Motivational Research; Hidden Persuasion; Thinking Inside the Box (focus on Study 1, pp. 357-362); The Smile Factory: Work at DisneylandO; Marketing JournalsO.
Begin Qualitative Assignment.
This class session is mandatory! Any student who is absent or leaves early will receive a 3% point penalty from their final course grade.
Class meets in CBA 236 (T) or CBA 240 (W).

September 23/24

Primary Data Collection/Survey Research

Introduction to SPSS

[Class meets in the Computer Lab.]

Work on Qualitative Projects.
Read Chapter 6.
Incentives in On-line SurveysO.
This class is mandatory! Any student who is absent or leaves early will receive a 3% point penalty from their final course grade.

September 30/ October 1

Speaker: Stafford Cox [Introduction to Team Project Data Sets]

Questionnaire Design/Attitude Measurement

[Class meets in the Computer Lab.]

Chapters 8 & 9.
Qualitative Project Presentations
Submit Summary Report for Qualitative Project.
Scan the ICPSR Data Sets. [Do NOT try to download data files from the Internet before class. They require a campus connection.]
This class is mandatory! Any student who is absent or leaves early will receive a 3% point penalty from their final course grade.

October 7/8

More on Attitude Measurement
Start Sampling
Web Survey Design

Chapters 8 & 9.
Questionnaire Design Assignment [Review PP 'Questionnaire Design' PP handouts that describe various scales. Others are included in Sample Questionnaire Items.]
[Class meets in the Computer Lab.]

October 14/15

More on Sampling
Questionnaire Presentations
[Class meets in the Computer Lab.]

Chapter 7.
Nielsen Media
Present Questionnaire findings

October 21/22

Exam 1
[Class meets in the Computer Lab.]

[6 single-sided pages (8.5-11") of notes allowed as "Exam Aids."]

October 28/29

Experimental Design

Introduction to SPSS & Data Analysis

Chapter 11.Chapter 6, pp. 116-119.
Chapter 12, pp. 245-252.
Download Intro to Stats PP slide.
Download Internet & Advertising Patients Survey (1) Data File, (2) Study Description, (3) Codebook, and (4) Related Literature.
Download Internet & Advertising Physicians Survey (1) Data File and (2) Codebook.
Work on Team Project Proposals.

November 4/5

Team Project Proposal Due

One-page summary of research objectives, hypotheses, measures.

November 4/5

More on Experimental
Design

Crosstabs

Chapter 6, pp. 116-119.
Chapter 12, pp. 253-257.
Print Statistical Tables & Ad Attitudes Survey.
Download Diversity Data Set & Ad Attitudes Data Set.

November 11/12

T Test
ANOVA

Chapter 12, pp. 258-265.
Print Statistical Tables & Ad Attitudes Survey.
Diversity Data Set & Ad Attitudes Data Set.
German-American Data Set
DVD Player Data Set
Data Analysis with SPSS

November 18/19

Correlation & Regression Analysis

Chapter 13.
Download/print Statistical Tables and Transformation of r to Z Table.
German-American Data Set
DVD Player Data Set
 Data Analysis with SPSS

November 26

Campus Holiday

December 2/3

Team Project Presentations

[Class meets in the Computer Lab.]

Chapter 14.
Read & follow Oral Presentations
Samples from past classes illustrate an "A" presentation (PDF): The Impact of Emotions, Bullying, DTC Internet Ads and Obesity.

December 9/10

Exam 2

CBA Compter Lab

This exam is open book/open note. No electronic devices (other than a non-programmable calculator) are allowed.

December 16/17

Final Exam

CBA Compter Lab

This exam is open book/open note. No electronic devices (other than a non-programmable calculator) are allowed.
[* Data sets are SPSS files (*.sav) that open only in SPSS. However, then can be downloaded and saved for use in the Computer Lab. Most of the on-line readings are in PDF format and require Acrobat Reader 5 (or higher).]