I.
2.
3.
4.
5.
6.
Discover and Define problem
• Conduct exploratory research
 Literature review, Secondary data, Pilot
studies, Focus groups, Survey, Case study
• Define research objectives
Research design
• Secondary Data, Qualitative Inquiry, Survey,
Experiment, Observation
Select sample
Collect data
Analyze data
Draw conclusions and prepare report

Women's clothing store
◦ four years decreasing profits
◦ niche: conservative wear, not trendy
◦ idea: target less conservative, younger buyer

Apply case to each step of marketing research
process.

Do we really need research?
◦ Expensive. Valuable?

When we should NOT conduct research:
◦ No time or money
◦ Insufficient payback
◦ Information already available

Must ask the right questions
◦ Asking the wrong ones is at best, useless;
◦ at worst, it will lead to the wrong decision

Examples:
◦ audio CD players
◦ New Coke
Albert Einstein

The most dangerous part of many
business problems is neither visible to nor
understood by managers.
The Process of Problem Definition
Ascertain the
decision maker’s
objectives
Determine unit of
analysis
Understand
background of
the problem
Determine
relevant variables
Isolate/identify
the problem, not
the symptoms
State research
questions and
objectives

Exploratory:
◦ Initial, unstructured, informal
◦ When you don’t know much
◦ Focus groups, lit review, case study, pilot study,
secondary data, experience survey

Descriptive:
◦ Answers who, what, why and how
◦ Surveys, observation

Causal:
◦ Relationships between variables
◦ Experiments

Two types of data:
◦ Secondary: already exists
◦ Primary: you collect it

Data sources:
◦ Internal
◦ External

Subjects
◦ Census = all
◦ Sample = portion

Identify target population
◦ Cost vs. generalizability

Identify unit of analysis
◦ Individual, household, community

How will you select subjects?
◦ Probability vs. nonprobability

Determine data gathering methods
◦ Secondary data:
 Internal records, reports for purchase, library, web
◦ Primary data:
 Telephone, web, in person, mail, observation (in
person, electronic)

Properly prepare
◦ Pretest, pilot test, main study

Edit data

Code data

Select appropriate analysis method

Use to summarize findings

Use to interpret results
◦ Will the findings hold for the general population?

SUMMARY:

What was done and what was found

Goal: clear, unbiased conclusions

Write for your audience
The moral principals and values that govern
actions and decisions. They are guidelines on
how to act when faced with moral dilemmas.

No harm
◦ Confidential or Anonymous?

Full disclosure
◦ Before and after (debriefing)
◦ No deception (passive or active)

No coercion
◦ Right of refusal

Identity protection
◦ Anonymity or confidentiality


Haney, Banks, Zimbardo (1973). Interpersonal
dynamics in a simulated prison
21 male students participated in an experimental simulated prison
experience. Ss were randomly assigned to the role of prisoner or
prison guard. The reaction to confinement and the interpersonal
relationships that developed between prisoner and guard were
unexpectedly intense, realistic, and in some cases, pathologic.
Prisoners experienced a loss of personal identity and displayed a
syndrome of passivity, dependency, depression, and helplessness. In
contrast, the majority of the guards experienced a marked gain in
social power, status, and group identification which made the roleplaying rewarding. Originally planned as a 2-wk experiment, it was
terminated after 8 days due to severe emotional disturbances.

Bach-y-Rita (1974). The prisoner as an
experimental subject.

Informed consent in prison is a particularly difficult issue, since what
may be perceived as an acceptable risk for a person inside a prison
may be totally unacceptable for that same person outside. The
inability of the prisoner to have access to a physician of his choice
and the lack of protection that prison affords to the prisoner also
must be considered. The types of coercive pressure that occur in
prison and how they operate to influence participation (e.g.,
prisoners may be attracted to the relatively comfortable life that a
research ward offers) also place restraints on experimental studies
in prison environments.