University of Bridgeport
Ernest C. Trefz School of Business
MKTG505 – 9S1
Marketing & Research Methods
COURSE SYLLABUS
Course Description
Social media marketing. Mobile marketing. Psychographics. Internet surveys. Focus
groups. Field Studies. Experiments. These words and phrases describe techniques that
empower market researchers to understand their customers and target and tailor the right
products for them. Market research is based on quantitative, qualitative and mixed
methods research. This course explores these research methods from design through
reporting. Students will also practice critical evaluation of representative research reports
and immerse themselves in current market research trends via articles from business and
academic journals and magazines.
Learning Outcomes
Students will exit this course with a working understanding of market research, the ability
to discern between research methods and to assess the effectiveness of research reports.
They will also become conversant in market research trends.
Course Text:
Picardi, C. A., & Masick, K. D. (2014). Research Methods, Designing and Conducting
Research with a Real-World Focus. Thousand Oaks: Sage.
ISBN: 9781452230337
Additional articles available via the Wahlstrom Library’s MyEureka online digital library
will supplement the text. A link to each article is included within its corresponding
session on this syllabus. In addition, copies of relevant articles will be stored on the class
Canvas site.
COURSE REQUIREMENTS
Academic Dishonesty: Cheating and plagiarizing means using the work of others as your
own. Copying homework and allowing others to look at your work are examples of
cheating. Cheating and plagiarism is absolutely unacceptable. If you are caught cheating
or plagiarizing, you will receive a warning. The second offense will result in an F grade
for the course.
Homework: All assignments will be submitted via Canvas or posted on Canvas
discussion boards.
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Canvas Schedule: Each “session” equates with one week of course material covering two
discussion questions for a week and, when an integrative assignment is due, either the
mid term or final integrative assignment. An online course term is comprised of eight
sessions. Each session’s assignments open in Canvas at 12:00 AM Monday of the week
starting that session and closes at 11:59 PM on the following Sunday evening:
Session Name
Session 1
Session 2
Session 3
Session 4
Session 5
Session 6
Session 7
Session 8
Opens
12:00 AM Monday, 6/16
12:00 AM Monday, 6/23
12:00 AM Monday, 6/30
12:00 AM Monday, 7/7
12:00 AM Monday, 7/14
12:00 AM Monday, 7/21
12:00 AM Monday, 7/28
12:00 AM Monday, 8/4
Closes
11:59 PM Sunday, 6/22
11:59 PM Sunday, 6/29
11:59 PM Sunday, 7/6
11:59 PM Sunday, 7/13
11:59 PM Sunday, 7/20
11:59 AM Sunday, 7/27
11:59 AM Sunday, 8/3
11:59 AM Sunday, 8/10
Deadlines and Late Policy: Grades for assignments turned in a week late will be
penalized a half-letter grade, assignments turned in up to two weeks late will be penalized
a full letter grade; assignments will not be accepted two weeks after the due date unless
previously discussed with the Professor. Late submissions should be e-mailed to the
Professor.
Weekly Discussion Topics
Each week students will be required to answer two discussion questions from a list the
instructor provides, one related to the text book and one related to the homework
reading. Discussions must occur within Canvas to procure credit and it is not possible to
submit work for late discussions. Discussions will close at the end of each weekly session
with no extensions. You are expected to participate in discussions on time and with
thoughtfulness.
For each discussion question students are required to
1. Answer the question and
2. Make 3 replies to other students’ comments. These replies need to be made on 3
different days to encourage discussion. Replying to others’ comments for your
original answer is welcome but this does not count as a separate response. You
are welcome to post more than that and are actively encouraged to do so. There is
no grace period for discussions – the discussion closes at the end of each weekly
session.
Grading criteria for on line commentary:
1. How effectively you answer each selected question.
2. To what extent are you are making the appropriate number of comments and replies
in the time frame allotted.
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3. To what extent are your comments substantial in terms of length, meaningful,
insightful and thoughtful in terms of their quality and making positive contributions
to the on line discussion.
4. Discussions will be closed down on schedule. There is no grace period for a
discussion board; it closes immediately at the concluding date and time.
5. Your discussions are not graded based on the “correctness” of what you write per se
because the goal is for you to learn but are almost exclusively based on items 1-2-3
above.
The instructor will provide discussion feedback in context and as necessary throughout
the course.
In the event of small class size, the response requirement above may be adjusted. If
required, such adjustments will be confirmed by the instructor.
Critical Assessment Skills Program Assignments
A modified “Critical Assessment Skills Program (CASP)” checklist will be leveraged to
facilitate students’ practice with assessing research reports.
The Critical Appraisal Skills Program (CASP) is a nonprofit organization, part of Better
Value Healthcare, based in Oxford, UK. The program develops workshops and tools for
critical research appraisal. CASP evaluation tools are available for non-commercial use
via the creative commons license.
Students will use the CASP template to analyze three articles provided by the Professor.
Integrative Course Assignments
To assess students’ understanding of course materials, two integrative course assignments
will be provided, a “mid term integrative assignment” and a “final integrative
assignment.” These assignments replace mid term and final exams. Integrative course
assignments are not cumulative so the “mid term” assignment covers materials from
session 1 through session 4 and the “final” assignment covers materials from session 5
through session 8. Integrative course assignments should be typed, double spaced and
submitted via a Word document of an appropriate length to effectively answer relevant
questions. These assignments should be submitted via Canvas.
During sessions 4 and 8 discussion questions will be limited to one per text and reading
since students are also expected to deliver their mid term and final integrative
assignments at that time.
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Midterm Integrative Assignment - Answer the following questions:

Why might hypotheses be flawed if researchers don’t define the problem and then
review relevant literature first?

Define independent variables, dependent variables and how cause and effect
relationships exist between them. Propose an example hypothesis.

Compare and contrast reliability and validity and confirm why one can have
reliability without validity. Provide an example of a system that is both reliable and
valid (do not repeat the ATM example from the textbook).

Compare and contrast experimental, quasi experimental and non-experimental
designs.

Define random selection and random assignment and explain potential reasons why
random assignment is not possible with quasi experimental designs.

Explain why field studies are beneficial yet why it is challenging to translate
laboratory settings to the field. Provide an example.

Consider all readings from session 1 and cite two overarching themes across these
readings. Describe how these themes may impact market research.

Affirm how the Nuremberg Code, the Belmont report and Internal Review Boards
ensures ethical abuses in research are minimized.

Describe potential ethical lapses in the RJ Reynolds case and cite two findings from
the Vaidyanathan and Castleberry article about ethics that surprised you. How and
why did they surprise you?

Define neuroscience. Explain why it may be more effective than traditional market
research methods like focus groups for understanding customers. Cite one potential
ethical issue triggered by the use of neuroscience.

What is the most surprising item you have learned between sessions 1 and 4 and
describe why is it surprising to you. What did you learn from it?
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Final Integrative Assignment: Answer the following questions:

In your own words describe how alpha, beta and power interrelate. Why is this
important?

Using the relevant Powerpoint presentation, define qualitative research and provide
two examples of qualitative studies.

Using the relevant Powerpoint presentation and Harrison and Reilly’s article about
mixed methods research designs, discuss how mixed methods designs leverage
qualitative and quantitative research to complement one another and provide two
examples of mixed methods research.

Provide examples of findings that are generalizable and findings that are not
generalizable and why.

Confirm how basic and applied research can build upon each other to “bridge the
science/practice gap” (hint: include a definition of grounded theory). Describe the
consequences of not bridging this gap.

Consider Clifford’s examples about how social media is used by prominent
companies for generating new product ideas. Summarize how one of his examples
could apply quantitative, qualitative and mixed methods approaches.

Confirm why Bock and Sergeant’s advice on applying small samples in market
research is an example of bridging the science/practice gap and affirm why
researchers might be forced to leverage small samples in their research.

Consider Rebarsky and Wang’s article on social media analytics and how the socoal
media “burst” tracking they describe can have a positive or negative effect on
reporting research findings.

Describe the two items you found most surprising in the materials covered between
sessions 5 through 8 and why. What did you learn from each?
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Course Grading
Class Participation Discussions
Individual CASP Analyses
Mid Term Integrative Assignment
Final Integrative Assignment
Total
Letter Grade
Percentage
A
AB+
B
BC+
C
CD+
D
DF
94.9 – 100%
90 – 94.8%
87 – 89.9%
83 – 86.9%
80 – 82.9%
77 – 79.9%
73 – 76.9%
70 – 72.9%
67 – 69.9%
63 – 66.9%
60 – 62.9%
Below 60%
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25%
25%
25%
25%
100%
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COURSE SCHEDULE
Session 1
Introduction to research methods, variables, measures and hypotheses.
Market research trends discussion.
Homework:
Read:
- Picardi and Masick, Chapters 1 and 2
- Barbu, A. (2013). Eight contemporary trends in the market research
industry. Management & Marketing Challenges for the Knowledge
Society, 8(3), 429-450.
http://search.proquest.com.libproxy.bridgeport.edu/docview/1
470776840/fulltextPDF?accountid=26484
- Anonymous. (2011). Knowledge is power behind all campaigns.
Marketing Week.
http://search.proquest.com.libproxy.bridgeport.edu/docview/
888079534?accountid=26484
- Neff, J. (2014, 2/3/2014). Newell rubbermaid shakes up CMO model
by putting research in charge. Advertising Age, 85, 34-34.
http://eds.b.ebscohost.com.libproxy.bridgeport.edu/ehost/det
ail?sid=b9b2f2a5-300f-4ae5-8a57bc71298df7a4%40sessionmgr114&vid=1&hid=116&bdata=Jn
NpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#db=ufh&AN=9
4327510
- Patino, A., Pitta, D. A., & Quinones, R. (2012). Social media's
emerging importance in market research. Journal of Consumer
Marketing, 29(3), 233 - 237.
http://search.proquest.com.libproxy.bridgeport.edu/docvie
w/1008638014/fulltextPDF?accountid=26484
Discussion Questions
Text:
Answer one of the following questions:
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1. Define basic and applied research. Which would you prefer using
and why?
2. Explain why a hypothesis generated prior to a literature review
might be flawed.
3. Provide examples of deduction and induction. Provide examples
where you have applied each in your own life.
4. Develop a hypothesis that can be addressed in an organizational
setting. What challenges do you anticipate in testing it? Why?
Readings:
Answer one of the following questions:
1. Discuss two trends from the Barbu article. Explain how these trends
are changing market research. How do you feel about this? Why?
2. List one common theme across all of session 1’s readings. Does this
theme concern you or are you comfortable with it? Why?
Session 2
Ethical and legal considerations and reliability in research. Homework
reading discussion.
Homework:
Read:
- Picardi and Masick, Chapters 3 and 4
- Anonymous. (2012). Ethics; Newly launched mobile marketing
research assiciation to develop standards and ethics for rapidly
growing global industry. Marketing Weekly News.
http://search.proquest.com.libproxy.bridgeport.edu/docview/9
17910286?accountid=26484
- Iglesias-Rios, L., & Parascandola, M. (2013). A historical review of R.
J. Reynolds' strategies for marketing tobacco to Hispanics in the
United States. American Journal of Public Health, e1-e13.
http://web.a.ebscohost.com.libproxy.bridgeport.edu/ehost/detail?s
id=b84f9bfc-19cc-4e38-8dbb753a95d02f5f%40sessionmgr4002&vid=1&hid=4209&bdata=JnN
pdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=c8h&AN=2012043552
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- Aggarwal, P., Vaidyanathan, R., & Castleberry, S. (2011). Managerial
and public attitudes toward ethics in marketing research. Journal of
Business Ethics, 109, 463-481.
http://search.proquest.com.libproxy.bridgeport.edu/docview/1
038893306?accountid=26484
Discussion Questions:
Text:
Answer one question below:
1. Provide an example of a famous study that exposed ethical issues.
How did it make you feel? Why?
2. Explain the statement, “just because it is legal does not mean it is
ethical.” Do you think the legal system can ever fully address ethical
concerns? Should it?
3. Provide examples of random and systematic errors. How do you feel
about the reality that error will always exist in research? Why?
4. Discuss two forms of consistency reliability measures. Envision
yourself applying these measures. Would you have any concerns?
What would they be and why?
Readings:
Answer one of the following:
1. Compare and contrast the state of RJ Reynold’s demographic
marketing databases and those of public health agencies. Do you think
RJR’s database marketing practices were ethical? Why?
2. Provide one example from the Aggarwal, Vaidyanathan and
Castleberry of ethical misconduct that you found interesting and why.
Session 3
Introduction to statistical conclusion and internal validity, construct
and external validity. Homework reading discussion. Introduction to the
CASP (Critical Appraisal Skills Program) Tool and CASP Analysis 1,
which will be submitted this week as a homework assignment.
Homework:
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Read:
- Picardi and Masick, Chapters 5 and 6
- Payne, C. R., & Wansink, B. (2011). Quantitative approaches to
consumer field research. Journal of Marketing Theory and
Practice, 19(4), 377-389.
http://search.proquest.com.libproxy.bridgeport.edu/docview/896547419
?accountid=26484
Students will fill out a CASP analysis template for this article, and
submit their paper via the Canvas assignment entitled “CASP Analysis
1:”
- Choi, K., Fabian, L., Mottey, N., Corbett, A., & Forster, J. (2012).
Young adults' favorable perceptions of snus, dissolvable tobacco
products, and electronic cigarettes: Findings from a focus group
study. American Journal of Public Health, 102(11), 2088-2093.
http://web.b.ebscohost.com.libproxy.bridgeport.edu/ehost/detail?s
id=36ad3926-38d0-4ce9-96846e9b32e9608b%40sessionmgr113&vid=1&hid=108&bdata=JnNp
dGU9ZWhvc3QtbGl2ZQ%3d%3d#db=c8h&AN=2011722818
Discussion Questions:
Text:
Answer one of the following:
1. Describe the difference between validity and reliability and provide an
example that confirms why you can have reliability without validity.
2. Provide examples of the main types of validity: statistical conclusion
and internal, external and construct validity. How would you apply
each if you were designing a research study?
3. Provide specific examples of all four threats to external validity
(variation in participants, settings, treatments and outcomes). How
would you would minimize each?
4. Relate the four threats to construct validity described in the textbook to
an example you devise and describe how to minimize each.
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Readings:
1. Discuss the pros and cons of one of the four quantitative field
approaches discussed in the Payne and Wansink reading. Do you think
its pros outweigh its cons? Why?
2. Explain the differences between field studies and laboratory studies,
why field studies are beneficial for market research, the benefits of
combining these approaches and your concerns about doing so.
Session 4
Experimental, quasi experimental research designs. Review CASP
Analysis 1 and submit the Mid Term Integrative Assignment.
Homework:
Read:
Picardi and Masick, Chapters 7, 8
Penenberg, A. L. (2011). They have hacked your brain. Fast Company,
85-124.
http://web.b.ebscohost.com.libproxy.bridgeport.edu/ehost/detail?v
id=2&sid=aa2d54b5-6b59-4f4e-9b390856bb610145%40sessionmgr114&hid=108&bdata=JkF1dGhUe
XBlPWNvb2tpZSxpcCx1cmwsY3BpZCZjdXN0aWQ9dW5icmlkcH
QmbGFuZz1lcyZzaXRlPWVob3N0LWxpdmU%3d#db=f5h&AN=6
3732644
Discussion Questions:
Text:
Answer the following:
1. Explain the advantages and disadvantages of using experimental
designs in applied research. Are you concerned about the
disadvantages? Why?
Readings:
Answer the following:
1. Explain potential ethical issues with using neuroscience in market
research. How does this make you feel about neuroscience?
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Submit your Mid Term Integrative Assignment.
Session 5
Qualitative research overview, nonexperimental and survey research
designs. Introduce CASP Analysis 2, which will be submitted this week
as a homework assignment.
Homework:
Read:
- Picardi and Masick, Chapters 9 and 10
- Clifford, S. (2012). Social media are giving a voice to taste buds. The
New York Times. Retrieved from
http://www.nytimes.com/2012/07/31/technology/facebooktwitter-and-foursquare-as-corporate-focusgroups.html?action=click&module=Search&region=searchResul
ts%230&version=&url=http%3A%2F%2Fquery.nytimes.com%
2Fsearch%2Fsitesearch%2F%3Faction%3Dclick%26region%3
DMasthead%26pgtype%3DHomepage%26module%3DSearchS
ubmit%26contentCollection%3DHomepage%26t%3Dqry338%2
3%2Fmarketing+research
Students will fill out a CASP analysis template for this article, and
submit their paper via the Canvas assignment entitled “CASP Analysis
2:”
- Osborne, L. (2002). Consuming rituals of the suburban tribe. The New
York Times. Retrieved from
http://www.nytimes.com/2002/01/13/magazine/13ANTHRO.ht
ml?action=click&module=Search&region=searchResults&page
wanted=1
Discussion Questions:
Text:
1. Define observational research. Would you rather be a participant in
an obtrusive or unobtrusive observational study or neither? Why?
2. Discuss the difference between primary analysis, secondary analysis
and meta-analysis. Which do you think is the easiest and which is
the most challenging? Why?
3. What design guidelines should researchers follow when designing
surveys? How do you react to online surveys? Why?
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4. Consider an example from your own life where inductive reasoning
helped you understand a phenomenon. How did you approach this?
Readings:
Answer one of the following questions:
1. Provide an example from the Clifford article of how social media
can extend market research. Explain any concerns you have or
opportunities you see as companies adopt this approach.
2. Provide examples of how does social media provides “the biggest
focus group ever imagined.” Would you engage in such ocial media
focus groups? Why?
Session 6
Statistical terminology and analyses. Mixed Methods research overview.
Homework reading discussion. Review CASP Analysis 2 and introduce
CASP Analysis 3, which will be submitted this week as a homework
assignment.
Homework:
Read:
- Picardi and Masick, Chapter 11 and Mixed Methods Overview
(Powerpoint deck)
- Harrison, R. L., & Reilly, T. M. (2011). Mixed methods designs in
marketing research. Qualitative Market Research: An
International Journal, 14(1), 7-26.
http://search.proquest.com.libproxy.bridgeport.edu/docview/
840157171?accountid=26484
Students will fill out a CASP analysis template for this article, and
submit their paper via the Canvas assignment entitled “CASP Analysis
3:”
- Verdurme, A., Gellynck, X., & Viaene, J. (2002). Are organic food
consumers opposed to GM food consumers? British Food Journal,
104(8), 610-623.
http://search.proquest.com.libproxy.bridgeport.edu/docview/2251
23639/fulltextPDF?accountid=26484
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Discussion Questions:
Text and Powerpoint:
Answer one of the following questions:
1. Define measures of central tendency and measures of variability. If
you were a researcher would you be comfortable using these? Why?
2. Discuss the difference between alpha, beta and power and how they
impact research design. If you were a researcher would you be
comfortable applying these? Why?
Readings:
Answer one of the following questions:
1. Explain how quantitative and qualitative research methods work
together in mixed methods studies. Do you conclude it would be
difficult or easy to apply both in such studies? Why?
2. Discuss one of the mixed methods designs described in the Harrison
and Reilly article and explain how the quantitative and qualitative
approaches interact. If you were a researcher how would you feel
about conducting such a study? Why?
Session 7
Results generalization, bridging the science/practice gap. Homework
reading discussion. Review CASP Analysis 3.
Homework:
Read:
- Picardi and Masick chapters 12 and 13
- Bock, T., & Sergeant, J. (2002). Small sample market research.
Internal Journal of Market Research, 44, 235-244.
http://search.proquest.com.libproxy.bridgeport.edu/docview/2
14803663?accountid=26484
Discussion Questions
Text:
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Answer one of the following:
1. Why do stakeholders consider evidence based practice effective? If
you were a researcher, why would you want to perform such research?
2. What does UTOS stand for and what is its purpose? What challenges
do you perceive in having to consider each item in designing a
research study.
3. What are “trade off issues” that occur in applied research? Does the
fact that such trade off issues occur surprise or concern you? Why?
4. What are the benefits of conducting triangulation in applied research?
If you were conducting applied research and knew that triangulation
would provide higher stakeholder confidence but would double the
duration and cost would you do it? Why or why not?
Reading:
Answer one of the following:
1. Describe the constraints driving the use of small samples. Given a
study charged with operating within those constraints, would you be
comfortable with proceeding? Why?
2. Explain why the representativeness of convenience samples is lower
than that of probability samples. Considering the time investment
required, would you conduct probability samples? Why?
Session 8
Writing a research report. Homework reading discussion. Submit the
final integrative assignment.
Homework
Read:
- Picardi and Masick chapters 14
Rebarsky, W., Wang, D. X., & Dou, W. (2013). Social media analytics
for competitive advantage. Computers & Graphics, 38, 328 - 331.
http://www.sciencedirect.com.libproxy.bridgeport.edu/science
/article/pii/S0097849313001829
Text:
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Answer the following:
1. Confirm how researchers balance active and passive voice for an
engaging, yet clear and concise writing style. Do you do this when
you write? Why or why not?
Reading:
Answer one of the following:
1. How can social media empower researchers to track and graph
events as they happen? Do you think it is easy or difficult to spot
such patterns in “big data” stores? Why?
Submit your final integrative assignment.
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Reference List
Aggarwal, P., Vaidyanathan, R., & Castleberry, S. (2011). Managerial and public
attitudes toward ethics in marketing research. Journal of Business Ethics, 109,
463-481.
Anonymous. (2011). Knowledge is power behind all campaigns. Marketing Week.
Anonymous. (2012). Ethics; Newly launched mobile marketing research assiciation to
develop standards and ethics for rapidly growing global industry. Marketing
Weekly News.
Barbu, A. (2013). Eight contemporary trends in the market research industry.
Management & Marketing Challenges for the Knowledge Society, 8(3), 429-450.
Bock, T., & Sergeant, J. (2002). Small sample market research. Internal Journal of
Market Research, 44, 235-244.
CASP. (2013). Qualitative Checklist. Critical Appraisal Skills Programme Retrieved
4/6/2013, 2014
Choi, K., Fabian, L., Mottey, N., Corbett, A., & Forster, J. (2012). Young adults'
favorable perceptions of snus, dissolvable tobacco products, and electronic
cigarettes: Findings from a focus group study. American Journal of Public
Health, 102(11), 2088-2093.
Clifford, S. (2012). Social media are giving a voice to taste buds. The New York Times.
Retrieved from http://www.nytimes.com/2012/07/31/technology/facebooktwitter-and-foursquare-as-corporate-focusgroups.html?action=click&module=Search&region=searchResults%230&version
=&url=http%3A%2F%2Fquery.nytimes.com%2Fsearch%2Fsitesearch%2F%3Fa
ction%3Dclick%26region%3DMasthead%26pgtype%3DHomepage%26module%
3DSearchSubmit%26contentCollection%3DHomepage%26t%3Dqry338%23%2F
marketing+research
Harrison, R. L., & Reilly, T. M. (2011). Mixed methods designs in marketing research.
Qualitative Market Research: An International Journal, 14(1), 7-26.
Iglesias-Rios, L., & Parascandola, M. (2013). A historical review of R. J. Reynolds'
strategies for marketing tobacco to Hispanics in the United States. American
Journal of Public Health, e1-e13.
Neff, J. (2014, 2/3/2014). Newell rubbermaid shakes up CMO model by putting research
in charge. Advertising Age, 85, 34-34.
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Osborne, L. (2002). Consuming rituals of the suburban tribe. The New York Times.
Retrieved from
http://www.nytimes.com/2002/01/13/magazine/13ANTHRO.html?action=click&
module=Search&region=searchResults&pagewanted=1
Patino, A., Pitta, D. A., & Quinones, R. (2012). Social media's emerging importance in
market research. Journal of Consumer Marketing, 29(3), 233 - 237.
Payne, C. R., & Wansink, B. (2011). Quantitative approaches to consumer field research.
Journal of Marketing Theory and Practice, 19(4), 377-389.
Penenberg, A. L. (2011). They have hacked your brain. Fast Company, 85-124.
Picardi, C. A., & Masick, K. D. (2014). Research Methods, Designing and Conducting
Research with a Real-World Focus. Thousand Oaks: Sage.
Rebarsky, W., Wang, D. X., & Dou, W. (2013). Social media analytics for competitive
advantage. Computers & Graphics, 38, 328 - 331.
Verdurme, A., Gellynck, X., & Viaene, J. (2002). Are organic food consumers opposed
to GM food consumers? British Food Journal, 104(8), 610-623.
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