|Marketing research is an organized way of gathering and analyzing information for decision-making purposes that extends beyond marketing to any decision situation which is lacking in relevant data. The course is structured from the point of view of the marketing manager, management consultant or entrepreneur who will use custom research initiatives to understand the beliefs, attitudes, motivations and reactions of key constituents (such as direct and indirect customers, employees, clients or donors) to inform key business decisions. The goal of the course is to provide you with the knowledge and skills to both determine the scope and direction of research activities conducted on your behalf, as well as to leverage research findings to make key decisions and support your recommendations. The course employs a mix of lectures, individual exercises, and cases as well as the team project.
We will cover the full research process, from defining research objectives to choosing a research methodology, questionnaire and sampling design, data collection, data analysis and issues in implementation. In particular, a key goal of the course is to provide the student with a toolkit of different approaches and techniques for addressing research questions and a detailed understanding of the advantages and limitations of each method. The examples presented will be drawn from real-world marketing problems.
This course will focus on both qualitative and quantitative aspects of marketing research and how they help managers in addressing substantive marketing problems such as estimating market potential, segmenting the market to identify target customers, improving advertising and pricing policies, designing and positioning new products and identifying the key factors driving changes in the market. The course will help you to develop a critical eye for marketing research, an appreciation for its potential contributions and limitations and an understanding of how to choose the right research approach to match the problem at hand.
A key component of the course is the Marketing Research Lab, in which students will work in teams to conduct original real-world marketing research. The project enables the students to gain a working "hands-on" experience with the full process of marketing research from start to finish and will serve as a context in which to apply the concepts and methods learned in class to a real-world problem.
Student teams have conducted successful research for a wide variety of clients, including Chicago Public Radio, Groupon, Proctor & Gamble, Redbox, Sears and Sprint, as well as local businesses, student and alumni entrepreneurial ventures and non-profit organizations. Student entrepreneurs are encouraged to enroll in the course and to propose a research project, which must be submitted via email a week before the quarter begins. Enrolled students will be notified of all the projects available and who the sponsoring organizations are via email before the quarter begins and will form their teams and pick their projects in the first week of the course. Students will conduct the research with the guidance of the instructor, present their preliminary findings to the class and prepare a comprehensive final report that they will then present to the project client.
|Students will use MINITAB statistical software for in-depth data analysis, as well as Excel spreadsheet utilities. An extensive CoursePack is required, and the course uses an optional supplementary textbook, Marketing Research (1998), by Donald Lehmann, Sunil Gupta, and Joel Steckel.|
|Sample Question 1:
For following scenario:
(a) What kind of experimental design is being used?
(b) Describe relevant potential sources of error.
(c) Describe what would be a better alternative design, and how you would measure the experimental effect.
Q1. In order to test the effectiveness of the candidates for mayor in a debate, researchers randomly chose 1000 people to contact via phone. An attempt was made to contact all 1000 one day before the debate and ask their voting intentions. Only 912 were actually questioned; 88 either were not at home or refused to participate. One day after the debate 857 of the 912 were reached and again asked their voting intentions. In addition, they were asked if they had seen the debate on television. The before-after change of the viewers and non-viewers were compared to conclude which candidate was more effective in the debate.
Sample Question 2:
An industry insider tells you that, in general (not just in this dataset), sequels account for a lower proportion of comedies than of other genres. Does the statistical analysis below support this theory? What is your confidence level in your conclusion? Treating this dataset as a random sample from the population of movies, what is the probability of getting the result in your sample if the insider’s statement is actually not true? Why do you say that?
Test and CI for Two Proportions: sequel, Comedy
(S=Sequel, NS=Not sequel; 0=not Comedy, 1=Comedy)
Difference = p (0) - p (1)
Estimate for difference: 0.0271843
95% CI for difference: (-0.0354432, 0.0898118)
Test for difference = 0 (vs not = 0): Z = 0.85 P-Value = 0.395
Fisher's exact test: P-Value = 0.529