MARKETING RESEARCH COURSE SYLLABUS

Class Times: Tu, Th 4:30PM to 5:45PM (3 Credits)

Classroom:
Office Hours: By appointment

Instructor: Chanil Boo

Email: Chanil.Boo@sejong.ac.kr
Website: BlackBoard (BB)

COURSE DESCRIPTION:

A practical approach to the study of research principles and procedures as an important tool of
consumer and industrial marketing decisions. Qualitative as well as quantitative techniques are
discussed, and these methods are aligned with planning, operating, and controlling aspects of
marketing management.

LEARNING OBJECTIVES:

This course is designed to provide you with an introduction to marketing and marketing research.
The course focuses on introductory marketing research concepts, the role of marketing research in
organizations, and the role of marketing research in society.

By the end of semester, students will be able to:

 Explain the role of marketing research in manager's decision making
 Discuss the difference between the various sources and types of data
 Identify and explain the steps involved in conducting research
 Design and conduct a marketing research study and explain the findings
 Describe current trends in research practice
 Explain the role and importance of ethics and diversity

In this course, we will take the perspective of the marketing decision maker. First, I will introduce
you to the “language of marketing research,” which includes the terms, concepts and frameworks
used by marketing researchers including marketing managers and scholars. After you know the
basics, we’ll spend the majority of the course learning about decisions that marketing researchers
must make, and the tools and frameworks that assist researchers in making those decisions
effectively. Specifically, my objective is for you to know how to apply these key tools and
frameworks to analyze a company’s customers, competition, and marketing strengths and
weaknesses.

To achieve these objectives, we will discuss readings and cases from the book and current press
articles. We’ll also watch occasional videos and clips in class. By the end of the course, you should
understand the complexity and challenges associated with making marketing decisions as well as
ways to design effective marketing strategies.
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We all have many experiences with marketing from the viewpoint of the consumer. This course
should also make you a more knowledgeable consumer. However, the focus of the course will be to
make you an excellent marketing decision maker. We hope you will learn that there is more to
marketing research component than you might have expected.

COURSE FORMAT:

Your time during this course will be allocated among a set of interrelated activities:
 Lectures, class discussions and videos
 Preparation of daily quizzes, readings and case
 Participation in class discussion of readings and cases
 Preparation for exams
The specific assignments for each class session are in the separate course schedule. If we need to
make adjustments to the schedule for any reason, we will tell you in class.

READINGS:

Required Textbook: Essentials of Marketing Research, by Kenneth E. Clow and Karen E. James,
published by Sage (ISBN 13:9781412991308). It is easy to read and full of examples. This edition
was just recently published – the information and examples are timely and interesting. The textbook
is designed to provide you with a general background of the topics we will discuss in more detail in
class. It is very important that you read the assigned readings thoroughly before class. We will not
have time to talk about everything covered in the textbook in class. Please ask questions
about anything you do not understand. You will be expected to know the textbook material
(even if it is not covered in class) on the exams.

Supplemental Reading:
이훈영 "마케팅조사론" 제 4 판, 도서출판청람
임종원, 조호현, 신종칠 2002 마케팅조사론 법문사
In addition, we may choose to distribute supplemental reading (e.g., from Business Week, The Wall
Street Journal, etc.) over the semester to illustrate relevant marketing concepts. Any supplemental
reading will be made available on the Blackboard or by e-mails at least a day before we will discuss
them in class. We believe that discussing current events brings to life many of the concepts
explained in your textbook. It also showcases the relevance of the material covered in this class.
Lastly, reading current press articles is important for your career. Doing so will make you a more
knowledgeable manager and consumer.

CLASSROOM POLICY:
Please Help Us Learn Who You Are! Use your name cards, even when you know that we know
your name. It helps us take attendance effectively and efficiently. We also value and reward class
participation and acknowledge quality contributions.

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Class attendance is VERY important! This is so elementary as to not warrant mention, but given the
importance of this point, we will risk belaboring the obvious. Most of the learning in this course
comes from engaging in the class sessions. If you’re not in class, you miss the great opportunity for
improvement that this course offers. Therefore, we consider it to be your responsibility to attend
classes. As such, you are responsible for all the material covered in class. Given how quickly we
will cover material, it will be very easy to fall behind if you miss class.

Please come to class on time! It is very disruptive to your classmates and us if we have people
coming into class late. You are expected to attend every class on time and to stay for the entire class
session. If you have an unavoidable conflict, please do not disturb your classmates by arriving late,
leaving early, or asking to have information you missed repeated during the class. If you are late, or
have a one-time conflict, you have the option to attend one of the other sections of the course.

What to do if you cannot attend class? If, for some reason, you need to miss class, please notify
your instructor via email at least 24 hours in advance. If your absence is due to an unplanned
emergency, please notify your instructor via email within 24 hours after the missed class. Also,
note that all absences, whether excused or unexcused, will negatively impact your participation
grade directly or indirectly.

Silence Your Phones! Incoming calls are a nuisance in class. Please take a moment to silence your
phone before the start of class.

Laptops. Laptops are permitted in class, but please use them to take notes. We understand the
temptation to multitask by using class time to catch up on e-mails, news, Facebook, or YouTube
videos. This is an unwise use of class time. It is distracting for you and for the students around you.
We reserve the right to ask you to close your laptop if we deem your behavior to be distracting to
the learning environment within the classroom.

COMMUNICATION POLICY:

I am happy to communicate with you about your experiences in this course. Please plan to have
these discussions during our class meetings or my office hours, by appointment. This class uses the
BlackBoard (BB) for a number of learning activities, however, if you want to communicate with
me directly, please do so only through my email (chanil.boo@sejong.ac.kr). If you send me an
email, you can generally expect a quicker response.

Before you send an email. As part of an effort to help you develop your professional
communication skills, I am instituting a (fully) standard-in-business and (somewhat) formal email
policy. This is another expression of my commitment to help you become independent learners as
well as professionals. First, do not expect answers from me when you ask questions that involve
basic syllabus, calendar, or course announcement information. It is your responsibility to keep
up with all course information that is already available to you. Second, do not expect answers from
me when you ask questions that involve university’s administrative issues. No matter how well-
written your email is or how critical your issues is, there is nothing I can help you with university’s
policies.

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Writing a professional email. While in the past I have had a certain amount of patience for email
messages that are written in an informal style—that is, without much attention to structure,
grammar, spelling, and style—I am quite concerned that your future employer(s) and other
professional colleagues will be less tolerant. They may think that if you are that inattentive in your
writing, you might be just as careless when you are working as well.

Use a properly descriptive subject line that consists of the course name [Marketing Research]
followed by a very brief phrase that summarizes the subject of your message, such as “Homework
1, Problem 2” or “Appointment request.” Please refrain from using short, nonspecific subject lines
that have little to do with the actual message (like “hi,” “class,” “Comp Bio,” “python,” “question,”
“help,” or just leaving the subject line blank.).

Make sure you adhere to proper sentence structure, including capitalizing the first letter in each
sentence. Please do your best to proofread for tpyos and spelling misteaks (you get the idea, right?).
In addition, and compose your email in paragraph form.

Please make sure you know the difference between they’re, their, and there. Similarly, make sure
you know when to use it’s versus its, and your versus you’re. (There are people who write entire
books to convey the wrath and fury they feel when they see examples of such abominations of
punctuation and spelling. Turn off “AutoComplete” or “Smart Quotes”.).

Finally, use a proper closing (doesn’t have to be too formal—save “Sincerely” or “Yours truly” for
contacting someone for the first time), and then finish with your name. You might also consider
creating a “saved signature” with your contact information that you can re-use in other email
messages.

Responses. Please note that I do not typically check email the hours of 6PM and 9AM on
weekdays, and I do not check these at all on the weekends and holidays for obvious reasons. Emails
received during these times will receive attention once I am back online. Otherwise you can expect
to receive a response to your message, at least, within 24 hours.

GRADING:

Your grade will be determined at the end of the class after taking into consideration the following
components:
Course Component Percent of Course Grade
Participation 10%
In-Class Quiz (Daily) 10%
Group Presentation 30%
Midterm Exam 20%
Final Exam 30%
Total 100%

Because your grade will be based on a number of different elements, your success in the course
does not hinge on any single outcome. However, your independent reading and study of your text

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assignments is a core element of the course and thus it will be a basic contributor to how well you
do.

CLASS PARTICIPATION:
It is important that you come to class prepared! Class sessions will be a combination of lecture and
discussion. The more interactive the sessions are the more you will find the material interesting and
the more you will learn. We strongly encourage you to ask questions and make thoughtful
comments about the material being discussed. This requires you to listen carefully to what is said in
class. It also requires a mutual respect for one another.

Do the assigned readings before you come to class! We know that your time is scarce, but reading
the book is critical to your full understanding of the material in this course. Our objective in the
class meetings is to: (a) give you experience in applying the concepts in the readings; (b) clarify
important concepts from the readings and present you with additional information beyond that
which you’ve already read; and (c) give you an opportunity to process key material from the
readings through discussion with your fellow students and me. Consequently, there is not full
overlap between the readings and the class meetings. This has the effect of making class much more
interesting, but it also means that you cannot learn what is in the readings simply by coming to
class, and you cannot learn what happens in class simply from doing the readings.

The best way for you to feel comfortable participating in class discussions is for you to think about
the material before class. We view all constructive participation as a positive. In other words,
effective contribution in class helps your grade! There are no wrong answers to problems. There is
nothing I consider to be a silly question. None of us has all the answers, and we all have many
questions, so please share your questions with the rest of us during our class discussions. Please
raise your hand to contribute to class discussions.

Each day, you should come to class knowing (and being prepared to summarize) the key points
from the day’s readings. As you complete each reading, ask yourself:

 What is the basic argument the book makes?

 What are the key concepts/principles?
 So what? How does this matter for an organization?
 What are the implications for the kinds of challenges I might face in my career?

Evaluating the quality of class participation is necessarily subjective. The list of questions below
summarizes the criteria we will use to evaluate class participation:

 Is the participant a good listener? Is there a willingness to participate?

 Are the points made relevant to the discussion? Are the questions raised relevant
to the discussion?
 Are points linked to the comments of others? Is there something new, more than
just a restatement of the point already been made?
 Do comments show evidence of thorough analysis of the assignment? Do
comments show an understanding of theories, concepts, and analytical devices
presented in class lectures or assigned reading materials?
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  Overall, do comments contribute to our understanding of the discussion? Do the
comments move the class discussion forward in an appropriate, constructive
manner?

Please let me help you! If you feel uncomfortable talking in class, please see your instructor during
office hours. One of the best ways for you to feel comfortable participating in class discussions is
for you to think about the material before class. One way of doing so is to prepare notes and bring
those notes with your questions and comments to class. Our only desire for the course is to create an
environment that maximizes your learning. However, we recognize that each of you enters the
course with different experiences, strengths, weaknesses, and goals. If there is something about the
course that is not facilitating your learning, please set up an appointment to talk with your instructor
so that we can brainstorm ways to accommodate your particular situation.

In addition to the opportunities for you to participate in class, but there will also be time for you to
see us outside of class. If you have questions about material covered in the book or in class, please
see us. If you would like to learn more about a career in marketing, see us. Whatever your
questions, we are here to help you. Please see us during office hours. If those times do not work for
you, please email me to schedule an appointment. You are also welcome to call and/or email. I will
always try to get back to you as quickly as possible.

QUIZ:

You will have daily quizzes during a 10-15 minute portion of a class which are closed to both notes
and the textbook. Daily quizzes cover material from previous days’ lectures and assigned readings.
The quizzes will consist of multiple-choice questions that will ask about general concepts as well as
details discussed in the textbook and in class. You will be asked to pick the best answer from the
options you are given and to mark your answer. All quizzes will be closed book, closed notes. If
you are absent from class, late for class or leave class early for any reason and, as a consequence,
miss that days’ quiz, you will receive a zero on the missed quiz. If you miss a portion of the quiz
period, your available time on the quiz will be limited to the remainder of the quiz period. There
will be no make-up quizzes given for any reason. I will drop your lowest two quiz grades when
evaluating the quiz portion of your final course grade.

GROUP PRESENTATION:
The Group Presentation is a major learning component in this course, and will therefore require
significant effort and carry a significant weight. The essential idea is to do a deeper analysis into
aspects of marketing topics that you have selected, and then to apply the analysis results to critique
the marketing activities of a branded offering (a product, service, or experience). This assignment
will also develop your team building, time management, written/oral communication skills.

This project is broken up into five parts, several require planning ahead, so be sure to manage your
time well. Each part has a different submission date throughout the semester. Each part should be
polished and professional.

You must justify and support your discussion in every submission with evidence from your
research and theories discussed in the course. Statements that imply a fact should be supported
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with an in-text citation. If you need further guidance visit the following website:
http://www.citethisforme.com/harvard-referencing

Part 1: In the second week of the semester, we will form groups (group of less than 4 students) in
class and your first assignment will be to select your presentation date. As this is the case, an early
decision gives a group the best choice of brand/product and date. As soon as you have a group and
topic, please have it approved by handing in a completed sign-up sheet. All students should be
signed up to a group by week 3.

Students may choose any problem of their own. For example, students may conduct a marketing
research study to test a new product concept or to offer recommendations to existing product. Or
they may conduct a research to study specific marketing problems in example topics given below.
Either way, the problem should be relevant to a marketing function of business or governmental
organization.

EXAMPLE TOPICS:

Below is a list of potential topics for the Group Research Project. What your group needs to do is
narrow down exactly what marketing research problems you will be addressing on in that topic.

1. Word of Mouth and Marketing Strategy:

Word of mouth may contain types of word of mouth such as buzz marketing, viral
marketing, community marketing, grassroots marketing, evangelist marketing, produce
seeding, influencer marketing, cause marketing, brand blogging, guerrilla marketing,
ambient media, webisodes, spoof websites, viral marketing on social media, urban legends
related to marketing of products, positive vs. negative word of mouth.

2. Augmented Reality in Marketing/Advertising:

Augmented Reality can be defined as a technology that superimposes a computer-generated

image on a user's view of the real world, providing a composite view. How are marketers’
harnessing this new medium? What examples work? What doesn’t work? What does the
future hold for augmented reality and marketing?

3. Femvertising and Marketing Strategy:

Femvertising is the trend for brands to sell female empowerment. Dove was early on with
the movement, but there are now numerous others, that often include hashtags like
#unstoppable, # LikeAGirl, #ShineStrong, #InspireHerMind, etc. John St., a Toronto agency
has parodied the genre. Do the brands actually care about women, or are they just using
another sales technique? Is perception everything?

4. Anticonsumerism and Marketing Strategy:

Those involved in anticonsumerism avoid or refuse consumption. There is a rejection of the

consumerist society that may be for psychological or social reasons. It may be concern for
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 the environment, social structures or personal reasons. They may discourage others from
falling prey to big brand's marketing and advertising. One example is Adbusters. What is
aniticonsumerism? Who are the people involved in it? What techniques do they use? Are
they effective? What are the ethics?

5. Green Marketing and/or Greenwashing:

Green marketing is the marketing of products that are presumed to be environmentally

preferable to others. It may include product modification, environmental production process,
sustainable packaging, as well as modifying advertising. Other similar terms used are
environmental marketing and ecological marketing.
Greenwashing (a compound word modelled on "whitewash"), or "green sheen," is a form of
spin in which green PR or green marketing is deceptively used to promote the perception
that an organization's products, aims or policies are environmentally friendly.
Your group may select either green marketing or greenwashing as a topic and narrow it
down, or your group may discuss the differences and how to tell is something really is
green.

In the next phase, your team will conduct research or field work to gather data and insights for
understanding thoroughly the specific research topic/questions you assigned. The deliverable for
this phase will be research proposal, research progress reports, a class presentation, and a final
report, together worth 30% of the semester grade.

Part 2: In the seventh week of the semester, all groups will submit a research proposal (worth
10%). Your first assignment will be to select a research problem and questions to focus on for the
semester. You have considerable freedom to follow your interests, although it is expected that the
problem be relevant to marketing and that it will require a field research strategy that involves
primary data gathering. All other things being equal, a project concerned with a realistic problem
will be looked upon more favorably than one that deals with a trivial or contrived problem. Purely
exploratory type projects with only qualitative data will not meet the course requirement.
Projects will have to be of a descriptive variety where the research questions are well formulated. At
a minimum, your research proposal should include the following content:

 the names of all group members,

 a brief description of your overall research problem,
 hypotheses (at least six specific research questions),
 plans for data collection and analysis (For the purpose of this course, you are required to
collect at least 50 completed responses),
 a brief description of your instrument design and proposed sample,
 expected findings, and
 a succinct explanation of how the business/government organization will benefit from your
research.

Example Hypothesis

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  An Ad with a kid eating ice cream will sell more ice cream than with an adult.
 There is a negative relationship between slow performance and customer happiness.
 There is a positive relationship between slow performance and customer anger.
 Increasing price by 10% for Q4 2018 will decrease sales by 4%.
 Females accept new ideas/products better than males.

The research proposal will be in the form of a PowerPoint presentation submitted at the beginning
of class. Bring a copy of your report to class.

Part 3: In week 10 on the day of your class, your group will submit a research progress report
(worth 5%). This report should contain a brief description of the project progress based on your
research proposal (hypothesis development, sampling, instrument design, data collection, statistical
analysis) as well as your group members’ participation. Please also attach your questionnaire
(this is critical to help ensure you are on the right track).

The research progress report will be in the form of a PowerPoint presentation submitted at the
beginning of class. Bring a copy of your report to class.

Groups will be self-selected to minimize the number of dysfunctional ones. Even so, a free rider
may occasionally try to take advantage of other group members. To address a free rider problem, a
group may fire one or more members until week 10. After that date, group membership is
permanent. To replace the entire project grade (30% of the total grade), a fired group member must
write an extensive (roughly 25 double-spaced page) library/secondary-data-based research report
related to marketing research. That report is due on wee14.

Part 4: At the end of semester (Week13–),

Showcase your research! Given that you are now the expert in your topic and hypotheses, sell your
idea! Use any form of media you wish to complete this but be professional! Give consideration to
what your research questions are, what need they fulfil, particularly in terms of what you now know
and understand about the market. Your group will introduce your research area and explain what
you investigated throughout the semester.

Presentations (worth 15%) should be 30 minutes long and the focus should be 1) to show and
explain your research topic and questions, and 2) to educate the class on why and how your group
apply certain types of marketing research technique (hypothesis development, sampling, instrument
design, data collection, statistical analysis). I am looking for your integration of class concepts to
your research, and your ability to clearly and effectively communicate your ideas. At a minimum,
your research presentation should include the following content:

 an introduction to the research problem and research questions,

 a discussion about data collection,
 a basic descriptive statistical analysis and interpretation of collected data,
 at least three cross-tabulation tables with proper chi-square statistics and interpretations,
 a conclusion and recommendation based on the data analysis and interpretation, and

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  recommendations based on your findings and discussion of the limitations of your research.

This is the fun part so be creative! Be informative but interesting. Present in a way that you find
interesting and enjoyable. There is no specific format to follow, nor is there a specific page limit or
requirement. I am leaving those details up to each group to decide.

All the members should be present and be involved in the actual oral presentation. Students
must be present on the day they have chosen. If for any unforeseen reason, a student cannot be
present for the date chosen, the student must contact the professor well in advance of the date of
presentation to negotiate the possibility of a makeup. A group member who does not show up for
presentation and does not contact me prior to presentation date will be given a grade of 0. Other
group members will not be penalized because of another member's non participation. No
make-up dates will be given if the date of presentation has passed unless there are exceptional
circumstances.

Adherence to Deadlines and Guidelines: In fairness to everyone in class, for individual assignments
as well as group project deliverables, late submissions will not be accepted under any
circumstances and will result in a grade of zero. There is no way to make up for lost points on
a late assignment, therefore it is strongly suggested that students pay close attention to deadlines.
Note: If a group project deliverable is submitted late, all team members will receive a grade of zero
regardless of the circumstances.

Peer Evaluation: To ensure equity and successful teamwork, it is important that students contribute
fully to their group’s efforts. The peer evaluation is used to assess this contribution and is
mandatory: You will evaluate the contribution of each of your teammates (including yourself) to
the semester-long group project, and they will evaluate yours. If no evaluation is turned in, I will
assume that everybody in the group contributed equally. Individual project grades may be
adjusted up or down depending on the evaluations. A negative peer evaluation can have a
significant impact on your final grade (e.g., from A to B or B to C).

Group Research Project Evaluation Criteria: The group project will be evaluated based on the
Research Proposal, Research Progress Report, Final Presentation, and Final Report, as outlined
above. Projects will be graded based on the consideration of the following issues:

 Analysis and interpretation of data – does it address your research objective?

 Recommendation – How do your research findings address the business problem? Are your
recommendations supported by your data? Are they insightful (and useful) to your client?
 Assessed relative difficulty of the project
 Overall presentation of the report

EXAMS:

All exams will be closed book, closed notes, and will follow roughly the same format. The exams
will consist of multiple-choice questions that will ask about general concepts as well as details

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discussed in the textbook and in class just like the Quizzes. You will be asked to pick the best
answer from the options you are given and to mark your answer.

If you think that a question is ambiguous or that more than one answer is appropriate (for example,
the answer depends on some unstated assumption), you will have the opportunity to write out a
brief explanation (defense) of your logic and answer. You will be given credit if your explanation
reveals that you understand the issues involved. (Note: there is no requirement to write explanations
– and most students find that they are not necessary). All course material is fair game for these
exams. This means that material from class discussions, textbook readings, and supplemental
readings will appear on the tests. Given the fact that each class session builds on previous sessions,
the second semester exam as well as the final exam will require you to draw on some concepts that
you learned earlier in the course.

On all the exams, there will also be a few short answer/essay questions. On the two semester exams
the questions will require a shorter answer than the questions on the final exam. However, on all the
exams, the short answer/essay questions will give you an opportunity to integrate material and be
creative. If you prepare the case assignments and actively participate in case discussions (in addition
to generally studying for the exams), you should not find these questions difficult. The opposite
should be true – they should give you an opportunity to “show off” how much you have learned.

The dates exams are indicated in the course schedule. You are responsible for being prepared
and present for all exams. If you are unable to take an exam during the scheduled time, you will
need to make special arrangements with me in advance for you to take the exam at another time.
Missing a scheduled test without prior permission will result in a zero for that test. You must have
prior approval from the instructor to take an exam at a different time. I will not take questions less
than 24 before the exam or project deadline. Please ask your questions more than 24 hours in
advance of the deadline so that I will have the opportunity to provide the entire class with the same
information and no one will be at a disadvantage. This will also help you to avoid putting things off
till the night before!

You should recognize from the very beginning that there is more material in your reading and
case assignments than is possible to cover in detail in class. Lectures will only touch on some of
the important issues. Class lectures and related assignments will be directly relevant to your
understanding of the material and other aspects of your performance, but the exams will go into
depth on what you have been assigned to read.

Graded exams will be returned as quickly as possible for you to review. After we review and
discuss the graded exams in class, exams will be collected. You are welcome to come by at any
point to review your exam in more detail. If you have any questions or concerns at any point in
time, please see your instructor and we can go over your exam together outside the classroom. If
you think a grading error has occurred and would like to request a reevaluation of your exam, please
submit a written note explaining why you believe your answer is correct. Please submit any re-
grading request no later than 5 days after the date of the exam.

ACCOMMODATING DISABILITIES:

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SJU is committed to providing access to all program and curricula to all students. Students with
disabilities who may need classroom accommodations are encouraged to register with the Office of
Student Disability Services.

SCHEDULE OF COURSE ASSIGNMENTS:

Please note that the course schedule will change as the semester proceeds. It is your responsibility to
keep up with all course assignments. It is highly recommended that you do not fall behind with any
of the assignments (because you will be unprepared for class, and it will be difficult to catch up). If
you are unsure of what the assignments are for any class or what I expect in terms of preparation for
any class, please do not hesitate to ask.

The assignment is due the day it is listed on the course schedule.

THE HONOR CODE:

Sanctions for Academic Misconduct: The “usual” sanction for instances of academic dishonesty is
an “F” in the course (or assignment) and suspension for one full academic semester. Please note
that for international students, this may result in the loss of your student visa status, requiring you to
leave the U.S. until your suspension is over.

For your information, a few important provisions of the Honor Code appear below:

Academic Dishonesty. It shall be the responsibility of every student enrolled at the SJU to support
the principles of academic integrity and to refrain from all forms of academic dishonesty, including
but not limited to, the following:

1. Plagiarism in the form of deliberate or reckless representation of another’s words, thoughts, or

ideas as one’s own without attribution in connection with submission of academic work,
whether graded or otherwise.

2. Falsification, fabrication, or misrepresentation of data, other information, or citations in

connection with an academic assignment whether graded or otherwise.

3. Unauthorized assistance or unauthorized collaboration in connection with academic work,

whether or not for a grade.

4. Cheating on examinations or other academic assignments, whether graded or otherwise,

including but not limited to the following:

a. Using unauthorized materials and methods (notes, books, electronic information,

telephonic or other forms of electronic communication, or other sources or methods);

b. Violating or subverting requirements governing administration of examinations or other

electronic assignments;

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 c. Compromising the security of examinations or academic assignments;

d. Representing another’s work as one’s own; or

e. Engaging in other actions that compromise the integrity of the grading or evaluation
process.

f. Assisting or aiding another to engage in acts of academic dishonesty prohibited

To protect your learning experience and those of your classmates, you MAY NOT use or read
any materials associated with prior years of this course without the instructor’s permission.
Such materials are not provided to current students. However, it is possible that such material has
come into your possession through some other means. Please do not read or use such material.
Doing so is a violation of the Honor Code.

On team assignments and projects, you MAY NOT submit work on such projects without
participating in the development of and understanding each and every aspect of the assignment/
project.

We take the Honor Code seriously and expect you to do so as well. If you have questions about
your responsibility under the Honor Code, please ask. In fact, you should consult your instructor
regarding any question you have with respect to whether a proposed action is permitted in this
course. Your failure to consult with your instructor regarding questionable or dubious behavior shall
be considered should there be a violation of the Honor Code.

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COURSE SCHEDULE V1.0

Date Class Topic Assignments

(To be completed prior to
class)
9/1 Class Introduction & What is Marketing Research? Read Syllabus

9/6 Role of Marketing Research in Management Read Chapter 1

Decision Making
9/8 NO CLASS Prepare Group Assignment

9/15 Marketing Research Process Read Chapter 2

9/20 Survey Research Read Chapter 6

Group Assignment: Group Formation
9/22 Survey Research Read Chapter 6

9/27 Questionnaire Design Read Chapter 11

9/29 Questionnaire Design Read Chapter 11

10/4 NO CLASS Prepare Group Assignment

10/6 Measurement Methods Read Chapter 9

10/11 NO CLASS Prepare Group Assignment

10/13 Measurement Methods Read Chapter 9

10/18 Sampling Procedures Read Chapter 8

Group Assignment: Research Proposal Due
10/20 Sampling Procedures Read Chapter 8

10/25 Exam I Exam will cover

Ch. 1, 2, 6, 8, 9, 11
11/1 Secondary Data and Research Read Chapter 3

11/3 Observation Research Read Chapter 5

11/8 Experimental Research Read Chapter 7

Group Assignment: Progress Report Due
11/10 Qualitative Research Read Chapter 4

11/15 Fundamental Data Analysis Read Chapter 12

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11/17 Fundamental Data Analysis Read Chapter 12, 13
Analysis of Differences and Regression
11/22 Analysis of Differences and Regression Read Chapter 13

11/24-11/29 Group Presentation Group 1-4

12/1-12/6 Group Presentation Group 5-8

12/8-12/13 Group Presentation Group 11-12

12/15 Final Exam Exam will cover

Ch. 3–5, 7, 12-13

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