module guide(4)
TRANSCRIPT
Module Code – 7BUS0244
Academic Year - 2012/2013
Semester – A
Module Leader – Caroline Large
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Research for
Marketing
Practitioners
October 2012 - welcome to
the fascina
ting world
of Market
Will all students please note that if you put ‘Research for Marketing Practitioners’ in the subject line of your email it will speed up the response that we are able to
provide .
Page
1. Contact details for the module leaders (and teaching team) 1
2a. Module aims 1
2b. Module Intended Learning outcomes 1
Learning Outcomes a) Knowledge and UnderstandingLearning Outcomes b) Skills and Attributes:
3. Format of delivery 1
4. Module content 2
5. How StudyNet will be used to support this module 2
6. Tutor commitment 2
7. Student charter: 2
7.1 Written work: 4
47.2 Presentation 4
8. Recommended Readings 5
9. Programme 5
10. (a) Weekly programme to include 7(b) Essential reading/text 11
11. (a) Assessment details 11Assessment 1: Group presentation 20% 11Assessment 2: Individual written submission 80% 12
(b) This is the likely workload for this particular module 13
12. Deferred/referred assignment 13
13. Serious adverse circumstances 15
Appendix 1: Assessment verbs for examinations and assignmentsAppendix 2: Grading criteriaAppendix 3: Group presentation
(a) Form to be used by staff to assess presentations and to provide feedback(b) Feedback form which all students should complete having watched other students’
presentationsAppendix 4: General feedback provided to a previous cohort after their group presentationsAppendix 5: General feedback provided to students in an earlier cohort after their individual submissions were
marked; this feedback relates to the assignment that was set to the previous cohort, BUT if you read this carefully you will find useful information on how to raise the quality and professionalism of your own submission for Assignment 2:
Appendix 6: An earlier individual assignment brief, plus an example of a good submission for this coursework and general feedback
Appendix 6a: The brief:Appendix 6b: A good submission to the brief provided Appendix 6c: Once the assignment (above) was marked, general feedback was given to all students. Please
note that this assignment had a very high failure rate – see below for reasons explaining why this was the case, and ensure that you do not make the same mistakes
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Research for
Marketing
Practitioners
October 2012 - welcome to
the fascina
ting world
of Market
1. Contact details for the module leaders (and teaching team)
Name Room Phone extension
E mail address Office & Feedback hours
Caroline Large M333 x. 5483 [email protected] TBA
Ruth Herman M334 x. 5495 [email protected] TBA
2a. Module aims
The aims of this module are to enable students to….
…..develop their understanding of the main methods and applications of marketing research and its role in the marketing environment.
2b. Module Intended Learning outcomes
WHAT IS A LEARNING OUTCOME?
You will note below that the module handbook specifies ‘learning outcomes’ for this module. A learning outcome characterises what it is that you are expected to have learned at the end of the module, if you have successfully completed it. You will note that the learning outcomes are specified in terms of what knowledge/ understanding and skills you will have acquired. This will then tell you beforehand, what the module aims to teach you and what it is that you need to learn in order succeed. It is important to realise is that the assessment for this course is designed to test your achievement of the stated learning outcomes.
Learning Outcomes a) Knowledge and Understanding
Successful students will typically have a knowledge and understanding of-
the methodologies and processes of research in the business (and social) environment; the distinctions between qualitative and quantitative research; the role and limitations of research in supporting marketing (and other) management in the
decision-making process.
Learning Outcomes b) Skills and Attributes:
Successful students will typically be able to-
apply the tools and techniques to marketing cases and situations; critically evaluate marketing research theories and frameworks; analyse a complex range of strategic research problems; identify and evaluate a range of options
3. Format of delivery
The delivery of this module will be through a four hour slot once a week, involving formal input (lectures), exercises, and activities. Students should be prepared to work through the exercises provided in order to fully understand the concept of research which, together with Research Methods, will give you a good basis on which to start working on your dissertation.
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4. Module content
This course is designed to provide students with a good understanding of research theory and practice, from the perspective of marketing management.
We will look at the development, nature, scope and organisation of the research. Identifying and refining problems, formulating objectives (organising hypothesis testing) and setting decision criteria will provide the key to integration in the learning experience process. We will explore the fundamentals of sampling and sample design. Survey, experimental design and methods of data collection (questionnaire design, face-to-face interviews, postal questionnaires and telephone interviewing) will complete the learning programme.
The research interview, comprising the role, selection, training and supervision of interviewers, is examined in-depth; as are the principles and practice of qualitative research. We also look at how market researchers construct market segmentation models (for example - demographic, lifestyle, psychological, geo-demographics). Finally, we will look at what differences exist between consumer and industrial markets in terms of analysing and interpreting consumer behaviour and motivation and industrial buyer behaviour and motivation
5. How StudyNet will be used to support this module
Studynet will be used to support the module by ensuring that all lecture notes are made available to students prior to class. In addition, the reading list is available through Studynet, as are assignment details: the first assignment is a group presentation but the second, individual, assignment should be submitted via Studynet only.
6. Tutor commitment
Tutor commitments (these have been agreed in the light of perceptions raised by earlier student feedback):
Emails from students will normally be answered within three working days. However, students should not expect a response over a weekend
Our overall responsibility is to provide you with the course objectives, course structure, required reading and an outline of the lecture and tutorial programme. Basic lecture notes will be made available on StudyNet and you will be expected to refer to seminar exercises on Studynet and in the materials provided and be familiar with them prior to attending each class.
It is not possible for the tutor to ‘hand hold’ individual students, or provide tuition on a one-to-one basis (this includes reading draft assignments prior to submission). However it is hoped that the four hour classes will provide an opportunity for students to discuss any issues arising from the lectures or assignments
The information given in this Module Guide is believed correct, but the School reserves the right, at its discretion, and for any reason, to make changes to the Guide without prior notice and in particular:
7. Student charter:
It is understood that students too must make certain commitments, particularly:
Any email to tutors must include
The module name The student’s registered name The student’s number, and Be written in a polite, appropriate, professional, comprehensible manner. An
email to a tutor is a professional method of communication and should be
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constructed accordingly, being clear, grammatically correct, and succinct. Text language is not appropriate in these circumstances
Please remember that it is considered discourteous to address staff by their family name. So, for example, to write addressing me as Caroline is fine; to address me as Ms Large is also fine; but to write to me as Large is impolite and any email which does this will be returned
Personal messages on Studynet SHOULD NOT BE USED for communicating with staff. Please ONLY use email as this is the best way of communicating outside the classroom. Leaving telephone messages, without making it clear who you are or what module you are talking about, followed by a mobile number that cannot be heard properly, is unlikely to generate a response from staff……
In addition, putting ‘Research for Marketing Practitioners Query’ in the email header helps us to identify quickly what the query is going to be about (remember, we all teach on several modules during any one semester). If referring to an assignment, be clear about what assignment it is that you have queries about
Queries specific to an assignment should be sent to staff a minimum of FIVE WORKING DAYS before the assignment submission date. Any queries sent less than five working days before the submission date may not be answered
The individual assignment must be submitted with the filename comprising the student family name, given name and the SRN (e.g. HermanRuth123245678.doc). With the assignment document a footer should also include the student’s name and number on every page. Incorrect naming of assignment filenames and missing footer information will result in an automatic penalty on the final mark (5% in each case)
Students must behave in an appropriate manner as outlined in the student charter Please also note that marking follows strict processes laid down by the University of
Hertfordshire, including careful moderating and second marking. Once released, marks are NOT NEGOTIABLE. Feedback is, of course, available and staff are happy to provide guidance on areas of weakness and strength, but marks are not open to discussion. There is NO APPEAL against academic judgement. We understand that sometimes students are disappointed with the marks they receive but we cannot raise marks simply because you have tried hard, or your friend has a good mark, or because you really want a particularly degree classification so please do not ask us. We will, however, assist you to work towards higher grades for subsequent submissions.
Lecturers are happy to assist students with queries, problems, and other issues. However, students can help lecturers to help them by following a number of general guidelines including attending classes – particularly seminars – which allows you to ask questions about the module, assignment and examination. It is irritating to the tutor if you have spent some time going over issues in class to then be contacted by students who want one-to-one guidance simply because they have not bothered to attend the classes. Similarly, please do not stop staff in corridors with questions– we may not have the information or we may provide the wrong information, and there are examples of staff providing the wrong information because the student has not made it clear what module or assignment it is that they are talking about
Students are expected to show in their assignments that they:
have attended the lectures and understood the material have attended seminars and taken part in seminar exercises have read around the topics covered in the formal classes, in addition to set
texts and recommended readings can understand the concepts being dealt with, and can apply them to case
study and real life situations can present written information in acceptable report format, using grammatically
correct English and clear succinct written style can verbally present information and arguments in ways that are clear and
comprehensible to the audience can come to their own judgement about particular issues and can support
evidence to support these views and opinions
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7.1 Written work:
Students are expected not to:
Rely solely on class handouts to the exclusion of other reading material merely copy out or repeat large chunks of texts from books or journals.
Plagiarism will be penalised and repetition without analysis or application to situations will not get high marks. This point must be fully understood and accepted by all students
copy out any section of a printed work without adequately referencing it.- guidance on theHarvard referencing system will have been given to all students during their time at Hertfordshire and it is assumed that students will be using this system. For additional information on this topic, visit these two websites:
http://www.herts.ac.uk/lis/help/tutorials/refbooks.html http://www.herts.ac.uk/lis/ltdu/projects/mm10/exercises/references/harvard _ id.htm paraphrase set texts without actually applying the concepts to the case study/real life
situations present work in an unprofessional manner - for example, poor layout, poor spelling, poor
grammar, and inadequate referencing.
7.2 Presentation When submitting work for assessment, please take note of the following points: font size 11 or 12 is the most appropriate font size to use. If I cannot read an assignment it cannot be marked….. generous left, right, top and bottom margins make work more visually attractive and
easier for the reader to access double spacing should be left between paragraphs (as there is in this handbook) within a paragraph, leave three spaces between a full stop and the beginning of the next sentence ensure that full references to data and quotations used are included in the body of
the report with a bibliography using the Harvard system at the end of the work (see other references in this handbook, and workshops during this semester)
students should also ensure that their work is grammatically correct and well presented. Care must be taken to proof work, so that silly mistakes do not occur. Examples of such mistakes that frequently appear in students’ work are shownbelow: if they are found in submissions they will be penalised.
using `it’s’ instead of `its’ (it’s is only used when referring to `it is’. `It’s’ as in `It’s chair’ or `it’s bed’ is wrong: the correct version is `its chair’, `its bed’)
confusion in when to use i.e. and e.g. i.e. is short for `that is’: e.g. is short for `For example’
it is amazing that students at university level still confuse `their’ and `there’. `Their’ means `belonging to them’: `there’ is a direction as in `Over there’
many students confuse `affect’ with `effect’. Affect means to change, modify, or alter; effect means result, consequence, outcome.
weather versus wether versus whether versus wheather: two of these are correct, but not necessarily used by students in the right contexts. Two are incorrect whatever the context. Make sure you understand them and use them correctly!
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University of Hertfordshire Business School
Module Guide 2012-20138. Recommended Readings
The following texts are recommended for this module. However, students are strongly recommended to ensure that their reading is as comprehensive as possible, and should include both books and other readings.
STAFF CAN ONLY PROVIDE TEACHING DURING THE LIMITED CLASS SESSIONS. YOU ARE RESPONSIBLE FOR LEARNING AND YOU CAN ONLY SUCCESSFULLY COMPLETE THIS MODULE IF YOU MANAGE YOUR OWN LEARNING, BACKED UP WITH EXTENSIVE READING.
Core text:Bradley, N. (2010) Marketing Research Tools and Techniques 2nd edition Oxford University Press. Copies should be in the bookshop.
Other recommended texts:
Brace, I. (2004) Questionnaire Design Kogan Page Bryman, A. and Bell E. (2007) Business Research Methods,(2nd Ed) OU Chisnell, P(2005) Marketing Research (7th Ed) McGraw Hill Huff, D. (various) How to lie with Statistics Penguin Malhotra, N.K. and Birks, D.F. (2007) Marketing Research An Applied Approach (3rd
European Ed), Harlow, Pearson McGivern, Y. (2006) The Practice of Market and Social Research An Introduction 2nd
Ed. Prentice Hall Proctor, T. (2005) Essentials of Marketing Research (4th Ed) Prentice Hall Wilson, A. (various) Marketing Research An Integrated Approach Prentice Hall
(NB Where dates are not provided please use most recent edition)
Journals/Magazines/Yearbooks:
Journal of the Market Research Society Qualitative Market Research: an International Journal International Journal of Research in Marketing Admap British Market Research Assoc (BMRA) Yearbook Journal of Advertising Research Journal of Marketing International Journal of Market Research British Market Research Assoc. (http://www.bmra.org.uk/ ) Market Research Society (http://www.marketresearch.org.uk/) Office for National Statistics (ONS) (http://www.statistics.gov.uk/)
Also, refer to marketing and electronic commerce information section on the following web sites:http://www.herts.ac.uk/lis/subjects/business/biz_subj.html http://www.herts.ac.uk/lis/subjects/socsci/socscisweb.htm
PLEASE NOTE: these texts and journals are only to get you started. Students MUST carry out research for themselves, and explore all appropriate publications.
We hope that you find this module challenging, exciting and informative. We also hope that you all find it interesting particularly in terms of the preparation it can provide for your dissertations. Some of you may go on to use the skills you will gain from this module in your future work, whether as market researchers, researchers, commissioners of research or readers of research. Whatever your future plans, we are sure that you will find the skills and knowledge in this module of interest and use to you.
7 | P a g eResearch for Marketing Practitioners Caroline Large [email protected]
University of Hertfordshire Business School
Module Guide 2012-2013Please take careful note of the course outline below, and come prepared for each class.
9. Programme
The programme (below) gives an indication, for each week, of:
a. The content of material to be coveredb. The focus of seminar exercises and activitiesc. The relevant reading for each topic
Please note that there are sometimes unforeseen circumstances, such as staff illness, that may necessitate some changes to this schedule (e.g. order of topics). The staff will make every effort to communicate these changes to you in good time.
There are a number of points that we consider will help you to find the module rewarding, and challenging.
We have a very limited time in which to deliver this module, and Market Research is a complex and difficult area. You cannot succeed unless you complete the required reading before, during, and after each class.
Much of the seminar activity will ask you to consider how the material you have received in the lecture period could be usefully applied to the case study, and you will prepare your presentation in the light of these discussions.
For the presentations you will need to form yourselves into pairs, and then we will put you into groups of eight. The second assignment will be an individual submission
Students need to understand how this module will be delivered. In each week, there is a four hour teaching block and an indicative breakdown of the four hours is as follows (although this indicative breakdown is subject to change week by week):
session one will be a lecture session two will be a specific case study applying the concepts from the lecture session three will be feedback on the session two case study session four will be an opportunity for a tutorial review of the course and the set
assignments
There are suggested readings from the recommended texts against each part of the programme (see below). This is only designed to help to get you started and is not intended to be an exhaustive reading list. Students should use the time they have to ensure that they read widely around this topic.
8 | P a g eResearch for Marketing Practitioners Caroline Large [email protected]
10. (a) Weekly programme to include:
Semester A – Research for Marketing Practitioners
Week W/c date:
Theme /Topic Session content: Student/tasks: Reading: Key dates
1 24/09 Orientation
2 01/10
Introduction to the module
Introduction to Market Research followed by Data and Information
Learning outcomes – by the end of this week’s classes you should be able to: explain the nature of market
research summarise the industry
structure list the different research
services available show what must be considered
when using research in decision-making
what is meant by data and information
what is meant by ‘good’ information
identify the characteristics of good information
what good information can offer the manager or researcher
analyse informational requirements in particular situations
An introduction to Market Research, the module, and the assessments required
http://video.uk.msn.com/watch/video/the-apprentice-episode-9-market-research-in-tesco/2tjlcscl
An examination of terms and concepts relating to data and information
Exercises: Discussion on exercises
from last week Exercises considering what
is data and what is information when looking at a range of qualitative and quantitative data
Exercises from video workbook Scene 1
Bradley Ch. 1 McGivern Ch. 1 Bryman and Bell Ch. 3
Additional materials on Studynet: The writing guide provided by
Ogilvey and Mather The Gloucestershire County
Council guide to clear English (Studynet)
Article: The Usefulness of Market Research (Studynet)
Differences between data and Information (Studynet)
Websites: Look at the Market Research
Society website – in particularly their FAQs
http://www.mrs.org.uk/ mrs/mrs_general_faqs
Look at the ESOMAR website: http://www.esomar.org/index.php/glossary-a.html
This website will support your studies on this module.
Get yourselves a partner to work with on Assignment 1, and forward the names to Caroline
3 08/10 Research process and
problem identification :proposals and
briefs
Learning outcomes – by the end of this week’s classes you should be able to: Identify the steps involved in
the research process Specify the components of the
‘need’ for research Identify different types of
research Identify inhibitors to successful
research
Consider the relationship between research process, problem identification, proposals and briefs
Activity 1: FlyRight Airline Company exercise
Activity 2: Proposal writing exercise – see workbook
Activity 3: Activities from video
McGivern Ch 2 Bryman and Bell Ch 3 Bradley Ch 2
Additional materials on Studynet Power up your proposal A good proposal is hard to find Proposals- the challenges you face: Top Ten tips to writing award winning
training proposals
Groups of eight and presentational topics to be provided by staff by end of this week
9 | P a g eResearch for Marketing Practitioners Caroline Large [email protected]
workbook Scene 2
4 15/10
Data types – qualitative,
quantitative, primary,
secondary
Learning outcomes – by the end of this week’s classes you should be able to: Define the different types of data
(qual/quant/ primary/secondary) Consider the appropriate
approach for the collection and analysis of secondary data
Identification of key characteristics of different types of data
Activity 1: Baked beans exercise
Activity 2: Secondary data exercise
Activity 3: looking at previous submissions including the one in the handbook
McGivern Chs 6-7 Bradley Chs 3,4,7,8 Bryman and Bell Chs 6,16, 24,25
Additional materials on Studynet: ‘Academics, practitioners and
qualitative market research Qualitative research - Singularity of
qualitative research: from collecting information to producing results
Statistics and secondary data The mix of qual and quant in major
marketing journals
Please note that any queries relating to Assignment 1 should be received by staff no less than five working days before the presentation date
Failure to provide details of working pairs may result in reduction of marks, or a refusal to take part in Assignment 1
5 22/10
Sampling+ presentation
preparation(CL & DP)
Learning outcomes – by the end of this lecture you should be able to:
Understand the basics of sampling
Begin to apply these basics to research scenarios
Understand the importance of sampling in a research programme
Activities – please see activities in workbook
Bradley Ch. 5 McGivern Ch 8 Bryman and Bell Ch 7
Additional materials on Studynet:
‘Preparing for your presentation’
Assignment 1: a group presentation. Students are to work in pairs, and form groups of eight (students can choose their partner but the groups to be allocated by staff). Each pair will present on a given research methodology, and the eight students will observe each other’s presentations. The date for presentations is likely to be the Friday of this week, but details will be confirmed once numbers on the programme have been finalised
6 29/10Qualitative
methods of data collection
Learning outcomes – by the end of this week’s classes you should be able to: Understand the nature of
qualitative data Understand the range of
qualitative techniques available to the researcher
Be able to select an appropriate technique when qualitative data is required
Appreciate the role, functions and responsibilities of the researcher
Understand the practicalities of managing a qualitative research programme
Understand how the collection of the data will feed into its analysis
Activities – please see activities in workbook McGivern Chs 6-7
Bradley Chs 3,4,7,8 Bryman and Bell Chs 6,16, 24,25
:
Additional material on Studynet:
The responsibilities of interviewers Comparison of the quality of
qualitative data obtained through telephone, postal and email surveys
10 | P a g eResearch for Marketing Practitioners Caroline Large [email protected]
7 05/11Qualitative
methods of data collection (2)
Learning outcomes – by the end of this week’s classes you should be able to: Understand the nature of
qualitative data Understand the range of
qualitative techniques available to the researcher
Be able to select an appropriate technique when qualitative data is required
Appreciate the role, functions and responsibilities of the researcher
Understand the practicalities of managing a qualitative research programme
Understand how the collection of the data will feed into its analysis
Activities – please see activities in workbook McGivern Chs 6-7
Bradley Chs 3,4,7,8 Bryman and Bell Chs 6,16, 24,25
:
Additional material on Studynet:
The responsibilities of interviewers Comparison of the quality of
qualitative data obtained through telephone, postal and email surveys
8 12/11Quantitative
methods of data collection
Learning outcomes – by the end of this week’s classes you should be able to: Understand the nature of
quantitative data Understand the range of
quantitative techniques available to the researcher
Be able to select an appropriate technique when quantitative data is required
Activities – please see activities in workbook McGivern Chs 6 – 7
Bradley Chs 4, 7 – 8 Bryman and Bell Chs 6, 16, 24, 25
9 19/11 - Reading Week -
10 26/11 Questionnaire design
Learning outcomes – by the end of this week’s classes you should be able to: Understand when
questionnaires can be used Understand the issues and
problems relating to questionnaire design
Understand how to implement a research programme involving questionnaires
Bradley Ch 6 McGivern Ch 10 Brace – whole book Bryman and Bell Chs 8-10
Additional material on Studynet:
Measuring student satisfaction at a UK university
Survey Construction
11 03/12 Quantitative analysis Learning outcomes – by the end of
Activities – please see activities in workbook Bradley Ch 3
11 | P a g eResearch for Marketing Practitioners Caroline Large [email protected]
this week’s classes you should be able to: Understand how to reduce a
mass of quantitative data to a manageable form
Produce conclusions from this type of data
Appreciate the different analytical approaches
Bryman and Bell Chs 22 – 23 McGivern Ch 11
Additional material on Studynet:
Computer applications – a new road to qualitative analysis?
I spy with my little eye - A comparison of manual versus
computer-aided analysis of data gathered by projective techniques
12 10/12 Qualitative analysis
Learning outcomes – by the end of this week’s classes you should be able to: Understand how to reduce a
mass of qualitative data to a manageable form
Produce conclusions from this type of data
Appreciate the different analytical approaches
Activities – please see activities in workbook Bradley Ch 3
Bryman and Bell Chs 22 – 23 McGivern Ch 11
Additional material on Studynet:
Computer applications – a new road to qualitative analysis?
I spy with my little eye - A comparison of manual versus
computer-aided analysis of data gathered by projective techniques
Please note that any queries relating to Assignment 1 should be received by staff no less than five working days before the presentation date
13-15
17/12-31/12 - Christmas Vacation -
16 07/01International and
Business -to- Business research
Learning outcomes – by the end of this week’s classes you should be able to: Understand the dynamics of
researching in different environments
Understand the key differences and similarities in these varied environments
Be able to apply market research concepts in these varied environments
Bradley Ch 11 Bryman and Bell Ch 1
11.01 – submission of Assignment 2, a piece of individual written work. Precise details to be provided in the first month of Semester A
- End of Semester A -
12 | P a g eResearch for Marketing Practitioners Caroline Large [email protected]
10. (b) Essential Reading / Text
Core text Bradley, N (2010) Marketing Research Tools and Techniques 2nd edition Oxford University Press (Please note: there is a new version of this about to be issued; if you get the new version, please check the relevant chapter references
Other recommended sources:
McGivern, Y (2009) The Practice of Market and Social Research: An Introduction Prentice Hall
Proctor, T (2008) Essentials of Marketing Research 4th Edition Prentice Hall – this is available as an ebook
Brace, I (2010) Questionnaire Design 2nd Edition Kogan Page – this is available as an ebook
Please note also that for several of the weeks of delivery of this module there are articles and other readings identified in the handbook, which are available via Studynet. Students should read these and add to them themselves
Bradley is the core text, and the other sources listed above are sources which are referred to in the weekly recommended readings above. However there are many excellent texts on the market covering this module, and students are strongly encouraged to carry out reading as widely as possible.
Additional Reading / Text
11. (a) Assessment details:
Assignment 1: Group presentation 20%
Students are to form themselves into pairs, and each pair will then be allocated ONE of the following research methodologies to research (NB students can request a particular methodology but there is no guarantee that they will get this approach: the earlier you get yourselves into pairs, the more likelihood there is of you getting your chosen topic……but even so there is no guarantee):
Telephone interviewing Personal interviewing Focus groups On street questionnaires Mail out questionnaires Email questionnaires Online questionnaires Mystery customer Observation
Each pair is then put in a group with three other pairs (forming a group of eight), and each pair has to present on the research method they have been allocated – each group of eight will, therefore, cover a range of techniques commonly used in market research. Each pair should consider in their presentation:
What type of information the methodology would generate When the methodology would be useful When it would not be useful What the advantages are of this approach
13 | P a g eResearch for Marketing Practitioners Caroline Large [email protected]
What the disadvantages are of this approach What skills and competencies are required for a researcher to be able to use the
approach successfully
Each student should observe the presentation for each of the pairs and at the end of the session you should submit three feedback forms assessing the other three presentations you have watched. You should consider how you think your colleagues have performed, based on the following criteria:
How clearly each pair presented the topic How well you feel they understand the presentational topic Their presentational style The breadth of reading undertaken Any criticisms of the presentation
The final mark for each student for this assignment will be broken down as follows:
90% to be awarded by staff observing the presentation 5% based on the peer observation of the other students watching the presentation 5% to be awarded by staff on the quality of the observation carried out
Please note: we expect to see evidence of considerable reading and reflection in these presentations. Mere repetition of lecture notes and materials from the workbook is not sufficient. We are aware that this is very early in the module, and this will be taken into account when marking; however Post Graduate students should be able, in five weeks, to prepare and present on a topic for which there is considerable information available. Please also note that these are basic concepts relating to your programme of study and dissertation, so it is critical that you are comfortable with these topics.
Each pair will be expected to present for ten minutes, with time for questions. Students should make notes on the presentations they observe, and we will then give you an hour after the presentation to complete your feedback and reflect on what you have observed – this means that each group of eight will need to be available for about two hours.
Assignment 2: Individual written submission – 80%
Specific details of this assignment will be released shortly, but in general terms it is as follows; students will be given the raw data which has been gathered through a research project – both qualitative and quantitative data - and you will need to analyse this data and present it as a final Client report. The deadline for submission of this work is 11th January 2013. Indicative marking criteria (again, more details to be provided when the assignment is released):
Overall professionalism of submission (e.g. writing style, presentation 15%
Appropriateness of articles selected 15%Understanding demonstrated by the questions chosen 20%Level of discussion and understanding in the critique 40%Bibliography and use of Harvard referencing 10%
100%
Your assignment should be saved as a .DOC file (one file only: additional files will NOT be read or marked) and uploaded to Studynet (no hard copy submission required for this assignment) in the following format including the student family name, given name and SRN – e.g. SmithMary3333324333.doc. Also, ensure that there is a footer on each page giving your name and SRN.
PLEASE NOTE THAT FAILURE TO SUBMIT THE ASSIGNMENT IN THE AGREED FORMAT AS DESCRIBED ABOVE WILL INCUR A PENALTY OF 5%
14 | P a g eResearch for Marketing Practitioners Caroline Large [email protected]
Students are advised to use the ASU Guides to help them with their assessments, for example: Essay Writing, Report Writing, Academic Writing Style, Critical Evaluation, Harvard Referencing, Reflective Writing, Oral Presentations, Group Work.
In addition to specific learning resources for your module, for quality information use the Learning Resources page on StudyNet. The information pages for Business help you choose the best sources for different types of business information, and include online tutorials and quizzes for your own Information Skills Development.
Exam/ Coursework weighting: 100% coursework. Students pass or fail overall –ie you can fail part of the coursework, but pass the module overall if the mean is 50% or more
Examination details: N/A
Coursework details:See details of coursework provided above
See Academic Skills website for guidelines on writing essay and report etchttp://www.studynet2.herts.ac.uk/ptl/common/asu.nsf/Teaching+Documents?Openview&count=9999&restricttocategory=Writing+and+Referencing
Note: If you obtain less than 20% for the module overall, you will not normally be eligible for a referral.
11 (b) This is the likely Module Workload for this particular module,
Activities Total Hours per weekLectures
24
Two hours contact time per week + two hours workshops
Seminars / Tutorials / Workshop
Pre-lecture/ reading 48 TwoSeminar preparation, e.g. for weekly tasks Or group work
22
Two hours over eleven weeks (week one excluded)
AssignmentsResearch, writing, drafting and editing, practising
50five hours per week over ten weeks
Administration: emails, filing, etc6
Half an hour per week
150 hoursOn average eight hours
Student task:Please add the total time and the hours per week for each activity you expect to spend on this module. Remember, you are expected to study 150 hours in a semester for every 15 credit module. You may wish to discuss this with your lecturers
12. (c) Deferral/Referral Assessment
Specific details of the referred/deferred coursework will be put on StudyNet by 29 April 2013
Hand in Date
15 | P a g eResearch for Marketing Practitioners Caroline Large [email protected]
The submission date for all referred/deferred coursework assessments will be 17 June 2013. This deadline relates to semester A, semester B and semester A/B referred/deferred coursework.
. (a) Feedback from assessed coursework assignments will normally be provided either using the ‘StudyNet Online Feedback Form’ or by the HBS ‘Assessment Feedback Form' which will provide feedback on many aspects of your work and on how you can improve in future assignments.
Formative and/or general feedback may also be given in class time.
(b) HBS reserves the right to use electronic means to identify plagiarism.
The grading criteria for assessment in this module ASU have generic grading criteria for essays, reports, posters, presentations, etc. – these can be consulted for information – see below – in conjunction with the criteria identified for each assignment.
http://www.studynet2.herts.ac.uk/ptl/common/asu.nsf/Teaching+Documents?Openview&count=9999&restricttocategory=Academic%20Expectations/Assessment+and+Grading
Useful resources for support with your moduleso Academic Skills Unit (ASU) http://www.studynet.herts.ac.uk/go/asu o Information Hertfordshire
Information Hertfordshire Toolkit for Business and may help you choose the best sources for different types of business information and include Online tutorials and quizzes .
Note - All aspects of the module are potentially examinable.
The information given in this Module Guide is believed correct, but HBS reserves the right, at its discretion, and for any reason, to make changes to the Guide, syllabus and/or module without prior notice.
16 | P a g eResearch for Marketing Practitioners Caroline Large [email protected]
13. Serious Adverse Circumstances
'Serious adverse circumstances' are significant circumstances beyond a student’s control that would have affected the student’s ability to perform to their full potential if they were to submit or attend assessments at the appointed time. If, despite such circumstances, you decide to sit/submit an assessment, the University will not normally accept a claim of serious adverse circumstances in respect of that assessment.
If there are Serious Adverse Circumstances that have affected your assessment(s), you must communicate details to the University together with appropriate evidence, using the form provided by your School.
You should read the University’s guidance on Serious Adverse Circumstances before you sit/submit an assessment. Full guidance can be found in your Programme Handbook and in the A - Z Guide on StudyNet http://www.studynet.herts.ac.uk/ptl/common/studentcentre.nsf/resource+library/A-Z+guide+2010+revised.pdf/$FILE/A-Z+guide+2011+revised.pdf
Module extensionsOnly module leaders have the discretion to grant extensions for their module. Normally they should allow extensions if appropriate evidence is provided unless there are practical reasons for rejecting the request, e.g. feedback has been provided and work returned to students, the assessment is an in-class test, etc.
Karen RobinsDirector of Learning and Teaching (Hertfordshire Business School) July 2013
17 | P a g eResearch for Marketing Practitioners Caroline Large [email protected]
Appendix 1 Hertfordshire Business School
Assessment Verbs for Exams and Assignments
Term Meaning
KNOWLEDGE
Classify Arrange into groups/divide according to class/type
Define Explain precisely; state the meaning of; give details to show boundaries/distinguish it from others
Describe State a detailed account; information showing what/why/when/where/how/who something/ one is
Identify Name, specify, point out, pick out key facts, features, criteria, etc
List Catalogue; name items in a sequence; mention briefly
Record Register data, make accurate note of facts, evidence
State Express main points carefully, completely, briefly and clearly; specify
Summarise Give an account/overview of the topic /main points of; make a short general statement about
COMPREHENSION
Calculate Work out/find out using your judgement; determine; weigh reasons carefully
Compare Examine two or more things / ideas in order to focus on their relationship/likeness/similarities & only mention/acknowledge differences
Discuss Consider from several points of view & explore implications; put the case for and against a proposition & end with some statement of your own position
Explain Make clear and understandable; give reasons for; interpret and account for
Express Clearly state, show an opinion/a fact/a feeling
Indicate Show; point out; draw attention to; give evidence of; make clear;
Prepare Get ready, set up, practise and/or make something, e.g. a presentation
Present To introduce & deliver/depict/portray/display/demonstrate/show, put forward arguments forand expound a case, to being to notice
Quantify Express/measure the amount or quantity of
Recognise Identify, recall, recollect, acknowledge, spot, notice, endorse, accept as valid, appreciate, pick out
Relate Show/establish how things are linked to & impact upon each other, and to what extent they are alike
Report Give an account of, inform, recount, relate, record
Review Make a survey of, examining the subject critically; consider and judge carefully
Translate Interpret, convert, decode and explain
APPLICATIONApply Explain something, e.g. theory, with links, evidence and examples, e.g. from the real
business world so shows something is understood
Demonstrate
Show clearly by giving evidence/proof/examples. Develop the idea by reasoning and example
Derive Obtain results/draw from/ develop
Find Discover something, e.g. information, reveal meaning, locate, obtain
Forecast Predict, estimate or calculate possible results linked to criteria, complete or incomplete facts or reasoning
Highlight Emphasise, stress, underline, show up, focus, attention on, give prominence to
Illustrate Make clear by using examples; use figures or diagrams to explain; show the meaning of
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something by giving related examples
Implement
Put into practice or action a plan, apply, employ, instigate
Plan Arrange something or event; with aims, times, stages, sequence, outcomes
Produce Make, create, construct something or make clear case for
Reconcile Bring together, settle/resolve issues, e.g. levels of acceptance of a statement/proposition
Schedule Plan and identify the order of actions or events within a set timescale, agenda, calendar, rota, list
Solve Unravel the issues, work out the answer, decipher and explain
Tabulate Put things in a table or chart to show clear results/information
Use Employ, apply something, apply and draw on experience, knowledge
Validate Confirm, authenticate, certify, endorse, support with evidence
Verify Make sure that something is accurate/true; check; prove that with evidence…
ANALYSIS
Analyse ‘Take apart’ an idea or statement; ‘unpack’; deconstruct; examine in depth & consider how the parts interrelate, give reasons & answers to questions (e.g. Who? What? Where? When? Which? Why? How?)
Argue Make a case based on appropriate evidence to support a point of view
Compare & contrast
Compare two or more objects/things/people to focus on their similarities and their differences
Debate Question/dispute/deliberate/argue a view or case
Differentiate Explain/show how something is different from something else
Distinguish Identify the differences between/separate/discriminate
Examine Consider; look closely at a question to find out
Interpret Give an account of the meaning; use your judgement indicating relationships to others or way of looking at
Propose To offer or put forward for consideration or acceptance, something to be undertaken
Question Query subject matter; make enquiries to identify and address issues/problems, to consider and doubt facts and possibilities, complete and incomplete knowledge/understanding
Test Question and check out material/views; investigate and experiment to assess evidence, try to prove
SYNTHESIS
Create Generate/construct/design/invent some original thought/idea/thing/product
Design Devise/plan/invent/draw up plans/propose/formulate
Determine Find out something exactly; establish/decide
Explore Discover more about; look carefully for; investigate; seek for/after; attain by search
Formulate Express/compose/devise something by means of a formula or model or specific words/definitions
Integrate Incorporate, put together things; combining ideas, theories and /or practices
Justify Argue/defend/support an issue or case; provide explanations and reasons/facts/information/strong evidence and examples
Organise Put in some order, sort out people, plans, facts, issues; arrange/systemise
Structure Organise and arrange ideas/things in a clearly formulated way; construct obvious shape, by a plan with organisation/ composition
Synthesise Consider different materials/views to bring common points together
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EVALUATIONAdvise Give suggestions based on your judgement/views about future actions, with
explanations /evidence/ reasons
Appraise/Assess
Judge the importance/value/ quality/worth of something and give reasons
Conclude Give an answer/ summary, a final account, reach a decision about something showing the key steps/points/ reasons/judgements that assisted you in reaching your view/answer
Critically…/Critique
Comment on the merit of data/theories/opinions/relevance; judge evidence; weigh up strengths / benefits and faults/weaknesses
Estimate Predict; form an opinion as to the degree/nature/ value/size/amount of
Evaluate Make an appraisal as to the worth of; judge effectiveness/value/quality/nature/use of/amount of
Judge State opinion/view based on evidence/examples; ascertain to what distance/amount; to what extent; to what degree
Recommend Suggest possible actions/routes/outcomes; linked to and based on previously shown knowledge and understanding, may include your views and advise
Reflect Consider and assess strengths & weaknesses/usefulness/quality/ performance and draw conclusions
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Appendix 2 – Grading Criteria
Please add your grading criteria here ASU have generic grading criteria for essays, reports, posters, presentations, etc. .These are designed to be adopted and then adapted for your specific needs. Please, amend the details/marks to suit your assessment. See Appendix 2 or go to the link below. If you are using your own criteria, state it clearly. http://www.studynet2.herts.ac.uk/ptl/common/asu.nsf/Teaching+Documents?Openview&count=9999&restricttocategory=Academic%20Expectations/Assessment+and+Grading
ASSESSMENT OF PRESENTATIONS – final grade:Student group number:Module: Research for Marketing Practitioners TUTOR:
PRESENTATION TITLE: DATE/TIME OF PRESENTATION:
Group Presentation (names of other group members):
CONTENT OF PRESENTATION
Quality of Content/Argument: accurate/ relevant content/argument
x x x x x x xinaccurate/irrelevant content/argument
PROCESS OF PRESENTATION
Planning/Organisation of Material: good planning/ organisation
x x x x x xpoor planning/organisation
Linkage(signposting): good use of linkage
x x x x x xpoor/lack of linkage
Use of Language appropriate use of language
x x x x x xinappropriate use of language
Use of Body Language appropriate use of gestures/ posture etc.
x x x x x xInappropriate use of gestures/posture etc.
Support Materials: good quality of support materials
appropriate use of support materials
x x x x x x poor quality of support materials
inappropriate use of support materialsx x x x x x
Use of Time: good timing/pacing
x x x x x xpoor timing/pacing
Group Functioning: cohesive/co-ordinated group
x x x x x xincoherent/uncoordinated group
Audience: good interaction with the audience
the interest of the audience is well maintained
x x x x x x poor interaction with the audience
the interest of the audience is poorly maintainedx x x x x x
Response to Questions: Good response to questions
x x x x x xpoor response to questions
OVERALL IMPRESSION: excellent x x x x x x very poor
Comments/Action
Course Tutor: Signature
……………………………………
Internal Moderator:
Name ………………………………..
Signature ……………………………
Appendix 3- Group presentation
Appendix 3a: form to be used by staff to assess presentations and provide feedback
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Appendix 3b: Feedback form which all students should complete having watched other student presentations
Name of observer:…………………………………………………………………………………………….
Name of students being observed………………………………………………………………………….
Name of students being observed……………………………………………………………………………
Time of observed presentation:………………………………………………………………………………
Please observe the presentation for each of the pairs in your group and , at the end of the session, you should submit three feedback forms assessing each of the other pairs you have watched. You should consider how you think your colleagues have performed, based on the following criteria:
How clearly each pair presented the topic How well you feel they understand the presentational topic Their presentational style The breadth of reading undertaken Any criticisms of the presentation
Good points about the presentation:
Weak points about the presentation:
An overall summary on the presentation that you think the presenters should take note of:
Final mark out of 10: /10
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Appendix 4: General feedback provided to a previous cohort after their group presentations
Feedback provided after presentations by an earlier cohort – these students were asked to carry out a market survey of the UK toy industry, including key factors and drivers affecting the industry, and present on this
Overall general guidance and feedback on the presentations:
Initial impressions: The majority of groups dressed professionally, turned up on time, and generally created a
good impression when they came in. Well done! Most of the slides and handouts were well prepared and presented (see comments below
about need to proof carefully). Where students did not have handouts, you should not have a presentation that focuses on complex figures – this is impossible to follow without the data in front of you (for example, discussing compound annual growth without proper supporting materials to make the discussion accessible to your audience). Failure to produce either slides or handouts is unacceptable
Presenting without notes is always commendable, and some of you had a go at doing this – well done. Some of you used notes, but were able to still engage with your audience (one group, for example, had note cards which had the corporate logo of their company on the back – a nice touch!)
Be aware that disagreeing and/or squabbling within the group, in front of your audience, is an absolute no-no....remember that! Sort out your definitions/issues before you go into the room
The assignment focus: There was a significant dearth of definition of what is meant by ‘toys’ and what is included or
not in the Toy Industry. This was a critical factor, and one which had been alluded to in earlier classes, but far too many of you ignored it – and, indeed, when asked in the presentations clearly had not given it any thought at all
Drivers? In many of the presentations, these were not even mentioned! If you did not know what was meant by drivers you should have checked this out some considerable time before the presentation date!
Similarly, the six key points were, in many cases, either ignored or were so general as to have little if any direct relevance and importance to the Toy industry. There was just too little attention paid to the assignment brief. People did not read this and do what was asked for (see comments below about SWOTs, etc) and this resulted in a critical lack of specifics about the Toy Industry. Much of what was said was general marketing outline: I didn't feel like I got any real insights into what were the key factors and drivers in the Toy Industry, which was the focus of the assignment. What about such factors as:
The importance of seasonality in this market The importance of merchandising and franchising in this market, related to
television and film linkages Eco and environmental concerns The impact of the recession: does this, inevitably, result in a downturn for the
toy market.....???? The impact of children’s earlier development in Europe The impact of technology on the toy market, versus traditional toys The importance of pester power and advertising to children (however you
define children.....)Telling us that pricing is important is not relevant in this context – pricing is important in any market. What, specifically, are the six key factors which we need to know if we wish to understand the toy market? That was the assignment.....
Questions were frequently not deal with well: it was at this point that it became patently clear that many students were simply reading information that they did not understand, using words they could not define, referring to concepts which were a mystery to them. You must be prepared to discuss, explain and define every word you use in a presentation
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Content/structureThe quality of the content was very different across the groups– but the following stood out as points across all:
Very few of the groups began with an Agenda or Outline of the presentation. Some of the groups did attempt to speak about an Outline by introducing team members and what they were going to cover. But a very simple slide with headline information on what will be covered, and the person covering each section, is always useful. It helps to show structure – very important – and makes it easier for the audience to address questions at the end. Likewise, there very few groups with a closing Summary.
No groups reached any discernible Conclusion/Viewpoint or made any recommendations – I know that the question did not ask for this, but nevertheless if you are asking for a prospective Market Research Agency to define the Toy Industry, identify 6 key points and look at the decision making unit I would hope that the information they gather would lead to some kind of conclusion, viewpoint or recommendation. It may also have helped the stronger groups to use some of the interesting points they highlighted in a more analytical way, rather than just leaving them hanging in the air – which was a shame in some cases. Many agencies could pull together the required information, demonstrating Credentials for the task, but it is the way that information might be interpreted that would differentiate in a competitive situation.
The question asked about the Toy Industry, rather than the Toy Market - apart from group 2, who were consistent throughout - but there was a lot of confusion between what the ‘industry’ is and what the ‘market’ is. In some cases, groups almost substituted the two terms and a lot of the material presented referred to the Toy Market (without relating it back which may have made it relevant). I appreciate it can be confusing – and they are interrelated – but it did strike me. (I am certain you have lots and lots of material you can reference for the students on this, but I have often used the very simple and practical description of industry vs. market in The New Business Road Test, John W. Mullins, FT Prentice Hall, London 2003).
Failure in many cases to define ‘children’. Referring to ‘kids’ is totally unacceptable (grounds for failure on its own, in my view!!!!)
SWOTs appeared frequently as one of the 6 key points. This was not appropriate. Use of SWOTS, PESTS and PESTEL analysis could be used to develop and identify the key points, but you were not actually asked to do use any of these models (or Porters Five Forces.....)
Presentation style / skill levelThe skill level of individuals presenting varied considerably, but these comments (I hope) could apply to all the students, regardless of individual confidence and experience:
Remaining engaged and focussed throughout the presentation – something which few of the individuals were, when they were not speaking. It is disconcerting for an audience to see any one of the presentation team looking around/at their feet/bored etc. Even if this means that those not speaking sit until it is their turn to speak, and interact with the speaker as audience members, it is better than appearing disconnected from the presentation as it is in progress. Body language is very important, and whilst the majority of the students introduced themselves well, and indeed ended well, their body language throughout the presentations was poor.
Speed of speaking – I realise that time was a key factor, and students were trying to cover (in some cases anyway) a number of key points, but (in my experience) no one has ever been penalised for speaking too slowly, and a rehearsal will help to manage overall time. Of course, nerves will play a part, we all speak more quickly when we are nervous. But, if general guidance for the students moving forward is being given, slowing down could be advised. This is especially true for the speakers where English is not a first language – it may help them to get their points across more coherently if they spoke more slowly.
Believing in what you are saying – (even if you don’t!) – this relates also to Dennis’ point that understanding your material will help you to present with more confidence and conviction - and if you can’t believe in what you are saying, at least understand it. Some of the students clearly didn’t understand what they were presenting, or even the sentences they used to talk about a particular chart. I appreciate that English may be a barrier, but in this case, simplicity is best way forward. A short, simple, sentence, well said, will carry more conviction than a long, rambling sentence full of (mis-used) jargon.
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The good presentations were characterised where people acting as a team and information flowed easily and fluently. Poor presentations were characterised where people acted as individuals, there was no group dynamic (or only a negative one!) and information did ntt flowDrivers - not well explained particularly for Toy Industry Do not squabble in front of the panel
Label your tables! if you refer to percentages, make it absolutely clear to your audience what these percentages are percentages of!!!
Be consistent when referring to currencies, and why talk about UK GDP or UK sales in $??! Similarly, why use American terms and terminology when looking at a UK market (eg Middle
School, High School) Referencing on slides – it is helpful to have an indication on a slide (and here you could use
a footnote) of where information has come from I am aware that, in class, I said that if you were really well prepared you would have the
confidence, if asked a question that was outside your remit, to say you do not have the information to hand, and you will get back to the questioner. This was in the context of a general discussion on presentation preparation: it was not meant as specific guidance for these presentations, because we were not asking questions that we did not think were inappropriate or outside your remit....so, in those circumstances, saying you will get back to us is inappropriate because we only asked questions you should have been able to answer.....
Please check and proof your slides and handouts. It is unacceptable and unprofessional to have typos or mistakes on these
Several of you mentioned Woolworths. However, none of the groups that I saw, who referred to Woolworths, seemed to be aware of the fact that Woolworths went out of business two/three years ago....! They do still trade online, but there was no reference to this in these presentations. Your secondary research, if competently carried out, should have revealed this! This type of error seriously weakens your credibility
Economic and economical are not the same...clarify your understanding of these terms....
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Appendix 5: General feedback provided to students in an earlier cohort after their individual submissions were marked; this feedback relates to the assignment that was set to the previous cohort, BUT if you read this carefully you will find useful information on how to raise the quality and professionalism of your own submission for Assignment 2:
Feedback – some of these points are minor, some of critical, but ALL students should read this material and take note of it for their own submissions.
Style and format of submissions Most submissions were well set out and presented, and included the basics of professional
presentations – section headings and numbers, page numbers, etc. However, some still failed to include section numbers, despite this being specifically highlighted in last year’s feedback. Did you not read this…..?
If you see UG in the margin, it means that your work is ungrammatical. However, I stopped putting this in the margin of work because basically I would have had to write it against every line of the work of many of you! This level writing ability is just not acceptable
Many of you wrote, ‘On the other hand…..’ You can only write this if it has been prefaced, in an earlier sentence/paragraph, with ‘On the one hand…..’
There is far too much use of woolly, general, unspecific terms – e.g. ‘And so on….’ (woolly, imprecise, tells us nothing); ‘…etc…’ (as a general rule, do not use this in a formal report); ‘some’ – ‘some questions…’ ‘some research…’ ‘some informants….’. What questions? What research? Which informants, and how many of them?
There is also lack of clarity and detail in other areas – for example, describing organisations as ‘big’. What, precisely, do you mean by this? Big in size? Large numbers of employees? Having a dominant share in the market? High turnover? A ‘big’ company means nothing unless you define what you are talking about
Check usage of the word ‘the’. Many of you are mis-using it, resulting in clumsy writing Amount is volume, not number – so you cannot talk about ‘amount of students’ unless you are
weighing them…… Don’t begin sentences with ‘And….’ or ‘But….’ – this is very poor writing style We have a major problem with many, if not most, of these submissions. The quality of the
written English in these submissions was very weak: it was ungrammatical, unclear, and difficult for the reader to follow. THIS MUST BE ADDRESSED AS A MATTER OF URGENCY. IT IS NOT REACHING MINIMUM LEVELS OF COMPETENCY REQUIRED FOR A SUBMISSION AT THIS LEVEL. In many cases where people have achieved a low pass for this module a similar level of written English will NOT achieve a pass grade in subsequent work or for a dissertation. External examiners – and UH staff - are quite clear that a pass grade at PG level MUST involve writing at these minimum levels of competency, and many of you are not achieving this. You must work on this, and take steps to improve your written work. There are English support classes available, and one of the best ways to help your writing is to do more reading, particularly newspapers which are not difficult to follow and have the added advantage of helping you acquire additional general knowledge about the world and current affairs. There are newspapers at the LRC: please get into the habit of reading these regularly in addition to the reading you complete for assignments.
In addition to poor writing style there were some submissions which had numerous errors which competent proofing should have eliminated. Some people even had spelling and grammatical errors on the front pages of their submissions, including mis-spelling the Client’s name and mis-spelling the title of the module! This is not a good start……. This is supposed to be a professional document: you need to complete it in time to carry out proofing and ensure that it is error-free. This had clearly not been carried out by several of you. A good example of this is when you are referring to those people who work for an organisation: if you are talking about employees in a company, you refer to ‘staff’ not ‘staffs’. ‘Staffs’ are sticks used to support walkers….This point was made last year, but this year we had not only ‘staffs’ but ‘stuff’. This is just careless! Any competent – or even incompetent proofing! – should have corrected this. Finally, in some cases font size and style kept changing: this either means that the student has downloaded material from another source – and if not referenced, academic misconduct – or that little or no proofing has taken place.
guidance on including quotations was given in last year's feedback - why did so many of you ignore it? Last year’s feedback was provided for your information and guidance – I am not sure some of you even bothered to read it
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The discussions: Many of you are making far too many assumptions which you fail to support with any form of
proof or evidence. For example, statements that buses are the most important form of public transport – do we have any evidence for this? Maybe the bus company in this case study was fictional, but there is nothing to stop you doing preliminary secondary research to obtain genuine figures on buses, bus usage, population figures, etc.
There was a general lack of any real understanding about what research is – there was far too much regurgitation from books, too little real application of this knowledge to the chosen research scenario. This assignment required you to read, but to then apply this reading to a specific situation: academic regurgitation is not sufficient.
A number of you started your discussions outlining how you were going to carry out multiple cross section research design: there was little justification for this, little real discussion, all of which left me with a strong suspicion of collusion between students.
Lack of clarity permeated much of the writing. People talked about transport links between Cambridge and Hertfordshire by train: but what, precisely, is the part of Hertfordshire are you talking about? Cambridge is a city: Hertfordshire is a county – there was clear lack of thought here, in that you were, in effect, comparing two things which were not alike.
Why did so few of you define the actual areas you were talking about? Why did so few of you include maps for illustrative purposes?
Interestingly, many of you included discussion about a promotional campaign. This was interesting because this assignment did not include any consideration of a promotional campaign…..however, an assignment set for an earlier cohort of students did. The suspicion is that some of you think you can get by by cutting and pasting information from previous years’ submissions…..you can’t. Do Eric and I look stupid……?
Similarly, the constant focus on profits and investors – why? Again, there is a strong suspicion that this has come from earlier assignments
There was far too much regurgitation of academic material that the subsequent discussion revealed you had no understanding of whatsoever
Statement of objectives: Objectives were frequently either taken verbatim from the assignment brief, or so general and
discursive it was difficult to understand what the research was going to be about. They need to be clearly stated and reflect understanding of the Client brief
The objectives should also underpin each section of the proposal – in many cases each section was tackled independently, so that it was difficult to see any real connection between objectives and methodology, methodology and sampling, sampling and objectives, etc.
Secondary data: Some competent bibliographies included and evidence, from some people, of extensive reading There was lack of clarity in much of your discussions on secondary data. If, for example, you
are seeking information on transport links, you need to say exactly where you will go for this information. You had several weeks to prepare this assignment – it is simply not good enough to say that you will get information from secondary sources – you should have done the basic groundwork and identified which sources would be useful to consult in this situation. You are not required to actually carry out the research, but you are required to do sufficient work to enable you to prepare a proposal that really functions as a professional, useful document. Far too many of you made statements such as: ‘We will use secondary data to look at competitors….’ – what secondary data? Where will you find it? What information, precisely, are you seeking?
Primary data collection: Many students in their submissions provided discussions on company interviews that were
inappropriate. People talked about interviewing companies – but you cannot interview a company! You have to interview specific personnel within that company – yet few if any of you talked about who you were going to target for these interviews, and how you would identify and target them
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The company discussions were confused and lacked clarity: there was no real understanding about how companies might be segmented and targeted, no discussion about exactly what they might want. Sweeping statements about ‘We will interview big companies in the area’ tell us nothing and merely demonstrate your lack of understanding of the subject.
Selection of unstructured interviews reflected, I felt, a desire to not have to construct a topic guide rather than a belief that this would be the most appropriate methodological choice.
Several of you referred to CATI telephone interviewing: do you know what this is and how it works? Are you competent to talk about it and set up a programme using it? If not, you are on dangerous ground……
On street interviews – little if any attempt to justify how you would target informants, and no real understanding of the limitations of street interviews – what can be done, what cannot be done, the complexity – or otherwise – of material/questions given to respondents
Few if any of you recognised the limitations of including minors in your research
Sampling: Some of you are unclear what a sampling frame is, and this comes through in your writing.
You MUST be clear what the definitions of technical terms are – using them inappropriately merely exposes your lack of knowledge and understanding
Sampling discussions were frequently too general to be useful – merely regurgitating material describing sampling from text books is not sufficient. If, for example, you talk about carrying out a stratified random sampling, you need to indicate what your strata will be, and how the random sample(s) will be drawn. There is still confusion over definitions of population, and random vs. convenience sample. There was also an assumption that people could get round any sampling discussion by saying that they were going to use a judgement sample. This is not appropriate unless you can justify the basis for this and identify who will draw the sample, and on what basis. It is not usually used for research with the public: there has to be someone who has the facility and experience to be able to make these judgements, whose judgement is trusted. No-one who I read, who referred to judgement sampling, provided anything like this rationale.
Questionnaires: The assignment asked you to submit a draft proposal, a piloted proposal, and a rationale for
changes. Very few included the draft and the rationale, and for some reason some people did not even submit a questionnaire at all! What are you playing at? No questionnaire equalled instant failure – frankly, many others deserved to fail for not following instructions. This is just stupidity!!!!
I am sorry to say that some of the questionnaires you included were simply not competent. By asking for a piloted questionnaire we wanted to see a questionnaire that had been tested, which would work, which reflected the stated objectives of the research, and which was set out professionally. Three or four questions tacked on at the end of the discussion, or possibly in the middle of the discussion, is simply not working at an appropriate professional post graduate level. Some of the questionnaires were, frankly, unacceptable.
There was frequent lack of linkage between the proposed methodology and the questionnaire submitted. If the methodology is telephone interviewing, then you cannot have people looking at something! If you are proposing street interviewing, then there should be a statement introducing yourself and your research and probably a filter questionnaire – why so few filter questionnaires when we had discussed these in class? Why, in street interviews, ask people their gender??!! Why give them instructions when you will be the one actually inputting their responses?
Complete lack of awareness that people might not use buses, might never have travelled to Cambridge, or will want to go to Cambridge! Your questionnaires should explore issues with current and potential travellers, not assume that everyone a) wants to go to Cambridge b) everyone has been to Cambridge and c) wants to use the bus!
Questions on occupations, where included, revealed (for the most part) clear lack of understanding. Asking someone’s occupation in a questionnaire tells you nothing! What are you proposing doing with this information when you have it? Where categories were provided, they were frequently inappropriate or inaccurate in terms of reflecting possible occupational categories. For example: company staff (what does this cover? Everything from the MD to the lavatory cleaner….?), student, factor (sic) worker – again, what does this cover? How many
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factory workers are there in Herts and Cambridge? Household (household what?) retire (ungrammatical) jobless (no, unemployed, please) None of the above. I am not getting at any particular student by reproducing this list, but trying to get you to think about a) how relevant is this list b) how clear is this list and c) what would you usefully do with the results when you have them?
Questions on educational background – the categories provided frequently did not match up with the categories for this country. All adults have been to primary and secondary school – high school is not the term usually used in the UK. Not everyone, however, has done A levels (or the equivalent) or taken degree-level courses.
A tendency to have questionnaires which look at current usage of bus services – but surely this should be exploring whether people are going to use the proposed new route, not just looking at how much they are using routes between St Albans and Hatfield….?
Analysis: Too broad, too general, not related specifically enough to YOUR data which YOU will generate
for YOUR research. Also, reference to computer packages for analysis which I suspect most of you do not know, do not have, and cannot work. Sweeping statements about computer packages do not result in analysed data: the computer does not do the work on its own – it needs human intervention. If you do not know what this intervention involves, or cannot make this intervention, do not say you will do the analysis in this way: I am far from convinced that most of you actually know what these packages are, have used them or are able to incorporate them into your analysis
You refer to cross tabulations but do not understand what these are.
Timescale and costs: Frequently not thought through and unrealistic – several did not include salaries and, where
they were included, they were often unrealistic.
Personnel: Personnel – in most cases there was no real justification for why these people are being used –
there was no relating their skills back to the methodology, tasks or timetable. The Personnel section was primarily seen as an opportunity to engage in creative writing by inventing people and cvs!
It was very disappointing that, in many cases, there was such a limited professionalism in these submissions that the cvs consisted of lists of people identified by their first names only! I’m sure ‘Jim’ or ‘Mary’s’ mother knows who they other, but the rest of us don’t!
Bibliographies: The bibliographies were, in many case, extremely impressive. However, I find it difficult to
believe in some cases that all these sources had been consulted yet the questionnaires and general discussion produced were of the quality that they were. If you site books in a bibliography you must have actually read and understood them and be able to apply and integrate the material into your discussion
Overall, there was a feeling that some of you were trying to take the easy way out with no detailed understanding, poorly thought out secondary research, sloppy sampling and lack of proofing. Contrary, perhaps, to what you may have heard – or be thinking at the moment! – market research is not necessarily difficult, but it does require focus, structure, an ability to see the bigger picture, and an attention to detail. All of these factors will be required for your dissertations, so I strongly recommend that you learn from these comments and incorporate them into your subsequent assignments.
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Appendix 6: An earlier individual assignment brief, plus an example of a good submission for this coursework and general feedback
Appendix 6a: The brief:
Please note: this is NOT YOUR ASSIGNMENT. This was set for an earlier cohort of students, and the assignment reproduced below gives you an idea of the level that you should be working at. This is not your assignment, and the submission should be read ONLY to gain an understanding of appropriate level. Any attempt to reproduce all or part of this example assignment in your own submissions will result in failure.
Assignment 2: Individual Report 80%
Following the presentations (the earlier group presentations had focused on looking at the luxury chocolate market in various parts of the world) the “Client” has decided that it wants to investigate further the opportunity of exporting its luxury chocolate into one of the four new markets. The “Client” wishes to appoint a research agency to undertake this work and has prepared a short brief which they have sent to your agency, and you have been asked to submit a proposal in response to this to outline how you would carry out initial product testing in a non-European city of your choosing. The report should include an outline of what methods of market research you feel are required and why you are proposing these research methods.
This report should be no longer than 2,300 words, and be in appropriate report style. It should have a title page stating:
Report Title: Assignment 2, Research for Marketing Practitioners, Semester A, 2011-12Your Name and Student IDWord Count
See the workbook (Appendix A) for the structure of a standard proposal. The sections you should focus on for this research should include:
Introduction – setting the scene for why the research has to be commissioned Research Objective(s) – a key research focus Terms of reference – these break down the key research objective into sub-objectives.
See proposal example in workbook for guidance Approach – what sort of research project are you proposing? Will the research be
descriptive, causal, exploratory, etc? It is important to give justification for your design Issues for inclusion in the research – what issues need consideration? Methodology – what is the specific methodology – e.g. questionnaires, focus groups,
observation, telephone interviews, personal interviews, etc – are you proposing? Analysis – how will you collected data be analysed? What will be the outputs of the
analysis?
It is not necessary to include Time and Costings in this submission (NB In the normal commercial environment these would, of course, be critical).
Mark allocation:
Clear and comprehensible writing/communication 20Appropriate academic justification 15Appropriate referencing 5Understanding of concepts 20Clear selection and justification of recommended actions 20Appropriate level of detail 10Overall consistency of final document 10
Failure to follow instructions for this submission will result in loss of marks – if your file is not properly titled, 5% will be taken off your mark. If you are wondering why this seems to be harsh
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consider that in working life proposals are rarely accepted and contracts are not awarded if the potential supplier does not follow submission guidelines correctly.
You may well find it helpful to consult the materials provided by ASU, in particular the guidance on:
Report writing Academic writing style Drafting, editing and proofing Harvard referencing Planning for written assignments Words for linking paragraphs
Please also see the additional guidance provided (below) in this Handbook.
This is an individual written report to be submitted by 17.00 Monday 16 January 2012 via Studynet. Please do not wait until 16.59 before trying to submit – late submissions will not be accepted. To submit successfully students must:
Submit ONE file only. Additional files will not be marked or taken into consideration when assigning a final grade
The file name for submission should include the student’s family name and number, in the format as shown in this example: Smith07113035.doc
Assignments must use Word software. If we cannot open the submissions we cannot mark them
Use Times New Roman or Arial, size 11 font, or similar – please do not use fancy, ornate or small fonts
Finally, please keep a hard copy and an electronic copy of this submission.
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Appendix 6b: A good submission to the brief provided – again please note you are NOT TO REPRODUCE ANY PART OF THIS IN YOUR OWN SUBMISSION. This is NOT a perfect submission but it should give you an example of the quality and level required to gain a good mark
University of Hertfordshire, 20XX
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ASSIGNMENT 2RESEARCH FOR MARKETING PRACTITIONERS
SEMESTER X, 20XX-XX
NAME SRNWord Count 2140
CONTENT
1. Introduction ……………………………………………………………………. 3
2. Research objective …………………………………….…………………….. 3
3. Terms of reference ………………………………………………………....3-4
4. Approach ………………………………………………………………….......4-5
5. Issues for inclusion in the research ………………………………………...5-6
6. Methodology ……………………………………………….………………....6-7
7. Analysis ……………………………………………………………….……....7-8
8. Confidentiality…………………………………………………………..……….8
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1. Introduction
Lux Chocolates is a United Kingdom (UK) based company that targets high
end consumers in the luxury chocolate market. The success in the UK and
across Europe had made the company to expand the business in new
potential market such as South East Asia.
Following the last South East Asia expansion meeting in November 2011, Lux
Chocolates had decided to move the research forward by conducting an initial
product testing in one of the new potential cities. It is really important for the
company to conduct an initial product testing to give an overview of the
product acceptance and performance before the business decision is made
(Kotler et al, 2008). The new market where the research will take place is
Jakarta, the capital city of Indonesia. As the country holds the second most
optimistic country in Asia Pacific for consumer spending (Nielsen, 2011),
Indonesia also holds the largest economy, population (World Fact Book,
2011) and the biggest chocolate spending in South East Asia (Foreign Affairs
and International Trade Canada, 2011). However, amongst the cities in
Indonesia, Jakarta is the biggest contributor of the country’s economy and
had the highest growth of luxury goods will be the most suitable city to
conduct the research (Australian Government Department of Agriculture,
Fisheries and Forestry, 2011). This proposal will outline the research
approach and methodology of work that will be carried out.
2. Research Objective
To conduct a complete initial product testing and present results to assist Lux
Chocolates on Jakarta expansion plan.
3. Terms of reference
The research objective has been broken into the following sub-objectives with
detailed further area beneath the objectives.
3.1 To identify consumer’s feedbacks in all product attributes or
characteristics.
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Product attributes to evaluate are product experiences, sensory assessments,
type, shape, packaging, weight, consumption style, and intake. Macfie (1994,
cited in Rudder et al, 2001) describes product testing as a part of new product
development stage that covers a range of activities on consumer full sensory
assessment. However, it is important for the consumer to understand the
product concept first before the testing take place. This statement also
supported by Malhotra (2004) saying that concept test is part of the product
research stage that need taken into consideration in product testing.
3.2 To analyse the high and low performance on the products
attributes
By analysing the performance of attributes ranked in order of importance, Lux
Chocolates can measure the level of satisfaction for each product tested
(Smith and Deppa, 2009). Lux Chocolates will be able to have a deep
understanding on consumer expectation and also will help decision on further
new product development, product improvement or product customisation.
3.3 To identify products with better consumer feedbacks across Lux
Chocolates product portfolio.
The product ranking will help Lux Chocolates identify which product that
perform well and suitable with the consumer. This will help Lux Chocolates on
designing the future product portfolio or selection to carry in the new market.
3.4 To compare Lux Chocolates product performances with main
competitors.
It is important to analyse the strengths and weaknesses of the products to be
able to identify the competitive advantage and viability against competitor
(Smith and Deppa, 2009).
3.5 To explore and gain insight in consumer’s attitude, behaviour,
perception, belief, motivation, and expectations towards Lux Chocolates
and brand image in the luxury chocolate category.
Even though the research focus will be on product testing, the research will
also explore other areas that will give a better understanding of the consumer
and gain insights that might be useful on future strategy to enter the market.
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4. Approach
The work will be conducted with combination of two research designs. The
first research will be using the exploratory research design. At this early stage
of work, it is essential to explore or search through problems like product
attributes and level of satisfaction to provide insights and understanding.
Exploratory research is usually also the initial step for new product to enter
the market (Churchill and Iacobucci, 2009). Maholtra (2004) supported this
statement by saying that exploratory research can define problems more
precisely and will establish priorities for further research. Furthermore, given
the exploratory nature of some aspects in the objective, detail qualitative
information will be needed. Therefore, secondary data method will be used to
gather preliminary qualitative information. Internal secondary data will be
gathered by further meetings with Lux Chocolates, where as external
secondary data will be gathered from research partner. Furthermore, to
overcome limitations in secondary data, qualitative research method with the
format of focus group discussion to gather primary data will be conducted
(Crouch and Housden, 2003). Focus group discussion can explore and
highlight attitudes, prejudices, belief, behaviour, reactions, and insights in
using products (Proctor, 2003).
After the product testing problem has been defined and prioritised, the second
design approach is descriptive research. Descriptive research will be more
suitable approach for consumer evaluation of the attributes of Lux Chocolates
product versus competitor (Aaker et al, 2007). The method used will be
quantitative research in the format of questionnaire. From a marketing
practitioner point of view, Kotler et al (2004) supported this combination of the
two design approaches by saying when a decision is based on marketing
research especially in a specific marketing situation, managers should start
with exploratory research and later follow with descriptive or causal research.
There will be two other research partner involved in both research designs
that is Firefly and Pixel-Research. Firefly will supply the qualitative secondary
data on luxury consumer in Indonesia. Pixel-Research will work as the local
fieldwork agency, supplying data base for both qualitative and quantitative
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study. Moreover, Pixel-Research will also work closely with Indonesian Tattler
magazine. Indonesian Tattler as a high end profile magazine had agreed to
share their reader database to conduct this research as a part of their
partnership with the agency. All research partner work will be supervised.
5. Issues for inclusion on research
Consumer perceptions and attitude towards luxury, chocolate and luxury
chocolate.
Consumer perceptions and attitude towards the brand Lux Chocolates.
Level of performance and satisfaction towards core product attributes.
Level of performance and satisfaction towards augmented product
attributes.
Level of performance and satisfaction of Lux Chocolates product and
competitor.
Exploratory research also will be applied in the major areas of
measurement which are belief, expectation, attitudes, motivation, and
perception (Proctor, 2003)
Consumer consuming and purchasing behaviour towards chocolate and
luxury chocolate.
Attitudes, perception and behaviour towards halal and non-halal
chocolate
As a country of Muslim majority, Muslim religious rules demand that food
products conform to Halal criteria. In Indonesia, food products may
benefit from Halal certification by further appealing to Muslim consumers
(Foreign Affairs and International Trade Canada, 2011). Therefore, this
issue will also be explored during the product testing.
Attitudes, perception and behaviour towards gift giving culture. Chocolate
is mainly a gift item there is seasonal demand with a high proportion of
sales being between November and April. For high end brands, more
than 90% of their sales are during this period (Foreign Affairs and
International Trade Canada, 2009). This issue will be explored regarding
to packaging and format preference in the product attributes.
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Format of store will also be explored regarding the boutique café trend in
luxury chocolate.
It is expected that other issues would be identified after preliminary
discussion with Lux Chocolates regarding this research.
6. Methodology
The work will be carried out in six stages.
Stage 1
The research will begin internally with Lux Chocolates, there will be a consult
with Lux Chocolates personnel who may have access to the business
records. There will also a brief on the requirements of the research to gain
deeper understanding on the company than the previous meeting. The
accesses expected are mostly reports about the company’s strength and
weakness analysis, positioning, and segmentation.
At the same time, an external search will also take place. The work with
Firefly will start for the secondary data qualitative information. This stage in
methodology is using the traditional approach where the desk research comes
first to provide information for the qualitative research (Bradley, 2010).
Stage 2
There will be a formal brief to the supplier/field service agency for both
qualitative and quantitative research which is Pixel-Research. The brief will
start with defining the target population and developing a frame (Proctor,
2003). Both of the target population will come from social class A or upper
middle class status.
A sampling frame will be developed from Pixel-Research current database.
Pixel-Research gathers the database from house to house data collection and
data collection in social events called Arisan. Arisan is popular across upper
class women in Jakarta who enjoy the social aspect. It consists of 6-10 people
in one event. It is common practice in Jakarta using Arisan as a database for
research purposes (Muttaqin, 2009). In addition to that, Indonesian Tattler
magazine reader’s database will be added to the sampling frame. Because
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the participants are selected in purposeful way, the selection type is non-
probability samples then the form of sampling will be quota sampling where
the strata will be classified on age and gender.
The ideal sampling size for the qualitative study is 7 -12 participants per group
(Proctor, 2003) and there should be 4 to 6 groups. The groups can be divided
based on age, product consumer, competitor consumer, non chocolate
consumer. Sampling size for quantitative study is n=100 minimum. The
briefing will also include the facility locations and requirements for both
studies.
At this stage secondary data are analysed, draft research questions are
developed, and then focus group materials are collected.
Stage 3
Before the focus group sessions are conducted, the research questions are
finalised. Then, respondents will be gathered and briefed on the ground rules
of the session. Moderator will guide the session to gain best ideas and steer
the participants into discussion of the areas that need to be covered. The type
of question asked is open ended questions. Respondents will be briefed on
the ground rules of the session and informed that the sessions will be audio
and visually recorded (Proctor, 2003). Representative from Lux Chocolates is
suggested to attend and observe these sessions from the other side of the
room. Payment or token of appreciation to respondents are necessary and
need to be in order (Crouch and Housden, 2003).
Stage 4
Formal written reports and interview transcripts will be issued. Discussions will
be carried out with Lux Chocolates to discuss the qualitative research
preliminary result and further topics that need to be focused and/or explored
in the quantitative research.
At this stage guided questionnaire draft is piloted, and then quantitative
research materials are collected.
Stage 5
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Before the structured questionnaires are conducted, the research questions
are finalised. The questionnaire will be a combination of open ended and
close ended questions. The scaling method for the product attributes will use
likert attitude scale, while the method for rating attributes will use rank order
(Bradley, 2010). Due the complexity of product testing, interviewer needs to
introduce themselves, briefed the respondent on the concept and purposes,
and also assist the participants all through the questionnaire completion
(Proctor, 2003). Payment or token of appreciation to respondents are
necessary and need to be in order.
Stage 6
The questionnaires data are inputted and processed. All information will be
analysed and the final report will be presented.
7. Analysis
Firstly, focus groups data will be analysed with traditional approach which are
transcribed notes, visual inspection analysis, and quote summary. However,
analytical methods to quantify the qualitative information can be applied by
creating keywords, indices and context concordance. The output for this
analysis could be in report format, conceptually clustered matrix and cognitive
maps giving more detail and precise analysis (Proctor, 2003). Secondly, the
open ended question in the questionnaire will also use the same approach
like above based on context, keywords and occurrence. Lastly, closed ended
question in the questionnaire will be inputted and analysed using SPSS
software. Two major approaches in summarizing quantitative data is through
tabulation and statistical analysis. The tabulation process consist of the
tabulation, editing and coding of the data, while the statistical analysis is
undertaken to identify patterns that are not easy to see in the data. The output
of this analysis will be in statistics, percentages and graphics (Maholtra,
2004).
8. Confidentiality
Based on the Code of Conduct of the Market Research Society, the research
team and research partners will not published or communicated with any third
parties without prior agreement of Lux Chocolates.
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Reference List
Aaker, D. A., Kumar, V., Day, G. S. (2007) Marketing Research. 9th edn. New
Jersey: John Wiley and Sons.
Australian Government: Department of Agriculture, Fisheries and Forestry.
(2011) Food Exporters Guide to Indonesia [Online] Available at:
http://www.daff.gov.au/__data/assets/pdf_file /0009/183564/indo_chapter2.pdf
[Accessed: 1 December 2011]
Bradley, N. (2010) Marketing Research Tools and Technique. 2nd edn. Oxford:
Oxford University Press.
Churchill, G. A., Iacobucci, D. (2009) Marketing Research Methodological
Foundations. 10th edn. Mason: Cengage Learning.
Crouch, S., Housden, M. (2003) Marketing Research for Managers. 3rd edn.
London: Butterworth Heinemann.
Foreign Affairs and International Trade Canada. (2011) The Indonesian
ConsumerBehaviour, Attitudes and Perceptions Toward Food Products. [Online]
Available at: http://www.ats-sea.agr.gc.ca/ase/5715-eng.htm [Accessed : 20
November 2011}
Kotler, P., Armstrong, G.,Wong, V., Saunders, J. (2008) Principles of
Marketing. 5th edn. Harlow: Prentice Hall.
Malhotra, N. K. (2004) Marketing Research An Applied Orientation. 4th edn.
New Jersey: Pearson Education International.
Muttaqin, F. (2009) Arisan among Indonesian Women: From sustainability to
more powerful women organizations [Online] Available at:
http://www.isjn.or.id/index.php?option=com_content
&view=article&id=187:arisan-among-indonesian-women-from-sustainability-
to-more-powerful-women-organizations-a-starting-point-of-view- [Accesed: 7
January 2012]
Nielsen. (2011) Nielsen: Strong Consumer Confidence Sustained by
Consumers Appetite to Spend. [Online] Available at:
http://sg.nielsen.com/site/NewsReleaseJune062011.shtml [Accessed: 23
November 2011]
Proctor, T. (2003) Essentials of Marketing Research. 3rd edn. Harlow: Prentice
Hall.
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Rudder, A., Ainsworth, P., Holgate, D. (2001) New food product development.
Strategies for success? British Food Journal. Vol. 123 No. 9. Pp.661-663.
[Online] Available at: http://www.emeraldinsight.com/journals.htm?
issn=0007070X&volume=103&issue=9&articleid=870611&show=html
[Accessed: 5 January 2012]
Smith, R., Deppa, B. (2009) Two dimensions of attribute importance. Journal
of Consumer Marketing, Vol. 26 Iss: 1, pp.28 – 38 [Online] Available at:
http://www.emeraldinsight .com/journals.htm?
issn=07363761&volume=26&issue=1&articleid=1768961&show=html
[Accessed: 5 January 2012]
World Fact Book. (2011) Indonesia. [Online] Available at:
https://www.cia.gov/library /publications/the-world-factbook/geos/id.html
[Accessed: 20 November 2011]
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Appendix 6c: Once the assignment (above) was marked, general feedback was given to all students. Please note that this assignment had a very high failure rate – see below for reasons explaining why this was the case, and ensure that you do not make the same mistakes
General feedback on the individual written assignment
Overall comments:The main reason for the high failure rate of the individual written assignment was down to a complete failure to listen to the guidance, read the brief, and complete the task as set. The task was outlined in the handbook and, in addition, two members of the teaching team gave a session where they went through in detail the requirements of the assignment (see email from Sinead Dunne, overleaf). There appears to have been ‘group think’ taking place, whereby the students decided what they thought the assignment involved, rather than what it actually involved and the email from Elaine O’Connor (see overleaf) sums up the perceived situation very well. We are, therefore, faced with either passing students who have completely failed to complete the task as set or a high failure rate and, after discussion both within the teaching team and with the External Examiner, have agreed that failing those students who ignored the guidance given is an appropriate way forward. In the majority of cases which have been failed the phrase ‘product testing’ is not even mentioned, or is mentioned once, at the beginning of the work (taking the phrase from the brief as set) but not then mentioned or considered when drafting out the proposal.In addition, there were other problems with a significant number of submissions (these points are not in any particular order):
The written English in many cases was simply not acceptable for work at this level. PG work should meet minimum levels of competency, levels which were not being met. Examples of inappropriate writing included:
Excessive and inappropriate use of ‘etc’ – this is not suitable for a formal report and is weak, sloppy writing style The writing style was unacceptable in formal reports of this type - for example:
Use of such words as ‘gotten’ were inappropriate Reports should use % not percent or per cent Lux is the brand name: it should, therefore, by Lux not lux Use of ‘&’ and other texting language
Everyone talks about descriptive research with, in many cases, little or no justification
Far too many students refer to the “Client” – why? What is wrong with the Client?
Failure to spell out numbers one to ten – so there was use of (for example) 5, not five
Constant reference by students to judgement sampling when it was clear that judgement sampling was a) not what they are talking about and b) not an appropriate sampling approach
Discussions on analysis were usually simply cut and pasted from academic text books. There was no attempt to implement this work into an agreed analysis approach, nor any evidence that students were able to identify what the outputs of this analysis would be. We needed to know precisely HOW students were going to analyse the data, and what the outputs from this analysis would be, not a general overview from a text book
There was a general assumption that graphs, charts and tables are analysis. They are not!
The concept of product testing was simply ignored by most, resulting in proposals which discussed observation, telephone research, and eresearch. It was clearly that students had simply not thought about what they had been asked to do and there was a strong suspicion that many of them had accessed submissions from previous years and were simply recycling them
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In many cases the work submitted was solely regurgitation from academic texts with little or no application or understanding
Most failed completely to say who their target informants were going to be, or how they would be identified/contacted
References to ‘upper class’ and similar were made without clarification or definition; such expressions are meaningless in the context of market research
Proposals which, in the context of product testing, proposed carrying out completely irrelevant research – for example, looking at trade unions and international laws
Failure to number sections was irritating and unprofessional
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