References andSelected ReadingsChapter 1Aaker, David A. (2001), Strategic Market Management, 6th Edition. New York: John Wiley & Sons,

Inc.Chakrapani, Chuck (editor) (2000), Marketing Research State-of-the-Art Perspectives. Toronto and

Chicago: PMRS Press and American Marketing Association.Worcester, Robert M. and John Downham (1978), Consumer Market Research Handbook. New

York: Von Nostrand Reinhold Company.

Chapter 2Deal, K.R. (2001) Affidavit of Dr. Kenneth R. DealGray Hammond, “International Intelligence”, PMRS Imprints (Toronto: Professional Marketing

Research Society), November 1989, p. 26.Visser, John (2003), On-Line Research: Case Studies in Innovation. Presented at the 2003 Annual

Conference of the Professional Marketing Research Society, Vancouver.

Chapter 3Adams, Michael (1997), Sex in the Snow – Canadian Social Values at the End of the Millenium.

Toronto: Viking.Adams, Michael (2000), Better Happy Than Rich?: Canadians, Money, and the Meaning of Life.

Toronto: Penguin Books Canada. Adams, Michael (2003), Fire and Ice: The United States, Canada and the Myth of Converging Values.

Toronto: Penguin Books Canada. Brimacombe, Glenn G., Pedro Antunes and Jane McIntyre, The Future Cost of Health Care in

Canada, 2000 to 2020, The Conference Board in Canada.Foote, David with Daniel Stoffman (2001), Boom, Bust & Echo: Profiting from the Demographic

Shift in the 21st Century. Toronto: Stoddard.Posner, Michael and Gregg, Allan (1990), The Big Picture: What Canadians Think about Almost

Everything. Toronto: MacFarlane Walter & Ross.

Chapter 4Anich, B. (2002) Trends in marketing research and their impact on survey research. Imprints. May.PMRS Response Rate Committee (2003) Telephone Refusal Rates Still Rising. Imprints. October.

Chapter 5Dey, I (2000) Computer-based qualitative data analysis in Marketing Research: State of the Art

Perspectives (ed. Chuck Chakrapani). Chicago: AMA/PMRS Press. 265-288Jarvis, S. (2002), Two technologies vie for piece of growing focus group market. Marketing News.

March 27.Langer, J. (2001) The Mirrored Window: Focus Groups from a Moderator’s Point of View. New

York: PMP.Reynolds, T.J. and J. Gutman (1988) Laddering Theory, Method, Analysis and Interpretation,

Journal of Advertising Research, 28 (March), 11–31.Smith, D. (2001) Central files: The respondent tracking system. Imprints, (Feb).

Chapter 6Carroll, S. (1994) Questionnaire design affects response rate. Marketing News, 28:12.Cialdini, R. (2001) Influence: Science and Practice. 4th ed. Boston: Allyn and Bacon.Haller, T. (1983) Danger: Marketing researcher at work. Westport, CT: Quorum Books. 131-32.Lee, Raymond M. (1993) Doing Research on Sensitive Topics. London: Sage.Payne, S. (1951) Art of asking questions. New Jersey: Princeton University Press: 204.Seton, T.T. (2000) If you think a question is stupid – it is. Marketing News, 34:2. 7Stark, D. (2002) Conducting research over the Internet – What you must do to avoid being

accused of sending spam. Imprints. (Nov).

Chapter 7Agarwal, S. (2003) The art of scale development: Introduction. Marketing Research; 15:3 (Fall).

10–11.

Devlin, Susan J., H.K. Dong & M. Brown (2003) The art of scale development: Selecting a scale formeasuring quality. Marketing Research, 15:3 (Fall). 13–15.

Gleason, T.C., S. J. Devlin, & M. Brown (2003) The art of scale development: In search of the opti-mum scale. Marketing Research, 15:3 (Fall). 25–29.

Grapentine, T. (2003) The art of scale development: Problematic scales. Marketing Research, 15:3,(Fall) 16–18.

Nelems, J. (2002) The secret rules of successful marketing. Atlanta, GA: Longstreet Press. 125-131.Schmalensee, Diane H. (2003) The art of scale development: The “perfect” scale. Marketing

Research, 15:3 (Fall). 23–24.(2003) BackTalk. Marketing Research. Winter.Wittink, D.R. & L.R. Bayer (2003) The art of scale development: The measurement imperative.

Marketing Research, 15:3 (Fall). 19–22.

Chapter 8 References AAPOR response rate calculator website:

www.aapor.org/default.asp?page=survey_methods/response_rate_calculator.Atrostic, B.K. & als. (2001). Non response in U.S. Government Household Surveys: Consistent

Measures, Recent Trends and New Insights. Journal of Official Statistics. Vol. 17: 2.ISER (University of Essex) Working Papers Number 2001-23: Recommended Standard Final

Outcome Categories and Standard Definition of Response Rate for Social Survey. Websitewww.irc.essex.ac.uk/pubs/workpaps/pdf/2001-23.pdf.

MacElroy, B. (2003) Persuasive e-mail invitations: 10 Steps to greater web survey response rates.Quirk’s Marketing Research Review.

Panel on Incomplete Data (1983). Incomplete Data in Sample Surveys – Volume 1 Report and CaseStudies. Academic Press.

Platek, R. & Gray, G. (1986). On the Definition of Response Rates. Survey Methodology, 12. 17–26.PMRS Response Rate Committee (2003) Telephone Refusal Rates Still Rising. Imprints. October.SISA website: http://home.clara.net/sisa/resprhlp.htmSmith, D. (2003) Recruiting: Responsibilities to the public. Imprints. April.Tremblay, V. (2003) PMRS Response Rate Definition Revisited. Imprints. October.U.S. Federal Committee on Statistical Methodology (FCSM) (1978) Statistical Policy Working Paper

4 – Glossary of Nonsampling Error Terms: An Illustration of a Semanitc Problem in Statistics.Website: www.fcsm.gov/working-papers/sw4.html.

Chapter 9Ehrenberg, A.S.C. (1981) Essays on Understanding and Communicating Data. Proceedings of a

seminar held by the Professional Marketing Research Society in Toronto. April. pp 1–5.Freedman, D., R. Pisani & R. Purves (1997) Statistics. 3rd ed. W.W. Norton & Company Utts, J. (1999) Seeing Through Statistics. 2nd ed. Brooks Cole.

Chapter 10Bender, Peter Urs (1991). Secrets of Power Presentations. Toronto: The Achievement Group.Kelley, Robert E. (1981). Consulting: The Complete Guide to a Profitable Career. New York: Charles

Scribner’s Sons.Samuelson, Paul A. and A. Nordhaus (1980). Economics, 13 ed. New York: McGraw Hill.Stephens, Edward (1975), “How to Write Readable Research Reports that Get Your Ideas Across”

Marketing News. Chicago: American Marketing Association, March 14, 1975.Sweetnam, Sherry (1986). The Executive Memo. New York: John Wiley.Updegraff, Robert R. (1980). Obvious Adams: The Story of a Successful Businessman. 2564 Cherosen

Road, Louisville; KY: The Updegraff Press, 1980 Memorial Edition

Chapter 11Bhote, Keki R. (1996), Beyond Customer Satisfaction to Customer Loyalty. New York: American

Management Association.Chakrapani, Chuck (1998), How to Measure Service Quality & Customer Satisfaction. Chicago:

American Marketing Association.Dolan, Robert J. and Hermann Simon (1996), Power Pricing. New York: The Free Press.Nagle, Thomas T. and Reed K. Holden (2002), The Strategy and Tactics of Pricing. Upper Saddle

River, NJ: Pearson Education.Ogilvy, David (1983), Ogilvy on Advertising. Toronto: John Wiley & Sons Canada Limited.Urban, Glen L. and John R. Hauser (1993), Design and Marketing of New Products. Englewood

Cliffs, NJ: Prentice Hall.

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This course provides the opportunity for you to learn about an important marketingmanagement activity through a hands-on experience. You get to conceive of a researchproject for a real client, design the study, carry it out, and report on the results in a pro-fessional manner that will make you proud of your efforts. This is a rare educationallearning experience that will stay with you long after you have graduated. By payingattention and working hard, you will gain highly desirable skills that can be transferredto a real job situation.

This course has a very useful slogan: GET STARTED EARLY. Memorize the slogan.It is based on many years of working with students in marketing research projects. Whynot profit from this experience? Get started early on the research proposal for yourclient. Get started early on the questionnaire design. You get the idea? The sooner youstart, the sooner you can finish and the less pressure you will feel.

The research project in this course is a team effort. Since there are five members onyour team, for example, you need to be pulling 20 percent of the workload. If you don’t,your peers will have a chance to even the score where it counts most: the final coursegrade assigned to you as an individual student. This means that shirking your share ofthe group project may mean that your individual project mark might fall substantiallybelow the full mark assigned to the group’s final report. See the Peer Evaluation Sheetin Exhibit A-10.

A few tips:

1. You probably produce all your written work (case report, project questionnaire,research report) on a word processor now; but if you don’t get in the habit ofworking in this manner. In this way, required changes can be made swiftly andpainlessly. Back up all your word processing files with copies. You are responsi-ble for safeguarding your reports against possible loss after being submitted forgrading.

2. All material to be handed in or approved by your instructor must be typed 1.5spacing on 8 1/2” X 11” paper. Nothing handwritten will be accepted orreviewed. Drafts of interviewer-administered questionnaires may be on 8 1/2”X 14” paper.

3. Effective communication is an essential component of success in the business

A Step-by-Step Approach to Conducting a MarketingResearch Survey ProjectThose who do the work get the learning!

A P P E N D I X A

world. This course emphasises effective communication, both written and oral.All assignments—written and oral—will be evaluated both in terms of theirsubstantive content as well as their communication effectiveness.

4. Budget your time wisely. The work cannot be done properly on the last week-end before it is due. Writing the report will take several days on its own! Donot assume that the printer you might use will be able to handle your graphics.Try a test page with them prior to submitting your report.

Research Project ScheduleAbove all else, keep in mind that everything you do in this research project for a clientreflects on your educational institution, your department, your professor, and yourresearch team. Over the years, your educational institution has developed a good repu-tation with the business community and the public. Let’s foster it through conscientiouswork, competence, integrity, professional practice, and totally ethical behaviour.

A. PROJECT TEAMS1. Form a team of 5 members, immediately, and select a company name.2. All team members must be in your section of this course.3. Select one member as project leader through a secret ballot. (Don’t ask, just do

it.)4. Questions about your project will be discussed in your instructor’s office only

if the project leader is present. No exceptions.5. Submit with a list of the team members using Exhibit A-1. The team, or “com-

pany,” name can be added later, as can the client name and the project title. Bereally careful when you write the email addresses.

B. PROJECT LEADER1. Project leader, delegate the work on this semester-long project to yourself and

your team members. Take on one-fifth of the workload. Assign one-fifth of thetotal effort to each of your colleagues.

430 | APPENDIX A

EXHIBIT A-1 (Your Course Number)—Marketing Research Teams

Project Team # ______________________________________________________________________

Client Company: _____________________________________________________________________

Company Contact Person: _____________________________________________________________

Project Title: ________________________________________________________________________

Project Leader: ______________________________________________________________________

Team Members: email addresses, phone numbers

1. _________________________________________________________________________________

2. _________________________________________________________________________________

3. _________________________________________________________________________________

4. _________________________________________________________________________________

5. _________________________________________________________________________________

2. Take a calendar and agree, in writing, with each member when, exactly, his/hercomponent of the project will be due. Make each colleague specify, up front,any foreseen absences during the semester (a family wedding, a booked week-end, exam studies) so that you can plan around these. The last thing you wantis a group member who does not deliver by a due date, leaving other membersstranded without the component needed for the next phase of the project.

3. Be firm with any slackers. Don’t tolerate sloppy work and bad behaviour. It candamage the overall quality of your project. If a slacker doesn’t get the message,assemble the group and confront the slacker, directly.

4. Your best friend in this course is a single-sheet calendar stretching fromSeptember to December, on which you have marked out key dates, key tasks,key people on each job, and phase-completion deadlines. Consider setting upan MSN Groups page for your marketing research group.

C. CLIENT1. By <insert a date about 2 – 3 weeks into the semester>, your group must have

obtained a client in need of survey research. Avoid potential clients who simplywant “some research done.” Find a client who has a burning question andknows what type of market information will be needed to solve a clearly artic-ulated problem. Consider interviewing several firms and select that project thatinterests you and that really needs the marketing information.

2. Ensure that your prospective client is fully aware that you will be billing theorganization for your group’s out-of-pocket costs for conducting the study(generally between $200 and $500). You may wish to bill the client for one-halfof your expected costs at the beginning with the remainder billed after youhave submitted your final report.

D. FINDING PROJECT PROSPECTSYour community is full of organizations that need to know more about their marketsand to better understand their marketing functions. Your prospects can range fromsmall local companies, community social organizations, local government agenciesthrough to national and international corporations.

The small organizations will probably never be able to pay a marketing researchfirm to conduct professional marketing research; they’re just too small and commercialmaketing research can cost quite a bit of money. You will be their one and only linkageto more professional marketing of their products and services. Most local social andservice organizations will never be able to conduct commercial marketing research butdesparately need to better market their services and more fully understand the needs oftheir current and prospective clients.

Why would a large corporation contract a student group to conduct marketingresearch? There are two main reasons: 1) often marketing research managers have projectideas that they would like to more fully understand before committing to a commercialresearch activity, and 2) many marketing researchers genuinely look forward to the oppor-tunity to work with students and to teach them about commercial marketing research.

E. YOUR FIRST MEETING WITH YOUR PROSPECTIVE CLIENTSchedule your first meeting with a prospective client when all your team can attend.Begin the meeting by introducing yourselves and explaining that you are conducting amarketing research survey project as a required course project. Read at least the firstthree chapters of this text so that you have a general idea about marketing research, anddo not pretend that you are experts. Your client needs to understand that you are a team

A Step-by-Step Approach to Conducting a Marketing Research Survey Project | 431

of students conducting a marketing research survey for the first time. Do not buildunreasonable expectations in the mind of your client.

You primary job during this first interview is to understand your client’s needs formarketing information that can be obtained through a survey. Most clients are verypleased to discuss their businesses and their marketing needs with a group of interestedstudents. You should all look and act bright, interested in their problems and highlymotivated. Ask many questions, pay attention to the answers and write down what yourclient says. By the end of the interview, you should have enough information to specifythe background of the study, the objectives, scope and likely field methodology.

Make sure that you understand the statements made by your client. If you don’tunderstand, repeat their statement and ask them to clarify its meaning. When you thinkthat your client has stated an objective for the project, ask directly if that is one of theproject objectives. When you have clarified several objectives, ask your client to tell youthe rank order of importance of those objectives.

Make sure that you understand the scope of the project, i.e., basically the size of theproject in terms of the nature of the parent population, the size of the sample, the sam-pling procedure and so on. Do not take on more than you can comfortably achieve dur-ing the term. Most student projects that involve interviewer-administeredquestionnaires are limited to samples of about 150. Let your client know the size of yoursample if it has been specified by your instructor.

Your client needs to know that their organization is responsible for covering all ofyour out-of-pocket costs. Do not surprise your client with a bill at the end of the proj-ect; get this out of the way during your first meeting. In fact, you might tell them that itis normal industry practice to bill 50% at the beginning of the project and the remain-der at the end. (Actually, standard practice is 50% up front, 30% after the fieldwork hasbeen completed and 20% at the end; but this invoicing might be too much detail for asmall project.)

You are responsible for conducting yourselves ethically and professionally when inter-acting with your client; read Chapter 12 prior to your first meeting with your client and payspecial attention to the responsibilities between research suppliers and research clients.

F. SUBSEQUENT MEETINGS WITH YOUR CLIENTYou might get enough information during your first meeting to write a good draft orfinalize your project proposal. In some cases, you might need to have one additionalmeeting with your client to clarify some points and finalize the objectives and scope.

G. YOUR PROJECT PROPOSALAfter your first client meeting, write the project proposal. If your first client meetingproduced enough information, you might be able to finalize your draft proposal andsubmit it to your professor for evaluation. Do not submit your proposal to your clientwithout your professor’s approval. Many student teams have tendencies to promise toomuch to complete during their first study that spans about two to three months. Also,your professor will be able to provide valuable advice that can substantially improveyour proposal and your overall project.

H. YOUR RESEARCH PROPOSALNo later than about four weeks after the beginning of the course, the final draft of yourgroup’s research proposal must have been formally approved by your professor. It must be a typed draft—not handwritten. Following your professor’s approval, or any requested changes, you may proceed to retype the final draft and make three copies. Yourclient is not to see the final proposal until it has been approved by your professor.

432 | APPENDIX A

On the last page of each copy of the proposal must be the Agreement of Intentform (see attachment at end), signed by every member in your group. Have all threecopies of your proposal signed by your professor. Lastly, get your client to sign all three copies. After all parties have signed, distribute copies, as follows:

1. Client2. Professor3. Retained by Project Leader.

The Agreement of Intent (p. 435) form asks you to insert the client’s name and theconsultant’s name. As consultants, give your team a name (e.g., KPCD Group).

Your team’s research proposal must look professional. Remember that you are deal-ing with a business client. All of your contacts with your client must be conducted in aprofessional manner. Dress up whenever you visit your client. Don’t show up unpre-pared and disorganized. Have a list of clear objectives that you want to accomplish dur-ing every meeting with your client. Even telephone calls to your client should becarefully thought out so that using your client’s time achieves a very specific goal. Thisclient-contact experience is excellent training for your future career in the businessworld. Therefore, every group member should share the experience: visit your client asa complete group—never individually. In addition, ten ears are better than two earswhen investigating your client’s problem and research needs.

When writing your proposal, include the headings in the Format for ResearchProposals guideline that follows.

I. Format for Your Research ProposalThe research proposal lays out your plan of research for this project. It answers the ques-tions: (1) What is the problem being investigated? (2) How will this problem be studied?(3) What can the client expect to get at project completion?

It should include the following (use the same headings and sequence listed).

COVER LETTERA letter to your client’s contact person, giving the reason for submitting the proposaland reasons why your client prospect should assign the project to your consulting team.At the end of the letter, include each team member’s home and alternate telephone num-bers; this is to ensure that clients do not call your professor to relay messages to theproject team.

TITLE PAGETitle of the project, client’s official name, contact person’s name, date, full names andtelephone numbers of all project team members.

1.0 STUDY BACKGROUNDDescribe your client’s company/organization very briefly. Describe the problem, the sus-pected cause of the problem, and the company’s present situation. Carefully explain whythe research is needed!

2.0 OBJECTIVES AND SCOPE OF THE PROJECTState the objectives for the project that you have clarified with your client and present-ed to your professor. You might also include additional research questions or researchhypotheses. These should be listed and worded as exactly as possible. Most projectsinclude approximately four to six main objectives.

A Step-by-Step Approach to Conducting a Marketing Research Survey Project | 433

The scope of the project should include a definition of the relevant population fromwhich the sample will be drawn, the geographic region from with the sample will bedrawn, the basic nature of the main components of the questionnaire (not a lot ofdetails here) and a very basic statement of the expected timeline.

3.0 RESEARCH METHOD PROVIDE THE FOLLOWING IN AS MUCHDETAIL AS POSSIBLE. BE PREPARED TO DEFEND YOURMETHODOLOGY.

● Type of research design. Will it be exploratory, descriptive, or causal? (SeeChapter 2.) (Your project will likely be exploratory with descriptive compo-nents. It is highly unlikely that your project will be designed to address causality.)

● What types of secondary data will you gather in order to clarify the researchquestions and/or determine your research design?

● What primary data collection procedures will you probably use?● Define the population from which you will be sampling.● Specify your sampling plan. Probability/Non-probability?● Specify method of data collection, i.e., telephone/personal interview/mail

questionnaire/internet survey?● Specify the types of data analysis which will be needed. (Basically, state that the

data will be analysed using the Statistical Package for Social Science (SPSS) orExcel. Frequencies, cross-tabulations and other appropriate statistical analysiswill be conducted.)

● Limitations of the project. (It is ethical behaviour to realistically set your client’sexpectations in the proposal than to let them think that they will be gettingmore than you can provide.)

● It will be helpful for your client and your study team to very clearly identify thestudy methodology. Many clients appreciate having road maps of the researchsteps. Provide one or two diagrams that show the project steps.

4.0 PROJECT SCHEDULEProvide a time schedule for the project. A Gantt, CPM or PERT chart, or other visualdiagram of your timeline is very useful. If available, you might consider using MicrosoftSchedule to help develop your project schedule.

Schedule the following key tasks or stages in your project:

● Secondary data collection. ● Design, pre-test, and revision of questionnaire.● Drawing of sample frame and identification of respondents.● Execution of survey fieldwork.● Retrieval, coding, and editing of data.● Analysis of the survey data.● Interpretation of data for simple and understandable communication of key

findings.● Written report and oral presentation of findings.

5.0 PROJECT BUDGETItemize a budget for your anticipated out-of-pocket expenses (typing services, printing,transportation, telephone, stationery, postage, binding, paper, etc.) The standardmileage charge for research use of your private automobile is 35c/ per kilometre. Total

434 | APPENDIX A

costs can range between $200 and $500. Typing and duplication services MUST NOTBE DONE BY YOUR CLIENT, even if the client offers to do this. Experience has shownthat this does not work out and can severely disadvantage your project. Keep control ofeverything that you can.

6.0 ORGANIZATIONAL PROFILE OF YOUR TEAMProvide an organizational chart of the project team. Indicate the project leader and thefunctions of each team member. A short profile highlighting each team member’s spe-cial skills, strengths, and project contributions is useful.

AGREEMENT OF INTENT The Agreement of Intent form should be retyped for yourspecific client. Give your project team a name (e.g., KPCG Group) and insert it where itsays “project team.”

Name of Your Educational Institution _______________________________________________`

Name of Your Faculty, School, Division or Department ___________________________________

* AGREEMENT OF INTENT *

Marketing Research Student Project

This agreement is made in triplicate this ____________ day of __________________, 200__,

between (CLIENT’S NAME) and the (PROJECT TEAM), hereinafter called the “CLIENT” and the

“CONSULTANT.”

The undersigned parties are in agreement with the intent and nature of the research as

described in the proposal. The “CLIENT” agrees to assume responsibility for the “CONSULTANT’S”

out-of-pocket costs. No consulting fees other than the “CONSULTANT’S” costs will be charged.

The “CONSULTANTS” will endeavour to provide a meaningful analysis of the subject matter by the

date stated in the proposal and otherwise adhere to the schedule of activities.

The “CLIENT” recognizes that the “CONSULTANT” is a group of students from <Educational

Institution, Faculty, or Department> and that this project is a requirement of their marketing

research course. Their course mark will depend heavily on the success of this project. The “CON-

SULTANT” is in most cases executing a marketing research project for the first time and claims

to have no professional expertise in this area.

Signatures: Client: ________________________________

Consultant: ______________________________________ (Project Leader)

______________________________________

______________________________________

______________________________________

______________________________________

Supervising Professor: _____________________________

J. DATA COLLECTION: SECONDARY INFORMATIONSecondary information is not always used within a complete survey research project.When it is used, it is most often helpful to provide information prior to beginning theprimary data collection, whether qualitative or quantitative. See Chapter 3 for detailedinformation on accessing and using secondary information.

A Step-by-Step Approach to Conducting a Marketing Research Survey Project | 435

K. QUALITATIVE RESEARCH: FOCUS GROUPS AND IN-DEPTHPERSONAL INTERVIEWS

Most student projects do not include focus groups or other forms of qualitativeresearch. Focus group moderation is a skill that is acquired through experience, reflec-tion, and study with experts. While some students can acquire basic facilitation skillsquickly, most prefer not to tackle focus groups during their first survey project. In addi-tion, the timeline of having one semester to conduct a marketing research survey proj-ect is very tight even without attempting to schedule two or more focus groups. If yourteam decides to consider integrating focus groups into your project, study Chapter 5 indetail.

L. QUESTIONNAIRE DESIGN AND METHODS OF SURVEY DATACOLLECTION

Follow the guidelines in Chapter 6 for developing your questionnaire. After your pro-posal has been accepted by your client (and professor), your next steps are to developthe questionnaire and the sampling protocol. You should develop a good draft ques-tionnaire and then meet with your client to discuss your questions and to consider otherquestions that your client will propose. Remember that one of the most challengingfacets of marketing research is measuring respondents’ attitudes; concentrate on mas-tering Chapter 7. This will take one or two face-to-face meetings with your client andsome emails or faxes back and forth. When you then have a good final draft, presentyour questionnaire to your professor for review. Integrate your professor’s suggestionsinto the questionnaire, review the questionnaire with your client, and see if there are anylast changes to the wording or format.

After your questionnaire has been finalized, you should still have 4 to 6 weeks leftbefore your final report is due.

A few hints:

1. Each questionnaire needs an introduction to explain the survey to respondents,one or more sections of questions, demographic or firmographic questions atthe end, and a final thank you to each respondent.

2. If the questionnaire is to be interviewer administered, make sure that it is con-versational.

3. Pretest the questionnaire within your group, among a few students not in thecourse, and then on several people who could qualify as respondents. Alter thequestionnaire as appropriate.

4. The words, phrasing, and format are all important; make sure that everythingworks well.

M. SAMPLE DESIGN AND SAMPLE SELECTIONM.1 Sample Size. The size of the sample will probably be specified by your professorto ensure that it is not so large that you will not be able to achieve the target and that itis large enough so that you can conduct a reasonable analysis. Consider the followingguidelines:

a. Interviewer administered surveys are time intensive. The sample size shouldnot be any more than about 150 for a five person team.

b. Internet surveys for student projects will likely be limited by the sample list of

436 | APPENDIX A

email addresses obtained from some source, usually your client. Since internetfieldwork is tremendously time efficient, the sample size for most studentinternet surveys will be limited by the sample list and the time span betweenwhen the emails are sent and when the analysis must begin in order to finishthe report on time.

c. The sample size for other formats, such as drop off and pick up, should be dis-cussed with your professor and your client.

M.2 Sampling Procedures When developing your sampling plan; you will needto consider whether you will be drawing a non-probability sample or a probability sam-ple. While it is best to draw a probability sample, this is not always possible given thelimited timeline and budget of most student projects. Consider whether you will needto conduct stratified sampling and whether that will be proportional or disproportionalsampling. Think about whether the sample will need to be weighted before analysis.

N. DATA COLLECTION: FIELD PROCEDURES AND ETHICALTREATMENT OF RESPONDENTS

The field procedures used need to be well planned and very carefully executed. If thesurvey will be interviewer administered, it is important that all interviewers rehearsetheir communication skills. Rehearse the field interview fully within your group androle play the friendly respondent as well as the difficult respondent and develop ways tohandle a variety of situations.

You must concentrate on the details to ensure that your fieldwork is executed prop-erly; study Chapter 8 in detail.

O. PRELIMINARY ANALYSIS AND INTERPRETATION OF DATAO.1 DATA REDUCTION, PROCESSING, AND TABULATION Most student projects areconducted using telephone interviews, personal interviews, or using the internet. Ifyou’re using internet surveys, your data is automatically captured in computer usableform. You might have to convert from the internet survey application to an applicationfor analyzing the data, perhaps Excel or SPSS.

If your survey was conducted as a telephone interview, a face-to-face interveiw, or aself-administered paper-and-pencil questionnaire, you will have to transcribe the datafrom the paper questionnaire into a computer format. In many cases, it is easiest to enterthe data into an Excel spreadsheet or into an SPSS spreadsheet. If several students areeach entering data, it might be best for each person to generate an Excel spreadsheet andthen just copy and paste from each spreadsheet to a master spreadsheet when all datahas been entered. One of the team members should generate a variable name for eachsurvey question and enter these labels in the first row of a master Excel spreadsheet tem-plate that should then be distributed to each of the team members. All team membersthen enter data into spreadsheets that have the same format and variable names. Thiswill simplify the next step.

The first column in the spreadsheet will contain sequential integer numbers, eachof which identifies one respondent in the survey. In the first row of the first column,enter “ID.” Whatever variable label is chosen for the first question in the questionnaire,is typed into the cell in the second column of the first row, and so on until all questionvariable labels have been entered into the first row of the spreadsheet. The first few rowsof the spreadsheet might look like Exhibit A-2.

A Step-by-Step Approach to Conducting a Marketing Research Survey Project | 437

If you are using SPSS to analyze the data, follow these steps to move the data fromExcel to SPSS:

1. Open SPSS;2. Pull down the File menu, then Open and Data

EXHIBIT A-3 Directing SPSS to Open a Data Set

EXHIBIT A-2 A Typical Spreadsheet Containing Answers to a Survey Questionnaire

438 | APPENDIX A

3. Find your Excel file that contains your survey data and click on that file.

EXHIBIT A-4 Pointing to the Excel Speadsheet Containing the Survey Data

4. When you see

EXHIBIT A-5 Directing SPSS to Open the Spreadsheet andto Read the Variable Names From the FirstRow of the Excel Spreadsheet

A Step-by-Step Approach to Conducting a Marketing Research Survey Project | 439

5. You should now see the SPSS spreadsheet based on your Excel spreadsheet.Save this SPSS spreadsheet file and make a backup for each team member.

440 | APPENDIX A

EXHIBIT A-6 An SPSS Spreadsheet Constructed by Accessing an Excel Spreadsheet

6. Notice that there are two tabs at the bottom left corner of the SPSS spread-sheet; one is called Data View and the other is called Variable View. VariableView provides features that help in formatting the data file, adding variablelabels, value labels, specifying missing values, etc.

7. You now have the raw materials for analyzing your data in SPSS, one of thebest and most easily usable of the general purpose statistical analysis applica-tions.

O.2 DATA ANALYSIS: BASIC QUESTIONS Well over 50% of all data analysis in mar-keting research involves frequency distributions and cross tabulations or contingencytables. This is very basic analysis, but essential to every project whether this is all theanalysis that is ever conducted on the data or if this provides the preliminary basis forfurther investigation using more involved statistics.

SPSS provides a broad range of statistical analysis features, including “Frequencies”and “Crosstabs.” Exhibit A-7a shows how to access Frequencies by pulling down the“Analyze” menu and sliding over through the Descriptive Statistics tab to Frequencies;you should see that Crosstabs is also on the Descriptive Statistics menu.

A frequency distribution from SPSS looks like Exhibit A-7b.

EXHIBIT A-7 Frequency Distribution from SPSS

(a)

(b) How you came to the library today.

CumulativeFrequency Percent Valid Percent Percent

Valid One Reason 403 51.7 52.3 52.3One of Several 304 39.0 39.4 91.7Several 64 8.2 8.3 100.0Total 771 99.0 100.0

Missing System 8 1.0Total 77.9 100.0

A crosstabulation is presented in Exhibit A-8 and shows that 53.6% of femalerespondents said that they went to the library for one reason while 51.3% of malerespondents gave that answer.

EXHIBIT A-8 SPSS Crosstabulation

How you came to the library today. * Gender of Respondent Crosstabulation

Gender of RespondentHow you came to the library today Female Male TotalOne Reason Count 184 218 402

% within Gender of Respondent 53.6% 51.3% 52.3%One of Several Count 133 169 302

% within Gender of Respondent 38.8% 39.8% 39.3%Afterthought Count 26 38 64

% within Gender of Respondent 7.6% 8.9% 8.3%Total Count 343 425 768

% within Gender of Respondent 100.0% 100.0% 100.0%

There is a broad range of statistical analysis that can be performed using Excel, SPSSor one of many other statistical applications. Read Chapter 9 and “A Student’s Guide toSPSS 11.0 for Windows” by K. Deal and published by Prentice-Hall Canada for addi-tional information on performing statistical analyses of survey data.

A Step-by-Step Approach to Conducting a Marketing Research Survey Project | 441

P. THE RESEARCH REPORT AND THE FIRM’S MARKETINGINFORMATION SYSTEM

Chapter 10 provides detailed information on how to organize and write your researchreport and research presentation. You might follow the guidelines below to help prepareyour report and presentation of key findings.

P.1 IN-CLASS PRESENTATIONS

1. The final week of classes is devoted to formal in-class presentations of yourresearch projects. You are encouraged to invite your client to attend.

2. Attendance at these presentations, including all students not making a presen-tation, is mandatory

3. The order of group presentations will be assigned by your professor. Thoseprojects where clients will attend the presentations are scheduled first.

4. Developing good communication skills is critical for anyone seeking a career inbusiness. Your presentations in your college and university courses provideexcellent opportunities to learn and use these skills. All of your team membersshould share equally in the presentation for your group. Focus on being goodcommunicators who can explain the complexities of your project interestinglyand vividly to a class that has never before seen your work and has no idea ofwhat your team did

5. Your presentation must be professional. Dress for the occasion. Use appropriateaudio-visual displays. Time the talk precisely. You are allowed exactly 15 min-utes plus 5 minutes for questions.

6. A week in advance of your presentation date, your team members should pre-pare well-designed presentation material. Use a few, well-chosen exhibits toreveal to the class your most interesting and valuable findings.

7. As part of your professor’s evaluation of your group’s research project, he orshe will grade your in-class presentation.

8. Base your in-class presentation on the following outline:

Background

● Who is the client? How was this client found?● What is the product/industry/service/concept?● What is the client’s problem; why was the research needed?

Research Implementation

● What is the population of interest?● What did you use as a sample frame?● How did you sample?● What were some of your team’s first-hand experiences in the field (funny occur-

rences, frustrations, unexpected problems, embarrassing moments)?

Findings

● What are the answers to your key critical questions? Don’t go through each ofthe research hypotheses.

● Most interesting and valuable findings?● Any surprising findings?

Implications

● What, exactly, should your client do now?● What did you learn from this research experience?

442 | APPENDIX A

Q. THE BIG DAY1. ___________________ is the day when several things must be delivered, by

11:30 A.M. Do not deliver anything to my office but to the Marketing AreaSecretary, _____________, deliver the following:a. Your group-project report;b. Your optional, confidential Peer Evaluation Sheetsc. The questionnaires from your project.

2. You will need to prepare an invoice for your expenses and present it to yourclient. See the attached sample invoice.

3. Submit a completed Peer Evaluation Sheet, deliver it separately and in personto the Marketing Area Secretary in a sealed envelope, marked “CONFIDEN-TIAL: For Prof. Deal.”

4. Group-project reports that are received late will be graded with the followingpenalty scale: one grade level (e.g., from A– to B+) for each day beyond thedeadline.

5. See the attached Outline of Research Report for the required format of yourgroup-project report.

R. OUTLINE OF RESEARCH REPORTGuidelines: The research report should include the following (use headings andsequence listed):

CoverDirectly on the cover of your report, give the project title, date the report was pre-pared, name of client’s organization, by whom prepared, supervising professor.Executive SummaryOn a single page, briefly summarize the major findings of your study, in point form.Table of ContentsA listing of contents of the report and page numbers.

1.0 INTRODUCTIONThe introduction provides background information that the reader needs, in order toappreciate the discussion in the body of the report. Mention should be made of yoursponsor and the management problem that they are confronted with. It should give thebackground of the problem (for example, how and when it came into existence), theimportance of the problem, the various dimensions of the problem, and whether anyprevious research was done which is pertinent to the specific project being reported.Unfamiliar terms or terms that are used in a specific way in the report should be definedhere. Any history that would be pertinent to the problem should be mentioned (forexample, history of business, industry, etc.)

2.0 STATEMENT OF RESEARCH OBJECTIVESBegin the research report with a statement of your objectives and/or research hypothe-ses. These should be stated as clearly as possible. If possible, list them one by one.Indicate which are primary objectives and which are secondary.

3.0 RESEARCH METHODOLOGYDiscuss your sampling and field procedures and any other pertinent methodologicalinformation. Include discussion of your secondary data search here. Following are someof the questions which should be answered here:

● What type of research design was used?● Why was this type of design used?

A Step-by-Step Approach to Conducting a Marketing Research Survey Project | 443

● What data collection methods were used? (primary, secondary; survey, obser-vation).

● What data collection devices were used? (telephone, personal interviewing)● Why were these devices appropriate for this project?● How was the population defined? What were its geographic, demographic, or

other bounds?● What sampling units were employed? Were they business organizations or

business executives? Were they dwelling units, households, or individuals within a household? Were they students or non students?

● Was a probability or non probability sampling plan employed? Why? How wasthe sample actually selected? How large a sample was selected? Why was thissize sample chosen?

● How was a list of sampling units generated? Why was this method used?● Were any difficulties experienced in contacting designated sample elements?

How were these difficulties overcome and was bias introduced in the process?How was the fieldwork done?

● Was any pretesting of the questionnaire done?

4.0 FINDINGSRemember, a client has paid money to have you ask certain questions. As a startingpoint, the client wants to know how the questions were answered. The fancier hypothe-sis testing is the cream but do not forget the milk! Charts, tables, and graphs can saymore than paragraphs and prose. Make sure your findings are understandable to a gen-eral audience.

Absolutely no statistical or marketing research jargon should appear in this sec-tion. There must be no statistics in this section, only in the appendices.

Introduce and report the results of your analysis of the data (including findingsfrom secondary data sources). Categorize your findings under the subheadings of yourresearch objectives and/or hypotheses. Provide an interpretation for the results of what-ever analysis you do. Omit any information that is interesting but irrelevant in terms ofthe specific research objectives and/or hypotheses. Tables and figures should be used lib-erally when presenting the results. While the tables in the appendix are complex,detailed, and apply to a number of problems, the tables in this section should be simplesummaries of this information, directed to the specific research objective and/orhypotheses being discussed.

5.0 SUMMARY AND CONCLUSIONSMake some final conclusions about the results of your analysis. Relate your conclu-sions/findings to the objectives/research questions you listed at the beginning of thereport. A step-by-step development of the conclusions should be given. There should bea conclusion for each study objective or problem. The conclusions should be stated ingreater detail than in the executive summary. Readers should be able to read the objec-tives, turn to the conclusion section, and find specific conclusions relative to each objec-tive. If the study does not provide evidence sufficient to draw a conclusion about aproblem, this should be explicitly stated.

Note: Marketing recommendations are not included in this section. This is only asummary of the analyses of your major research questions.

6.0 MARKETING RECOMMENDATIONSThis section includes recommendations as to what action, if any, the firm should take.

444 | APPENDIX A

It can also be used to suggest future areas of research. It should be clearly demonstratedhow each recommendation follows from the information presented earlier in the report.(For the learning process, you should make recommendations in both your CaseAnalysis and Term Project. Keep in mind that you are a consultant and do not knowyour clients’ businesses as well as they do.)

7.0 METHODOLOGICAL LIMITATIONSDiscuss the limitations of the data in terms of your objectives (for example, indicate anycrucial variables you found were missing from the data). Also possibly suggest somemodifications for the study and questionnaire which you would recommend for a futurestudy. Sources of non-sampling error and the suspected direction of their biases mightbe discussed. Readers should also be informed specifically as to how far the results canbe generalized. Research design limitations could be discussed. For example, if the studyis exploratory and designed to find new hypotheses, readers should be warned not toconclude that the results are an accurate measure of the phenomenon studied. If partic-ular questions in a survey seem to have confused respondents, the readers should bewarned to use particular care in interpreting the results of these questions. If many not-at-homes or refusals were encountered in the fieldwork and substitutions were made,readers should be cautioned as to the effect this could have on the results. In general,include anything which might qualify your findings, conclusions, and/or recommenda-tions. In describing any limitations of the study, indicate how much the limitationsmight affect the results and in what direction.

8.0 APPENDIXThe purpose of the appendix is to provide a place for those report items which wouldclutter up the Findings section, because they are either too detailed or too specialized.For example, the appendix may contain a detailed statement of the sample design, theformulas used to determine the sampling error, detailed statistical tables, and the vari-ous research forms used, such as the questionnaire. Nothing should be relegated to theappendix if its absence from the Findings section will make it difficult for the reader tounderstand the results. If certain data are discussed in any detail, the tables containingsuch data should be included in the findings, at that point. In many cases, the mainideas can be presented graphically in the Findings section. In that case, the tables onwhich the charts are based should be included in the appendix. Following is a furtherlist of things that can be included in the appendix (although it is not limited to these).

● Include general information from secondary data: tables, references or annotat-ed bibliography, advertisements, etc.

● Maps used to draw the sample as well as a detailed explanation of the sampledesign used. Sample size determination.

● Detailed calculations for hypothesis testing or confidence-level determinations.● Coding manual used in coding the data.● Summary of responses to all questionnaire measures, written directly onto the

answer spaces of a blank questionnaire.● Completely blank questionnaire used in the study.● To make it easier for the reader to refer to these appendices, index tabs must be

used. Never bury important findings in the appendices—put them in the bodyof your report.

DO NOT GET CARRIED AWAY HERE. REMEMBER THAT LONG REPORTSAND LONG APPENDICES ARE NOT READ BY CLIENTS! PUT IN ONLY THOSEITEMS THAT ARE PERTINENT!

A Step-by-Step Approach to Conducting a Marketing Research Survey Project | 445

Format for Findings Section—Extremely ImportantFindings: Answers to Questionnaire Questions

Answers to each question must be provided, whether the finds were “significant” ina statistical sense or not. Some of these findings should be presented in graphs, some incharts, and some in tables. Basic findings can be stated very simply, for example, “46%of the respondents were male and 54% were female.”Findings: Marketing Hypotheses

Address each hypothesis in turn, providing a full business interpretation.Appropriate use should be made of graphs, tables and charts.

FORMAT FOR APPENDICESAppendices: Table of Contents for AppendicesAppendix 1: Glossary of Terms (including a basic explanation of the statistical testsused)Appendix 2: QuestionnaireAppendix 3: Coding ManualAppendix 4: Frequency Distributions (The frequency distributions for each questionin the order in which the questions appeared in the questionnaire.)

NB: It is necessary to provide all the statistical information as explained below in“Appendix 5” for those relationships that are found to be “statistically significant.” It isnecessary to provide the detailed statistical output from SPSS as described below in“Appendix 5” for only two hypotheses that are found to be “not statistically signifi-cant,” i.e., just two sets of results, not for every one. For the “not significant findings,”list the findings in a table similar to that presented below.

Hypothesis Variables Test Significance (p) Conclusion

H1: ________ 1. Intention to Chi-square 0.090 Not Significantbuy (Q. 27)

2. Income (Q. 32) ANOVA 0.12 Not Significant

H2: ________ 1. Awareness Chi-square 0.38 Not Significant2. Income (Q. 32)

Appendix 5: Hypothesis 1 (State the hypothesis as HO and Ha and then provide all ofthe findings, analysis and interpretation that is relevant for the testing of that hypothe-sis. Statistical information, notation and terminology may be used here. Also include“business interpretations” of the analysis. Explain or state any manipulations of the datathat you performed to prepare the data for each analysis. In the case report, Xeroxedcomputer output can be used, but notations and explanations should be added. For theterm field project, the SPSS output should be sent to a file, taken into your word proces-sor and then altered to make it easily read and interpreted. An alternative to the filetransfer would be to retype the appropriate tables, charts, and graphs. Graphs and chartscan be used in the appendices in addition to the tables.)Appendix 6: Hypothesis 2 (Same as above.)Appendix 7-?: Hypothesis 3,4 (Same as above.)Appendix xx: Verbatim Comments (If important verbatim comments can be extractedfrom the questionnaire, summarize them in this appendix.)

Use labelled tabs on the first (title) page of each section and each appendix

446 | APPENDIX A

Report Requirements:

1. Communication is very important in research. Accordingly, the evaluation ofyour report will be based, in part, on the accuracy and clarity with whichyour findings are presented. Remember that this report must be understand-able to your client (The appendix should include the more technical details).

2. Use subheadings and headings where appropriate to improve the communica-tion of your findings. Underline to emphasize. Headings should be presentedconsistently throughout your report (either centred or left-justified).

3. Sections should be titled and a numbering system used (2.0, 2.1, 2.1.1, etc.).4. Use tables, graphs, and charts if they will summarize and clarify results.5. Present general findings from secondary information in main body of report.

Detailed secondary information should be located in the appendix.6. In the summary section of the report, no tables of data or statistics should be

presented. New information should not be presented here.7. The presentation of hypothesis tests or statistical analysis MUST be left in the

appendix to the report.8. Labelling the appendix for each type of information makes it easier to refer-

ence (for example, Appendix A, Appendix B, ... , Appendix H). YOU MUSTUSE INDEX TABS FOR APPENDICES.

9. Make the report look professional: use only one type of paper, use only oneprinter, use a good binder, and be neat. Draw all graphs and charts carefullyand neatly.

10. Correct all typographical errors. Use correct grammar. A good report is dis-credited because of these errors even though the report is methodologicallysound.

11. Refer to appendix numbers and table numbers within appendices from themain body of your report.

12. Keep the body of the report to a maximum of 40 pages, excluding appendices.But remember—“Short is beautiful.” There have been 20 page reports.

13. Each member of your group, your client, and your professor must have acopy of the final report.

14. Final reports are not returned to students. They can be read after the finalexams. Grades will be posted.

BUSINESS ______________________ – FALL 20____Marketing research term project group evaluations

Instructions:

1. You are to assign to each person in your group an amount of money whichrepresents each individual’s contribution to the project.

2. Your total budget to distribute among the people in your group is $1,000 *(the number of people in your group).

3. For example, if there are 5 people in your group, then pretend that you have$1,000 * 5 = $5,000 to pay out to the group.

4. If everyone contributed equally to the project, then pay each person $1,000.5. Adjust the fee to each person according to your honest personal assessment

of the value of each person’s contribution. In our example, the fee could beas low as $0 or as high as $5,000.

6. Your evaluation is to be done by you with no consultation with others inyour group or from other groups.

7. In most cases, these evaluations will be valuable input to your professor in

A Step-by-Step Approach to Conducting a Marketing Research Survey Project | 447

allocating marks. However, your professor might decide not to use the eval-uations for some groups under unusual circumstances.

8. Treat this evaluation seriously.9. Make sure that the fees paid add to $1,000 * group size.

Your Name: _______________________________________________Group Name: ______________________________________________Client Organization:_________________________________________Group Member (alphabetical order) Fee______________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ __________________

Sample Invoice

To: Jack Jones Date: December 9, 200__Love Boat Cruises123 Main StreetEverywhere, OntarioL8R 2G1

Research expenses incurred by students completing a marketing research project in Business M_______ (supervised by Prof. _______________) for the client.

Personal automobile mileage, 310 km @35c/ $ 83.60Photocopying (questionnaires, report) 127.00Long-distance telephone calls to client 8.35Stationery for fieldwork (envelopes, clipboards, markers) 43.12Typist’s fee for preparation of report and graphs 120.00Binding of reports 20.00Total $412.07

Please send reimbursement cheque to:

Ms. Janet Smith69 Anylane St.Ancaster, ON L4G 2B2Tel. (416) 583-1186

Janet A. Smith, Project Leader

(Signature)

S. SUMMARYMarketing research is an applied topic within business. While a great deal of valuableinformation can be obtained from reading books and listening to the experiences ofothers, there is really no good substitute for hands-on experience. We hope that thismarketing research project provides you with the experience you need to learn how toconduct marketing research projects. You should also gain significant expertise in com-municating with business clients, team workers, and those from whom you need infor-mation. All of these talents will be extremely valuable for you when you enter the worldof business, whether in marketing research or some other discipline. Good luck!

448 | APPENDIX A

CA P P E N D I X

Values of χ2 corresponding to Pυ χ2

90 χ295 χ2

99

1 2.71 3.84 6.63

2 4.61 5.99 9.21

3 6.25 7.81 11.34

4 7.78 9.49 13.28

5 9.24 11.07 15.09

6 10.64 12.59 16.81

7 12.02 14.07 18.48

8 13.36 15.51 20.09

9 14.68 16.92 21.67

10 15.99 18.31 23.21

11 17.28 19.68 24.73

12 18.55 21.03 26.22

13 19.81 22.36 27.69

14 21.06 23.68 29.14

15 22.31 25.00 30.58

16 23.54 26.30 32.00

18 25.99 28.87 34.81

20 28.41 31.41 37.57

24 33.20 36.42 42.98

30 40.26 43.77 50.89

40 51.81 55.76 63.69

60 74.40 79.08 88.38

120 140.23 146.57 158.95

Adapted with permission from Introduction to Statistical Analysis

(2nd ed.) by W.J. Dixon and F.J. Massey, Jr., McGraw Hill Book

Company, Inc., 1957.

Selected Percentiles of the χ2 Distribution

DA P P E N D I X

The Standard NormalDistribution

z .00 .01 .02 .03 .04 .05 .06 .07 .08 .09

0.0 .0000 .0040 .0080 .0120 .0160 .0199 .0239 .0279 .0319 .03590.1 .0398 .0438 .0478 .0517 .0557 .0596 .0636 .0675 .0714 .07530.2 .0793 .0832 .0871 .0910 .0948 .0987 .1026 .1064 .1103 .11410.3 .1179 .1217 .1255 .1293 .1331 .1368 .1406 .1443 .1480 .15170.4 .1554 .1591 .1628 .1664 .1700 .1736 .1772 .1808 .1844 .18790.5 .1915 .1950 .1985 .2019 .2054 .2088 .2123 .2157 .2190 .2224

0.6 .2257 .2291 .2324 .2357 .2389 .2422 .2454 .2486 .2517 .25490.7 .2580 .2611 .2642 .2673 .2704 .2734 .2764 .2794 .2823 .28520.8 .2881 .2910 .2939 .2967 .2995 .3023 .3051 .3078 .3106 .31330.9 .3159 .3186 .3212 .3238 .3264 .3289 .3315 .3340 .3365 .33891.0 .3413 .3438 .3461 .3485 .3508 .3531 .3554 .3577 .3599 .3621

1.1 .3643 .3665 .3686 .3708 .3729 .3749 .3770 .3790 .3810 .38301.2 .3849 .3869 .3888 .3907 .3925 .3944 .3962 .3980 .3997 .40151.3 .4032 .4049 .4066 .4082 .4099 .4115 .4131 .4147 .4162 .41771.4 .4102 .4207 .4222 .4236 .4251 .4265 .4279 .4292 .4306 .43191.5 .4332 .4345 .4357 .4370 .4382 .4394 .4406 .4418 .4429 .4441

1.6 .4452 .4463 .4474 .4484 .4495 .4505 .4515 .4525 .4535 .45451.7 .4554 .4564 .4573 .4582 .4591 .4599 .4608 .4616 .4625 .46331.8 4641 .4649 .4656 .4664 .4671 .4678 .4686 .4693 .4699 .47061.9 .4713 .4719 .4726 .4732 .4738 .4744 .4750 .4756 .4761 .47672.0 .4772 .4778 .4783 .4788 .4793 .4798 .4801 .4808 .4812 .4817

2.1 .4821 .4826 .4830 .4834 .4838 .4842 .4846 .4850 .4854 .48582.2 .4861 .4864 .4868 .4871 .4875 .4878 .4881 .4884 .4887 .48902.3 .4893 .4896 .4898 .4901 .4904 .4906 .4909 .4911 .4913 .49162.4 .4918 .4920 .4922 .4925 .4927 .4929 .4931 .4932 .4934 .49362.5 .4938 .4940 .4941 .4943 .4945 .4946 .4948 .4949 .4951 .4952

2.6 .4953 .4955 .4956 .4957 .4959 .4960 .4961 .4962 .4963 .49662.7 .4965 .4966 .4967 .4968 .4969 .4970 .4971 .4972 .4973 .49742.8 .4974 .4975 .4976 .4977 .4977 .4978 .4979 .4979 .4980 .49812.9 .4981 .4982 .4982 .4983 .4984 .4984 .4985 .4985 .4986 .49863.0 .4987 .4987 .4987 .4988 .4988 .4989 .4989 .4989 .4990 .4990

Source: John E. Fruend, Statistics: A First Course, 3/E, © 1981, pp. 442–423. Reprinted by permission of Prentice-Hall Inc., Englewood Cliffs, New Jersey.

Two-tail area (α) 90% 95% 99%

d.f. 1 6.314 12.706 63.6572 2.920 4.303 9.9253 2.353 3.182 5.8414 2.132 2.776 4.6045 2.015 2.571 4.032

6 1.943 2.447 3.7077 1.895 2.365 3.4998 1.860 2.306 3.3559 1.833 2.262 3.25010 1.812 2.228 3.169

11 1.796 2.201 3.10612 1.782 2.179 3.05513 1.771 2.160 3.01214 1.761 2.145 2.97715 1.753 1.131 2.947

16 1.746 2.120 2.92117 1.740 2.110 2.89818 1.734 2.101 2.87819 1.729 2.093 2.86120 1.725 2.086 2.845

21 1.721 2.080 2.83122 1.717 2.074 2.81923 1.714 2.069 2.80724 1.711 2.064 2.79725 1.708 2.060 2.787

26 1.706 2.056 2.77927 1.703 2.052 2.77128 1.701 2.048 2.76329 1.699 2.045 2.75630 1.697 2.042 2.750

40 1.684 2.021 2.70460 1.671 2.000 2.660120 1.658 1.980 2.617

α 1.645 1.960 2.576

Source: Paul Hoel, Elementary Statistics, 3rd ed. John Wiley & Sons, Inc., New York, 1971.

The t Distribution

EA P P E N D I X

FA P P E N D I X

Selected Percentiles ofthe F DistributionF90(υ1,υ2) α = 0.1

υ1 = degrees of freedom for numerator

1 2 3 4 5 6 7 8 9 10 12 15 20 24 30 40 60 120 �

1 39.86 49.50 53.59 55.83 57.24 58.20 58.91 59.44 59.86 60.19 60.71 61.22 61.74 62.00 62.26 62.53 62.79 63.06 63.332 8.53 9.00 9.16 9.24 9.29 9.33 9.35 9.37 9.38 9.39 9.41 9.42 9.44 9.45 9.46 9.47 9.47 9.48 9.493 5.54 5.45 5.39 5.34 5.31 5.28 5.27 5.25 5.24 5.23 5.22 5.20 5.18 5.18 5.17 5.16 5.15 5.14 5.134 4.54 4.32 4.19 4.11 4.05 4.01 3.98 3.95 3.94 3.92 3.90 3.87 3.84 3.83 3.82 3.80 3.79 3.78 3.76

5 4.06 3.78 3.62 3.52 3.45 3.40 3.37 3.34 3.32 3.30 3.27 3.24 3.21 3.19 3.17 3.16 3.14 3.12 3.106 3.78 3.46 3.29 3.18 3.11 3.05 3.01 2.98 2.96 2.94 2.90 2.87 2.84 2.82 2.80 2.78 2.76 2.74 2.727 3.59 3.26 3.07 2.96 2.88 2.83 2.78 2.75 2.72 2.70 2.67 2.83 2.59 2.58 2.56 2.54 2.51 2.49 2.478 3.46 3.11 2.92 2.81 2.73 2.67 2.62 2.59 2.56 2.50 2.50 2.46 2.42 2.40 2.38 2.36 2.34 2.32 2.299 3.36 3.01 2.81 2.69 2.61 2.55 2.51 2.47 2.44 2.42 2.38 2.34 2.30 2.28 2.25 2.23 2.21 2.18 2.16

10 3.29 2.92 2.73 2.61 2.52 2.46 2.41 2.38 2.35 2.32 2.28 2.24 2.20 2.18 2.16 2.13 2.11 2.08 2.0611 3.23 2.86 2.66 2.54 2.45 2.39 2.34 2.30 2.27 2.25 2.21 2.17 2.12 2.10 1.08 2.15 2.03 2.00 1.9712 3.18 2.81 2.61 2.48 2.39 2.33 2.28 2.24 2.21 2.19 2.15 2.10 2.06 2.04 2.01 1.99 1.96 1.93 1.9013 3.14 2.76 2.56 2.43 2.35 2.28 2.23 2.20 2.16 2.14 2.10 2.05 2.01 1.98 1.96 1.93 1.90 1.88 1.8514 3.10 2.73 2.52 2.39 2.31 2.24 2.19 2.15 2.12 2.10 2.05 2.01 1.96 1.94 1.91 1.89 1.86 1.83 1.80

15 3.07 2.70 2.49 2.36 2.27 2.21 2.16 2.12 2.09 2.06 2.02 1.97 1.92 1.90 1.87 1.85 1.82 1.79 1.7616 3.05 2.67 2.46 2.33 2.24 2.18 2.13 2.09 2.06 2.03 1.99 1.94 1.89 1.87 1.84 1.81 1.78 1.75 1.7217 3.03 2.64 2.44 2.31 2.22 2.15 2.10 2.06 2.03 2.00 1.96 1.91 1.86 1.84 1.81 1.78 1.75 1.72 1.6918 3.01 2.62 2.42 2.29 2.20 2.13 2.08 2.04 2.00 1.98 1.93 1.89 1.84 1.81 1.78 1.75 1.72 1.69 1.6619 2.99 2.61 2.40 2.27 2.18 2.11 2.06 2.02 1.98 1.96 1.91 1.86 1.81 1.79 1.76 1.73 1.70 1.67 1.63

20 2.97 2.59 2.38 2.25 2.16 2.09 2.04 2.00 1.96 2.94 1.89 1.84 1.79 1.77 1.74 1.71 1.68 1.64 1.6121 2.96 2.57 2.36 2.23 2.14 2.08 2.02 1.98 1.95 1.92 1.87 1.83 1.78 1.75 1.72 1.69 1.66 1.62 1.5922 2.95 2.56 2.35 2.22 2.13 2.06 2.01 1.97 1.93 1.90 1.86 1.81 1.76 1.73 1.70 1.67 1.64 1.60 1.5723 2.94 2.55 2.34 2.21 2.11 2.05 1.99 1.95 1.92 1.89 1.84 1.80 1.74 1.72 1.69 1.66 1.62 1.59 1.5524 2.93 2.54 2.33 2.19 2.10 2.04 1.98 2.94 1.91 1.88 1.83 1.78 1.73 1.70 1.67 1.64 1.61 1.57 1.53

25 2.92 2.53 2.32 2.18 2.09 2.02 1.97 1.93 1.89 1.87 1.82 1.77 1.77 1.72 1.69 1.66 1.63 1.59 1.5626 2.91 2.52 2.31 2.17 2.08 2.01 1.96 1.92 1.88 1.86 1.81 1.76 1.71 1.68 1.65 1.61 1.58 1.54 1.5027 2.90 2.51 2.30 2.17 2.07 2.00 1.95 1.91 1.87 1.85 1.80 1.75 1.70 1.67 1.64 1.60 1.57 1.53 1.4928 2.89 2.50 2.29 2.16 2.06 2.00 1.94 1.90 1.87 1.84 1.79 1.74 1.69 1.66 1.63 1.59 1.56 1.52 1.4829 2.89 2.50 2.28 2.15 2.06 1.99 1.93 1.89 1.86 1.83 1.78 1.73 1.68 1.65 1.62 1.58 1.55 1.51 1.47

30 2.88 2.49 2.28 2.14 2.05 1.98 1.93 1.88 1.85 1.82 1.77 1.72 1.67 1.64 1.61 1.57 1.54 1.50 1.4640 2.84 2.44 2.23 2.09 2.00 1.93 1.87 1.83 1.79 1.76 1.71 1.66 1.61 1.57 1.54 1.51 1.47 1.41 1.3860 2.79 2.39 2.18 2.04 1.95 1.87 1.82 1.77 1.74 1.71 1.66 1.60 1.54 1.51 1.48 1.44 1.40 1.35 1.29

120 2.75 2.35 2.13 1.99 1.90 1.82 1.77 1.72 1.68 1.65 1.60 1.55 1.48 1.45 1.41 1.37 1.32 1.26 1.19� 2.71 2.30 2.08 1.94 1.85 1.77 1.72 1.67 1.63 1.60 1.55 1.49 1.42 1.38 1.34 1.30 1.24 1.17 1.00

υ2

= de

gree

s of

fre

edom

for

den

omin

ator

υ1

υ2

Apppendix F | 461

F95(υ1,υ2) α = 0.05

υ1 = degrees of freedom for numerator

1 2 3 4 5 6 7 8 9 10 12 15 20 24 30 40 60 120 �

1 161.4 199.5 215.7 224.6 230.2 234.0 236.8 238.9 240.5 241.9 243.9 245.9 248.0 249.1 250.1 251.1 252.2 253.3 254.32 18.51 19.00 19.16 19.25 19.30 19.33 19.35 19.37 19.38 19.40 19.41 19.43 19.45 19.45 19.46 19.47 19.48 19.49 19.503 10.13 9.55 9.28 9.12 9.01 8.94 8.89 8.85 8.81 8.79 8.74 8.70 8.66 8.64 8.62 8.59 8.57 8.55 8.534 7.71 6.94 6.59 6.39 6.26 6.16 6.09 6.04 6.00 5.96 5.91 5.86 5.80 5.77 5.75 5.72 5.69 5.66 5.63

5 6.61 5.79 5.41 5.19 5.05 4.95 4.88 4.82 4.77 4.74 4.68 4.62 4.56 4.53 4.50 4.46 4.43 4.40 4.366 5.99 5.14 4.76 4.53 4.39 4.28 4.21 4.15 4.10 4.06 4.00 3.94 3.87 3.84 3.81 3.77 3.74 3.70 3.677 5.59 4.74 4.35 4.12 3.97 3.87 3.79 3.73 3.68 3.64 3.57 3.51 3.44 3.41 3.38 3.34 3.30 3.27 3.238 5.32 4.46 4.07 3.84 3.69 3.58 3.50 3.44 3.39 3.35 3.28 3.22 3.15 3.12 3.08 3.04 3.01 2.97 2.939 5.12 4.26 3.86 3.63 3.48 3.37 3.29 3.23 3.18 3.14 3.07 3.01 2.94 2.90 2.86 2.83 2.79 2.75 2.71

10 4.96 4.10 3.71 3.48 3.33 3.22 3.14 3.07 3.02 2.98 2.91 2.85 2.77 2.74 2.70 2.66 2.62 2.58 2.5411 4.84 3.98 3.59 3.36 3.20 3.09 3.01 2.95 2.90 2.85 2.79 2.72 2.65 2.61 2.57 2.53 2.49 2.45 2.4012 4.75 3.89 3.49 3.26 3.11 3.00 2.91 2.85 2.80 2.78 2.69 2.62 2.54 2.51 2.47 2.43 2.38 2.34 2.3013 4.67 3.81 3.41 3.18 3.03 2.92 2.83 2.77 2.71 2.67 2.60 2.53 2.46 2.42 2.38 2.34 2.30 2.25 2.2114 4.60 3.74 3.34 3.11 2.96 2.85 2.76 2.70 2.65 2.60 2.53 2.46 2.39 2.35 2.31 2.27 2.22 2.18 2.13

15 4.54 3.68 3.29 3.06 2.90 2.79 2.71 2.64 2.59 2.54 2.48 2.40 2.33 2.29 2.25 2.20 2.16 2.11 2.0716 4.49 3.63 3.24 3.01 2.85 2.74 2.66 2.59 2.54 2.49 2.42 2.35 2.28 2.24 2.19 2.15 2.11 2.06 2.017 4.45 3.59 3.20 2.96 2.81 2.70 2.61 2.55 2.49 2.45 2.38 2.31 2.23 2.19 2.15 2.10 2.06 2.01 1.9618 4.41 3.55 3.16 2.93 2.77 2.66 2.58 2.51 2.46 2.41 2.34 2.27 2.19 2.15 2.11 2.06 2.02 1.97 1.9219 4.38 3.52 3.13 2.90 2.74 2.63 2.54 2.48 2.42 2.38 2.31 2.23 2.16 2.11 2.07 2.03 1.98 1.93 1.88

20 4.35 3.49 3.10 2.87 2.71 2.60 2.51 2.45 2.39 2.35 2.28 2.20 2.12 2.08 2.04 1.99 1.95 1.90 1.8421 4.32 3.47 3.07 2.84 2.68 2.57 2.49 2.42 2.37 2.32 2.25 2.18 2.10 2.05 2.01 1.96 1.92 1.87 1.8122 4.30 3.44 3.05 2.82 2.66 2.55 2.46 2.40 2.34 2.30 2.23 2.15 2.07 2.03 1.98 1.94 1.89 1.84 1.7823 4.28 3.42 3.03 2.80 2.64 2.53 2.44 2.37 2.32 2.27 2.20 2.13 2.05 2.01 1.96 1.91 1.86 1.81 1.7624 4.26 3.40 3.01 2.78 2.62 2.51 2.42 2.36 2.30 2.25 2.18 2.11 2.03 1.98 1.94 1.89 1.84 1.79 1.75

25 4.24 3.39 2.99 2.76 2.60 2.49 2.40 2.34 2.28 2.24 2.16 2.09 2.01 1.96 1.92 1.87 1.82 1.77 1.7126 4.23 3.37 2.98 2.74 2.59 2.47 2.39 2.32 2.27 2.22 2.15 2.07 1.99 1.95 1.90 1.85 1.80 1.75 1.6927 4.21 3.35 2.96 2.73 2.57 2.46 2.37 2.31 2.25 2.20 2.13 2.06 1.97 1.93 1.88 1.84 1.79 1.73 1.6728 4.20 3.34 2.95 2.71 2.56 2.45 2.36 2.29 2.24 2.19 2.12 2.04 1.96 1.91 1.87 1.82 1.77 1.71 1.6529 4.18 3.33 2.93 2.70 2.55 2.43 2.35 2.28 2.22 2.18 2.10 2.03 1.94 1.90 1.85 1.81 1.75 1.70 1.64

30 4.17 3.32 2.92 2.69 2.53 2.42 2.33 2.27 2.21 2.16 2.09 2.01 1.93 1.89 1.84 1.79 1.74 1.68 1.6240 4.08 3.23 2.84 2.61 2.45 2.34 2.25 2.18 2.12 2.08 2.00 1.92 1.84 1.79 1.74 1.69 1.64 1.58 1.5160 4.00 3.15 2.76 2.53 2.37 2.25 2.17 2.10 2.04 1.99 1.92 1.84 1.75 1.70 1.65 1.59 1.53 1.47 1.39

120 3.92 3.07 2.68 2.45 2.29 2.17 2.09 2.02 1.96 1.91 1.83 1.75 1.66 1.61 1.55 1.50 1.43 1.35 1.25� 3.84 3.00 2.60 2.37 2.21 2.10 2.01 1.94 1.88 1.83 1.75 1.67 1.57 1.52 1.46 1.39 1.32 1.22 1.00

Adapted from BiometrikaTables for Statisticians, Vol. 1 (2nd ed), edited by E.S. Pearson and H.O. Hartley, Cambridge University Press, 1958. Reproduced by permission of the

Biometriika Trustees.

υ2

= de

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fre

edom

for

den

omin

ator

υ1

υ2

462 | Index

AACNielsen, 16f, 72, 338, 378ACNielsen Canada, 77, 86facademic journals, 77accidental samples, 121–122accountability, 420–422accuracy, 420–423accuracy questions, 190active voice, 335Acton, William Arnold, 20actual usage situation, 370–371adaptive sampling, 123Advanis, 16fadvertising research

advertising decisions, 380–381control group, 382Dadson Compare Method, 382, 383day-after-recall test (DAR), 385described, 42, 378–381, 382examples of advertising research

products, 386–387experimental group, 382mall-intercept interviews, 382Perception Analyzer, 384–385techniques, 382–387telephone tracking studies, 382

affect, 380age range, and focus group participants, 156AIDA (Awareness, Interest, Desire,

Action), 380aided awareness, 184aided recall, 198aided recognition, 198AIRMS (Association de l’industrie de la

recherche marketing et sociale), 130,275

Allen, Marillene, 130allocation of field staff, 265alpha errors, 315alternative hypothesis, 315Amazon.com, 7ambiguity, 189ambiguous questions, 191Ambrose, Don, 130American Association of Public Opinion

Research, 87, 274, 275–276American Marketing Association (AMA), 4,

7A&P, 367analysis of covariance, 383analysis of variance (ANOVA), 320–323analysis procedures, 63Angus Reid Group, 399Anich, Birgit, 124animatics, 383anonymity, 418, 421ANOVA (analysis of variance), 320–323anthropological techniques, 173–176

see also observational techniquesappendices, 356Applied Marketing Statistics, 16f

ARF, 130arithmetic mean, 299–300, 302–304, 308fArthritis Society, 5Asia Pacific Foundation of Canada, 84ASSESSOR model, 375, 376f, 377association-correlation, measure of, 323–324Association of Canadian Advertisers

(ACA), 91Atrostic, B.K., 276nattitude measurement

existence of attitude, 232intensity of attitude, 232methods of measurement, 232reliability of measurement, 233sensitivity of measurement, 233validity of measurement, 233

attitudesattitude questions, 186attitude studies, 42defined, 232measurement of. See attitude

measurement; attitudinal scalingattitudinal loyalty, 35attitudinal scaling

debate about, 234described, 234fdichotomous scales, 234–235graphic rating scales, 242–243, 245numeric rating scales, 236–238, 244ranking scales, 235rating scales, 235–245semantic rating scales, 239–241, 244–245

attractive format, 338attributes, 295averages. See measures of central tendencyawareness, 184–185

Bbackground, 61–62background information, 298Bank of Canada, 77banners, 298bar chart, 345bar graph, 346baseline profile, 384BASES model, 375–378–379fBayfield Mall, 38B2B marketing research. See business-to-

business marketing researchBC Ferries, 1–2behaviour assessment

general behaviour, measurementof, 245–250

issues in, 245–250latent variables, 247–248manifest variables, 249–250reliability, 245sensitive questions, 250–251

behaviour questions, 186behavioural loyalty, 34Bélisle, Pierre, 16f, 422, 424beta errors, 315

between sum of squares (SSB), 322bias

see also non-sampling errorsclient-related, 177endpoint bias, 242mind reading bias, 194moderator-related biases, 177perceived importance bias, 194politeness bias, 194in political polling, 400positive response bias, 242in qualitative research, 176–177respondent biases, 194–195response bias, 242social correctness bias, 194study-related biases, 176suggestion bias, 194

biographical profiles, 65bipolar (positive/negative) rating

scales, 238Black & Decker, 5black-and-white questions for grey

answers, 193black hole lists, 287Blankenship, A.B., 20blind tests, 369brand health, 35fbrand map, 367Bricker, Darrell, 246–247briefing, 265bring-a-friend groups, 151British Columbia Ferry Services Inc., 2Brown, Marbue, 243nBureau of Broadcast Measurement

(BBM), 11, 86, 91fbusiness communication

see also research reportsactive voice, 335basic principles, 332–333, 333fchunking, 338complete arguments, 339fog factor, 334format, 338goals, 339fgobbledygook, avoiding, 334–335jargon, avoiding, 334–335key marketing research deliverables, 340layouts, 338multiple exposure, 335–336numbers, use of, 337–338oral presentations, 340–348outcome, writing for, 339–340overcommunicating, 337plain language, 334–335purpose of writing, 339–340reader’s ease in reading, 337–338rules, ignoring when necessary, 340short words and sentences, 332–334subheadings, 337, 349universal principles of written

communication, 357fbusiness partners, 405

Index

Index | 463

business-to-business marketing researchbackground information, availability

of, 397vs. consumer marketing

research, 396–399costs, 398described, 396industrial products, 396–397interviewers, 398sample generation, 398–399sample size, 397specialized firms, 399

buyer behaviour, 395

Ccallbacks, 131Cameron Strategy Inc., 352–353Campbell Company of Canada, 366Campbell Soup, 12CAMRO

see also CAMRO standardsdescribed, 13, 19\20, 21, 21fpresident, 5validation of questionnaires, 281

CAMRO standardsaccountability, 422accuracy, 423anonymity, 421confidentiality, 421consent, 419described, 406\407independent audit, 422intellectual property rights, 423privacy, 418validation, 422

Canadamarket share in Asia, 2001, 85fmarketing research associations, 19–23,

406–407marketing research education, 23

Canada Life, 366Canada Post, 405Canada’s Information Resource Centre

(CIRC), 90, 92fCanadian Advanced Technology

Alliance, 421Canadian Association of Broadcasters

(CAB), 91Canadian Broadcasting Corporation

(CBC), 91Canadian Institute of Chartered

Accountants, 11Canadian Institute of Steel Construction, 11Canadian Manufacturers’ Association, 11Canadian Netizens Study, 78, 78fCanCorr, 22capturing information, 229fcareer in marketing research, 3–5Carroll, Susan, 206cartoon test, 171, 172fCATI (computer assisted telephone

interviewing systems), 50, 265, 284causal studies

defined, 41described, 44–45and design of experiments, 45

CCL Group of Companies, 4census, 106

Central Files, 151, 152central limit theorem, 311central location personal interviewing

advantages of, 49challenges of, 49defined, 48described, 48disadvantages of, 49permanent interviewing facilities in

malls, 48usefulness of, 49f

central location testing (CLT), 370central tendency. See measures of central

tendencyCertified Marketing Research

Professional, 23Chakrapani, Chuck, 20Chan, Peter, 138–139chi-squared tests, 317–320chip sheet, 377choice-based conjoint (CBC), 391–393chunking, 338Church & Dwight Ltd., 366clarification, 277–278classification

of focus group data, 164of research designs, 44f

classification information, 188client/consultant relationship

expert project management, 410good communication, 409mutual respect, 410needs, 408fproject financial management, 411–412project human resources

management, 412project quality management, 411project time management, 411

client needs, 408fclient-related biases, 177client’s identity, 269closed-ended questions

defined, 196described, 196–200improper asking and recording, 276multichotomous non-coded

questions, 200multichotomous precoded

questions, 197–200vs. open-ended questions, 202–203simple dichotomous precoded

questions, 196–197cluster analysis, 252cluster sampling, 116clutter, in self-administered

questionnaire, 208CMOR, 130Code of Conduct. See CAMRO standards;

CSRC standards; PMRS Code ofConduct

coefficient of variation (CV), 307–308fcognition, 380Colgate-Palmolive Canada, 366Commins Wingrove, 398–399Commissioner of Competition v. Sears Canada

Inc. (CT-2002/004), 258–260Committee on National Statistics, 274

communication. See businesscommunication

communication research, 381–382Communications Canada, 87Compass, 16fCompetition Bureau, 23, 424competitive intelligence, 79, 100comprehensive report, 167–168comprehensiveness of sample frame, 108Computer Assisted Telephone Interviewing

(CATI), 50computer-based data analysis programs, 293conation, 380concept tests, 42, 43Conference Board of Canada, 3, 73, 76fconfidence coefficients, 135confidence interval, 132–134confidence level, 134confidentiality, 269–270, 420–421confidentiality statement, 286conjoint analysis, 40–393consent, 418–419, 419fconstant sum method, 238, 245constant sum paired comparison

measure, 377consultant/client relationship. See

client/consultant relationshipconsulting companies, 13Consumer Contact, 16fconsumer panels, 56, 56fcontent analysis, 174control group, 382convenience samples, 121–122Corporate Research Associates Inc., 4–5correlation coefficient, 323–324correspondence analysis, 367Costco, 367Council for Marketing and Opinion Research

(CMOR), 125Council of American Survey Research

Organisations (CASRO), 274, 276counted variables, 298–299court cases, 11–12CRIC, 87critical path method (CPM), 64cross-sectional studies, 55CSRC

see also CSRC standardsdescribed, 11, 13, 19\20, 21–22\23, 22fpresident, 4

CSRC standardsaccountability, 422accuracy, 423confidentiality, 421consent, 419described, 406\407frugging, 423mugging, 423privacy, 418registration, 422sugging, 423

cultural factors, 395–396current planning gap, 18custom research, 14customer needs, 408fcustomer relationship management

(CRM), 75

464 | Index

customer satisfaction, 30customer satisfaction study, 39

DDadson, Jim, 383Dadson Compare Method, 382, 383DAGMAR (Defining Advertising Goals for

Measured Advertising Results), 380data analysis

background information, 298banners, 298computer-based data analysis

programs, 293counted variables, 298–299dependent variables, 295–298focal points, 293independent variables, 295–298measured variables, 299metric variables, 299nonmetric variables, 298–299numeracy, 293–296prior knowledge, 298statistical analysis, 293

see also statistical analysissteps in, 295fstubs, 298subgroup analysis, 294–299three bases of, 298variables, 295–298

data collectionhybrid methodology, 57–58, 59fonline, 284, 285–287qualitative research, 46quantitative research. See quantitative

researchspreadsheet, use of, 97–99

data mining, 97data processing, 284–287data storage

data mining, 97data warehouses, 97spreadsheet, use of, 97–99

data warehouses, 97Davis, Cam, 3–4Dawn Smith, 16fday-after-recall test (DAR), 385DBMS/COPY, 75Deal, Ken, 412–413debriefing, 267Deceptive Telemarketing Forum, 23Decision Analyst, Inc., 81demographics

basic demographics, 253–255demographic characteristics, information

on, 83and focus group participants, 156measurement of demographic

traits, 253–255dependent variables, 295–298deregulation ASSESSOR, 377fdescriptive statistics, 310descriptive studies, 41, 43–44design factor, 116designing marketing research. See research

designdesk research, 8Devlin, Susan J., 243ndichotomous scales, 234–235

diffidence of interviewer, 283discrete choice conjoint, 391–393discussion guide, 147–149, 148fdispersion. See measures of dispersiondisproportionate sampling, 114–115distribution channel, 5do not-call files, 125dominant perceptual orientations, 174Dong, H.K., 243ndouble-barrelled questions, 191double negatives, 248Doyle, Joseph, 20drawing a sample. See sample designDVReseach, 383

Ee-mail research, 214, 285–287

see also Internetease of completion, 213econometric models, 388effective writing rules, 350Ehrenberg, A.S.C., 336endpoint bias, 242Environics, 16fEnvironment Canada, 87ESP model, 375estimates, 124–126, 310Estimates & Projections Canada, 78ethical practice, 423ethics standards, 287ethnographic techniques, 173–176

see also observational techniquesEuropean Centre for Analysis in the Social

Sciences, 275European Society for Opinion and Marketing

Research (ESOMAR), 9, 407exchange, 5exchange definition of marketing. See

marketingexecution of the fieldwork, 267executive summary, 351experimental design, 373–374experimental group, 382experiments, 45exploratory studies, 41, 43external secondary information

commonly used external sources, 73–78defined, 73industry associations, 90Internet, 77, 80–87other sources of, 78published material, 76–77, 79standardized studies, 77–78, 82–90syndicated studies, 77–78, 82–90

eye-movement cameras, 53–54Eye Tracking, 54

Fface validity, 149factual questions, 190failure of marketing research, 30fFairmont Hotels & Resorts, 169–170familiarity, 422feasibility studies, 71, 99fFederal Bill C-6, 407Federal Committee on Statistical

Methodology (FCSM), 274, 276

Federal Privacy Commissioner ofCanada, 214, 408

Federal Publications, 83field methodology, 39, 63, 63ffield procedures, 52field supervisor, 51fieldwork

allocation of field staff, 265briefing field staff, 265coding the questionnaires, 268–269data processing, 284–287debriefing the project director, 267execution of the fieldwork, 267field-editing the questionnaires, 268hiring field staff, 265influencing factors, 272–284interviewer manual, 262–264interviewers. See interviewersmobilization of the field force, 267online data collection, 284, 285–287pre-testing the questionnaire, 266–267preliminary checking, 262receiving or preparing the sample, 265step chart, 263funiqueness of project, appreciation

of, 272filtering, 185financial management, 411–412finite population correction (fpc), 137focal points, 293focus group moderators

analysis, 167breaking rapport, 162briefing of, 157classification, 164creating rapport, 159display materials, use of, 157framing, 162group dynamics, 159hypothetical scenarios, 163implications of results, 167interpretation, 167maintaining rapport, 160–162metamessages, 159–160mirroring physical behaviour, 160negative questions, 163neuro-linguistic programming

(NLP), 160–161pattern identification, 164–165putting participants at ease, 159reframing, 162regression, 163reporting, 167silence, use of, 163skills of, 158–163specific skills, 162–163speech patterns, following, 161surface messages, 159–160targeting, 167trend context, 167writing exercises, 157

focus group organizationage range considerations, 156demographics, 156described, 149gender considerations, 156Internet viewing, 155

Index | 465

location considerations, 154–155number of groups to conduct, 155–156objectives, 149–150observation considerations, 154–155random recruitment method, 153recruitment of participants, 153–154recruitment-related bias, control

of, 150–153referral recruitment method, 153respondent selection criteria, 150scheduling groups, 154video conferencing, 155whom to avoid, 152–153

focus groupsbring-a-friend groups, 151Central Files, 151, 152comprehensive report, 167–168defined, 46, 146described, 146–147discussion guide, 147–149, 148fdisplay materials, 157Hollywood producers and, 147mini-group, 147moderation of, 157moderators. See focus group moderatorsonline bulletin boards, 164, 166fonline focus groups, 164presentation style report, 168projective techniques. See projective

techniquesrecording, 149report, 167–168setting, 147setup of, 147–149steps in conducting, 150fsummary report, 167–168technology-based groups, 163–164topline report, 167–168writing exercises, 157

FocusVision Worldwide Inc., 165fog factor, 334Food Basics, 367Ford Motor Company, 405formal pre-testing, 215format, 338framing, 162free-choice rankings, 172Frost & Sullivan Research, 72, 90, 92f, 93f,

338frugging, 421–422funnelling technique

defined, 186described, 186–187, 187finverted funnel approach, 186–188

future planning gap, 19

GGantt chart, 64gap, 18Garson, G. David, 317GDSourcing, 83gender, and focus group participants, 156geo-demographic analysis, 100Georgian College, 23GlaxoSmithKline, 366globalization, 125Globe and Mail Report on Business, 77gobbledygook, avoiding, 334–335

Google, 80–81government, and marketing research, 9Gowling Lafleur Henderson (LLP), 421graphic rating scales, 242–243, 245Gray, G., 276nGraydon, John Field, 20Greater Halifax Partnership, 5grid method, 119group dynamics, 159

Hhalf-questions technique, 171Halpenny, Gary, 130Hamilton Central Public Library, 18haphazard samples, 121–122Harris Interactive, 120, 214Health Canada, 87Hendry model, 375HIAA, 5hierarchical value map, 174, 175fhierarchy of effects model, 380, 381hiring field staff, 265Home Depot, 5, 6–7Houlahan, John, 165human resources management, 412Humphreys, Gill, 280–281hybrid field methodology, 57–58, 59fHyperstat Online Textbook, 317hypothesis testing, 315hypothetical construct, 34–35hypothetical scenarios, 163

IICC/ESOMAR Code of Marketing and Social

Research, 407Icon & Landis, 399ideal sample size, 137image, 380immigrants, in focus groups, 151implication matrix, 174improper problem definition

latent variables and latentconstructs, 34–35

latent variables vs. manifestvariables, 33–34

marketing vs. marketing researchobjectives, 31–33

primary reason for, 31project objectives vs. scope of the

study, 35IMS Health Canada, 78in-depth personal interviews, 46in-home (door-to-door) interviews, 118in-home observational studies, 173–176in-home personal interviews, 48, 48fin-home testing, 370–371In-Sync, 169–170inadequate problem definition, 29incentives, 210–211incidence rate, 272independent audit, 422independent variables, 295–298individual depth interview, 168industrial products, 396–397industry affiliations, 287industry association publications, 79industry associations, 11, 79, 90Industry Canada, 22–23, 424inferential statistics, 310

informal pre-testing, 215information

background information, 298in business-to-business marketing

research, 397capturing information, 229finternational marketing

research, 395–396requirements, 39, 41–45standardized information, 82

information requirements, 39, 41–45information warehouse, 71Institute for Social and Economic

Research, 275Integrated Services Digital Network

(ISDN), 165intellectual property rights, 423Interactive Marketing Research Organization

(IMRO), 285, 287ninternal secondary information, 73, 76International Chamber of

Commerce/European Society forOpinion and Market Research(ICC/ESOMAR), 264, 407

international marketing researchbasic data availability, 394–395buyer behaviour, 395cultural factors, 395–396information requirements, 395–396legal factors, 396nature of market, 395need for, 393–394political factors, 396questionnaire design, 213size of market, 395trade incentives, 396trade restrictions, 396

International Symposium on IncompleteData, 274

Internetconfidentiality statement, 286demographic characteristics, sources

on, 83external secondary information on, 77,

80–87market share information sources, 82–84as marketing channel, 7online bulletin boards, 164, 166fonline data collection, 284, 285–287online focus groups, 164opt-in consent, 214opt-out consent, 214, 287panels, 120privacy policy, 286–287public opinion research, sources on, 87reliable interviewing

methodologies, 124–125spam issues, avoiding, 214statistical analysis resources, 317surveys, 58–59f, 120video streaming, 165Web-based questionnaires, 211webcasting, 165

Internet search engines, 81Internet surveys, 52, 53fInternet viewing, 155interviewer manual, 262–264

466 | Index

interviewersbusiness-to-business marketing

research, 398closed-ended questions, 276diffidence, 283lack of interviewer skills, 273–276lack of understanding, 273open-ended questions, 277–279

see also open-ended questionsstructured conversation, 273training, 283–284

interviews. See personal interviewsintranet, 71inverted funnel approach, 186–188IPSOS Canada, 12, 16fIPSOS-NPD, 15IPSOS-Reid, 246, 399

Jjargon, avoiding, 334–335Jarvis, Steve, 165J.D. Power & Associates, 72, 77judgment samples, 121

KKarom, 16fKelley, Robert E., 350Kellogg Canada, 366Kelly, Catherine, 414–417key findings section, 354–355Knight, William, 317Knowledge Networks, 120Koehl, Jami, 200Kondruk, Wayne, 2Kraft Canada, 366, 405Kramarich, Nancy, 158Kwechansky Marketing Research, 16f

LLabatt’s Breweries, 11–12laboratory experiments, 45laddering, 174, 175fLandis Strategy & Innovation, 398–399Landis Strategy and Innovation, 15Landon, Alfred, 127Langer, Judith, 178flast birthday method, 120latent behaviour patterns, 31latent variables

defined, 33behaviour assessment, 246–248examples of, 34fand latent constructs, 34–35vs. manifest variables, 33–34

lawfulness, 422layout of a questionnaire

closed-ended questions, 196–200defined, 195design, 203–213

see also questionnaire designopen-ended questions, 200–203question types, 195–203

leading questions, 191–192Lee, Raymond M., 193legal cases, 11–12legislation, impact of, 125LeRoyer, Bulford Charles, 20lifestyle, 251lifestyle measurement, 251–252

lifestyle questions, 186Likert scale technique, 239–240Literary Digest magazine, 127loaded questions, 191–192Loblaws, 367location of focus groups, 154–155London Life, 366longitudinal panels, 55

MMacDonald, Clyde Haldane, 20MacElroy, Bill, 284, 285–287, 287nMail Abuse Prevention Systems (MAPS), 214mail and handout surveys, 50–52, 51fMakita, 5, 6–7mall-intercept interviews, 382mall interviewing, 48–49Management Decision Systems, Inc., 375manifest variables, 33–34, 249–250Manufacturers Life, 366MapInfo, 78Marconi, Guglielmo, 91margin of error, 132–312Maritime Life Assurance Company, 414Maritz/Thompson-Lightstone, 12, 16f, 55market research, 9market segment, 30market segmentation, 251market share information sources, 82–84marketing, 5, 404, 405fmarketing associations. See marketing

research associationsmarketing decision making

and marketing research, 16–19process, 16–19secondary/standardized information,

integration of, 96–99Marketing News, 207nmarketing objectives, 31, 33marketing problems

characterization as type of marketingresearch projects, 39–40

defined, 29improper definition of, 31–34increased profitability, 33fmarket share problem, 32fproblem definition guide, 36research proposal, motivation of, 62and research techniques, 42ftypical, 10, 10f

marketing recommendations, 355marketing research

activities relying on, 2basic steps, 8fbusiness-to-business marketing

research, 396–399career in, 3–5custom research, 14defined, 2described, 7–9functions of, 8international marketing

research, 393–396legal cases, 11–12market research. See market researchand marketing decision making, 16–19omnibus services, 15pharmaceutical marketing research, 400

political polling, 400primary research, 7–8product research. See product researchprofessional marketing research

firms, 12–16professional marketing researcher

(PMR), 12–13purpose of, 5–7responsibilities in. See responsibilities in

marketing researchscope of, 9secondary research, 8standardized studies, 14–15steps to failure, 30fsyndicated studies, 15vs. telemarketing, 127–131trademark infringements and, 11use of, 2users of, 9–12value of, 17

marketing research associations, 19–23,406–407

marketing research education, 23marketing research firms, 12–16, 16fmarketing research libraries, 74marketing research objectives

defined, 31defining, 36fdescribed, 37examples of, 63ffocus group objectives, 149–150vs. marketing objectives, 31–33questionnaires, 182, 183–185research proposal, statement in, 63

marketing research projectsinformation requirements, 41–45selection of, for bidding, 60–61types of. See types of marketing research

projectsmarketing research tables

banners, 298computer-based data analysis

programs, 293in presentation slides, 345stubs, 298

MarketPOWER Research, 16fmean, 299–300, 302–304, 308fmean absolute deviation, 304–305means-end theory, 174measure of association-correlation, 323–324measured variables, 299measurement

see also scalingattitudes, 232–245behaviour assessment, 245–251demographic traits, 253–255lifestyle measurement, 251–252overview, 231

measures of central tendencyarithmetic mean, 299–300, 302–304, 308fdefined, 299mean, 299–300, 302–304, 308fmedian, 300–302mode, 302

measures of dispersiondefined, 304mean absolute deviation, 304–305

Index | 467

range, 304standard deviation, 305–306, 308fvariance, 305, 308f

measures of variability. See measures ofdispersion

median, 301–302Megginson, Scott, 419metamessages, 159–160methodology section, 353metric variables, 299Micromedia ProQuest, 79, 80fMills, Don, 4–5Millward Brown Canada Advertising

Research Services, 386–387Millward Brown Goldfarb, 16f, 385, 405Millward Brown Intelliquest, 317mind reading bias, 194mini-group, 147mission, 19MM4XL, 366mobilization of the field force, 267mode, 302moderator-related biases, 177moderators

defined, 47focus groups. See focus group moderatorsprojective techniques, 170–173

Molson Breweries, 11monadic price testing, 389–390monitoring, 270mugging, 421–422multichotomous non-coded questions, 200multichotomous partially precoded

questions, 199multichotomous precoded questions, 197multichotomous precoded questions -

prompted multipleanswers, 197–198

multichotomous precoded questions -single answer (prompted orunprompted), 199

multichotomous precoded questions -unprompted multipleanswers, 198–199

multiple exposure, 335–336multiple participation problem, 120multiple-party exchange transactions, 6fmultistage sampling, 115–116, 117

NNADbank, 85–86, 90fname testing, 42National Research Council, 274National Statistical Agencies, 83negative alternatives, 195negative questions, 163Nelems, Jim, 249nNestlé Canada, 366Nestler, Michael P., 398–399neuro-linguistic programming

(NLP), 160–161new product research

ASSESSOR model, 375, 376f, 377BASES model, 375–378–379fdefined, 375deregulation ASSESSOR, 377fdescribed, 42ESP model, 375

Hendry model, 375News model, 375preference model, 377repeat model, 377simulated test marketing, 375–378Sprinter model, 375trial model, 377

News model, 375newspaper classified ads, 79NFO/CFgroup, 90, 94f, 124Nielsen Net Ratings, 125non-qualified terminates, 286nonmetric variables, 298–299nonprobability sampling

accidental samples, 121–122adaptive sampling, 123convenience samples, 121–122defined, 121haphazard samples, 121–122judgment samples, 121movement toward, 124vs. probability sampling

methods, 109–110purposive samples, 121quota sampling, 122reasons for using, 121snowball sampling, 122–123

nonresponder survey, 131nonsampling errors

bias effect of, 126defined, 126, 310described, 106, 310–311nonresponse, potential effect of, 133fresponse rates, 126–131selection bias, 127

nonstatistical criteria, 132Nordhaus, A., 336normal curve, 309normal probability curve, 311Nortel Networks, 3North American Free Trade Agreement

(NAFTA), 394North American Industry Classification

System (NAICS), 124null hypothesis, 315numbers, use of, 337–338numeracy, 293, 296numeric rating scales

ascending or descending, 237bipolar (positive/negative) rating

scales, 238constant sum method, 238described, 236–237problems with, 237–238when to use, 244

Oobjectives, 19

see also marketing research objectivesobservation facilities, 155observation of focus groups, 154–155observational techniques

advantages, 173described, 173disadvantages, 173laddering, 174, 175fsemiotics, 173–174

Oland Breweries, 11

omnibus services, 15omnibus studies, 55online bulletin boards, 164, 166fonline focus groups, 164onsite observational studies, 173–176Ontario champagne case, 12Ontario Tourism Marketing Partnership

Corporation, 352open-ended questions

asking each question, 283vs. closed-ended questions, 202–203and coding of questionnaire, 269defined, 200\201expense of, 202improper asking, 279–283improper probing and

clarification, 277–279and interviewer bias, 283leading questions, 282matter-of-fact tonality, 281no answer, 282order of questions asked, 283prompted questions, 202and self-completion questionnaires, 202suggestion of answers and, 282unprompted questions, 202word-for-word reading of, 279

OpenVenue, 16fOpinion Search, 16fopt-in consent, 214, 287OptiScan, 54oral presentations

challenges of, 341graphs, 345–346PowerPoint presentation

format, 341–342PowerPoint presentations,

effective, 342–343presentation slides, preparation

of, 343–346report, transforming into, 346–348tables, 345

overall tests of significance, 316–323overcommunicating, 337oversampling, 115

Ppackage research, 42paired comparison, 372panel profile maintenance, 56parameters, 124–126, 310participant profile, 384pattern identification, 164–165Pepsi-OTG, 419perceived importance bias, 194perceived relevance, 250Perception Analyzer, 384–385perceptual methods, 53permission of respondent, 270personal information, 418fPersonal Information and Protection of

Electronic Documents Act(PIPEDA), 214, 407, 407f, 408f,413–422

personal interviewscentral location personal

interviewing, 48–49defined, 48

468 | Index

in-depth personal interviews, 46in-home personal interviews, 48, 48flocation of, 48mall interviewing, 48–49telephone interviews, 50, 51f

personification, 170pharmaceutical marketing research, 400photosort technique, 172pie charts, 346pilot test, 267PIPEDA. See Personal Information and

Protection of Electronic Documents Act(PIPEDA)

plain language, 334–335Platek, R., 276nThe Plaza, 169PMRS

“Best in Class” Marketing ResearchAward, 2

described, 13, 19\20–20ffamiliarity, 422lawfulness, 422president, 4response rate definition, 274–276

PMRS Code of Conductaccountability, 422accuracy, 423client rights, 421confidentiality, 421consent, 419ethical practice, 423privacy, right to, 418quality control procedures, 281recruiting specifications, 153–154research, definition of, 7responsibilities to the public, 264Ten Core Principles, 406f, 406–407

PMRS Response Rate Committee, 125,128–130

PMRS School of Marketing Research, 23politeness bias, 194political polling, 400political stability, 396Polk Canada’s Market Area Report, 84POLLARA, 2, 3Pollara Corporate Research Associates, 16fPoole, W. Harold, 20population, 107Porter-Cable, 5positive/negative (bipolar) rating

scales, 238positive response bias, 242post-test profile, 384PowerPoint presentations

effective, 342format, 341–342preparation of PowerPoint

slides, 342–343PPS samples (probability proportional to

size), 114practicality of sample frame, 108pre-testing, 215, 266–267precision of definition, 108precision of the estimate, 131–132Predicasts, 72, 338preference model, 377presentation of research findings. See oral

presentations

presentation style report, 168pricing research

ad hoc research, need for, 388basic concepts, 385choice-based conjoint (CBC), 391–393competition, questions about, 388conjoint analysis, 390–393consumers, questions about, 388econometric models, 388monadic price testing, 389–390representative techniques, 389–393role of, in pricing, 385–388vs. secondary research, 389

primary researchcosts of, 96data storage, 96–99defined, 7, 70secondary/standardized information,

integration of, 96–99primary sampling unit, 116Print Measurement Bureau (PMB), 11, 85,

87f, 89f, 117prior knowledge, 298privacy, 406, 417–418privacy policy, 286–287Privacy Protection Handbook

(CAMRO), 421probability samples, 118probability samples in specific contexts

described, 118grid method, 119in-home (door-to-door) interviews, 118Internet panels and surveys, 120last birthday method, 120Random Digit Dialling (RDD)

Method, 119seed sampling, 119–120telephone interviews, 118–119White Pages Dialling Method, 119

probability sampling methodscluster sampling, 116defined, 109described, 110disproportionate sampling, 114–115movement away from, 124multistage sampling, 115–116, 117vs. nonprobability sampling, 109–110oversampling, 115PPS samples (probability proportional to

size), 114replicated sampling, 116–118simple random sampling, 111specific contexts, 118–120stratified random samples, 113–114, 117systematic sampling, 111–113

probe, 201probing, 277problem definition guide, 36Procter & Gamble Canada, 398Procter & Gamble Inc., 366product improvements, 369–370product research

advertising research. See advertisingresearch

blind tests, 369brand map, 367communication research, 381–382correspondence analysis, 367

defined, 366new product research, 374–378pricing research, 385–393product improvements and, 369–370product testing, 368

see also product testingproduct testing

see also product researchactual usage situation, 370–371central location testing (CLT), 370comparative mode, 374data, use of, 374defined, 368described, 42, 368, 369experimental design, 373–374in-home testing, 370–371paired comparison, 372proto-monadic paired

comparisons, 372–373pure monadic test, 371respondents, selection of, 369–370sequential monadic test, 372test environment, selection of, 370–371testing procedure, selection of, 371–373triangle test, 373

professional marketing researchfirms, 13–16, 16f

Professional Marketing Research Society(PMRS). See PMRS

professional marketing researcher(PMR), 12–13

project budget, 64, 64fproject costing, 64, 64fproject evaluation and review technique

(PERT), 64project management

expert project management, 410project financial management, 411–412project human resources

management, 412project quality management, 411project time management, 411

project objectives, 35project schedule, 63–64projective techniques

cartoon test, 171, 172fdefined, 170free-choice rankings, 172half-questions technique, 171personification, 170photosort technique, 172–172related techniques, 172–173role-playing techniques, 172sentence completion technique, 171transference technique, 171transposed vocabulary technique, 171use of, in focus groups, 173

prompt list, 198prompted responses, 197–198propensity weights, 120proposal writing, 60

see also research proposalProQuest Associations Canada, 80fproto-monadic paired

comparisons, 372–373provider needs, 408fpsychographics, 251public opinion research, sources on, 87

Index | 469

published material, 76–77, 79pure monadic test, 371Purina, 54purposive samples, 121

Qqualitative research

anthropological techniques, 173–176appropriate issues, 178bias in, 176–177case study, 169–170client-related, 177client’s perspective, 158defined, 46, 145described, 46, 47, 146fethnographic techniques, 173–176focus groups. See focus groupsinappropriate issues, 178individual depth interviews, 168moderator-related biases, 177observational techniques, 173–176projective techniques, 170–173vs. quantitative research, 146vs. secondary research, 145–146stimuli, response to, 151study-related biases, 176when to use, 177–178, 178fZaltman Metaphor Elicitation Technique

(ZMET), 175–176quality control

monitoring, 270project quality management, 411reconciling the records, 271respondent’s permission, 270verification, 270–272

quality of secondary information, 90–96quantitative research

characteristics of, 47fconsumer panels, 56, 56fdefined, 46formal use of term, 47hybrid data collection

methodology, 57–58, 59fInternet surveys, 52, 53fmail and handout surveys, 50–52, 51fomnibus studies, 55perceptual methods, 53personal interviews, 48–51vs. qualitative research, 146vs. qualitative studies, 47retail audit panels, 57, 57fself-completion technique, 50use of, 47

Queenston Mall, 38questionnaire design

clutter and, 208commercials, similarity to, 203ease of completion, 213guidelines, 203–204\205instructions for answering, 209international issues, 213layout, and questionnaire type, 205–206making work for the

respondent, 206–207multiple columns, use of, 209–210new topic introduction, 209poor format example, 206–207questions and answers on same page, 209

related questions, 205response piping, 211and response rate, 206–207response rate, improvement of, 210–211response rotation, 213screener, 205self-administered

questionnaires, 205–206, 208, 210single-question format, 211, 212–213,

212fskip patterns, 208Web-based questionnaires, 211

questionnairesclassification information, 188coding, 268–269defined, 182design of. See questionnaire designdifficulty of developing, 200–201domination of a few alternatives, 268edit, 215example, 219–227field-editing, 268formal pre-testing, 215funnelling technique, 186–188general issues, 228informal pre-testing, 215layout. See layout of a questionnairelength, checking, 213–215main section, 186objectives, 182, 183–185pre-test, 215, 266–267review, 213–215scope of, 183–185screening questions, 185self-completion questionnaires, and

open-ended questions, 202sequence of questions, 185–188simple words, 188–189specificity vs. ambiguity, 189standardization of, 182–183step chart, 263ftoo many alternatives, 268warm up questions, 185–186Web-based questionnaires, 211wording of questions, 188–195

questionsaccuracy questions, 190ambiguous questions, 191attitude questions, 186behaviour questions, 186black-and-white questions for grey

answers, 193closed-ended questions, 196–200double-barrelled questions, 191factual questions, 190leading questions, 191–192lifestyle questions, 186loaded questions, 191–192multichotomous non-coded

questions, 200multichotomous precoded

questions, 197–200open-ended questions. See open-ended

questionsprompt list, 198screeners (screening questions), 205,

229–231, 253

screening questions, 185sensitive questions, 193–194simple dichotomous precoded

questions, 196–197stupid questions, 192types of, 195–203, 196fwarm up questions, 185–186warm-up questions, 231wording, 188–195wrong questions, 248–249

quota sampling, 122

RRandom Digit Dialling (RDD)

Method, 119, 398–399random method, 153random number generators, 111random number tables, 111, 112frandom sampling. See probability sampling

methodsrange, 304ranking scales, 235rapport with participants

breaking rapport, 162creating rapport, 159framing, 162maintaining rapport, 160–162need for, 159neuro-linguistic programming

(NLP), 160–161physical similarity, 160–161reframing, 162sensitive questions, 250speech patterns, 161

rating scalesbipolar (positive/negative) rating

scales, 238constant sum method, 238defined, 235\236described, 236graphic rating scales, 242–243, 245numeric rating scales, 236–238, 244semantic rating scales, 239–241, 244–245when to use different rating

scales, 244–245reaction profile, 384Realtime Blackhole List (RBL), 214recognition, 198reconciling the records, 271record of calls, 271recording of focus groups, 149recruitment of focus group

participants, 153–154recruitment-related bias, control of, 150–153referral method, 153refocus, 384reframing, 162refusal rate, 272registration, 422regression, 163reliability

attitude measurement, 233behaviour assessment, 245defined, 38described, 38sampling errors and, 132

reminders, 211repeat model, 377

470 | Index

replicated samples, 116–118reports. See research reportsrequest for proposal (RFP), 60Research Analyst Program, 23research design

causal research, 41, 44–45classification of, 44fdata collection, design of. See data

collectiondefined, 30descriptive research, 41, 43–44design task components, 38–41exploratory studies, 41, 43importance of, 30improper definition of problems, 31–34level of information requirements, 41–45marketing problems addressed by

different design types, 41–42methodology, 38–41path, 38–41, 39fprimary aim, 41problem definition, 30problem definition steps, 36–38proposal writing, 58–65purposes of, 43fqualitative research. See qualitative

researchquantitative research. See quantitative

researchreliability, 38requirements, 38unreliable survey findings, example

of, 39fvalidity, 38

Research House, 16fresearch proposal

background, 61–62biographical profiles, 65defined, 58importance of, 58–60, 65marketing problem/opportunity, 62marketing research objectives, statement

of, 63project budget, 64, 64fproject schedule, 63–64proposed analysis procedures, 63proposed field methodology, 63, 63fpurpose, 58–60request for proposal (RFP), 60selection of projects, 60–61standard outline, 61, 62fterms of agreement, 64–65types of, 58as working project, 65

research reportssee also business communicationappendices, 356background section, 354–352basic principles of writing

reports, 349–350effective writing rules, 350executive summary, 351formal research report, 348–357key findings section, 354–355know your audience, 349marketing problem/opportunity, 352marketing recommendations, 355methodology section, 353

organization of, 354–355, 354freport deck, transformation of, 346–348structure, 349–357stub-and-banner tables, 340subheadings, 349topline report, 340writing to be read, 349–350

research trends, and samplesurveys, 124–125

respect, 420respondent selection, 150respondent’s identity, 270respondent’s permission, 270response bias, 242response card, 193f, 194response piping, 211response rates

AAPOR definition, 275–276CASRO definition, 274–276described, 272incentives, 210–211and non-sampling errors, 126–131PMRS definition, 274–276and questionnaire design, 206–207reminders, 211survey, 128–130three-wave technique, 211

response rotation, 213responsibilities in marketing research

accountability, 420–422accuracy, 420–423common-sense relationship

building, 408–412confidentiality, 420–421consent, 418–419, 419fethical practice, 423expert project management, 410frugging, 421–422good communication, 409intellectual property rights, 423mugging, 421–422mutual respect, 410privacy, 418project financial management, 411–412project human resources

management, 412project quality management, 411project time management, 411respect, 420responsibilities to the public, 264,

413–422sugging, 421–422, 424

retail audits, 57, 57fRevenue Canada, 12review of questionnaires, 213–215Rodenburgh, Michael, 2role-playing techniques, 172Roosevelt, Franklin, 127The Royal York, 169Rushkin, John, 385

Ssales representatives, 11salience points, 286sample

characteristics, 107defined, 106, 107drawing a sample. See sample design

generation of, in B2B marketingresearch, 398–399

large samples, 314preparation of sample, 265selection, steps in, 107fusing samples, 106

sample designdefined, 107population, defining the, 107sample frame, 108, 109fsample size, 124–137sampling method, choice of, 109–123sampling unit, identification of, 108universe, defining the, 107

sample frame, 108, 109fsample interval, 111sample representativeness, 125–126sample size

bias, 126–131confidence interval, 134confidence level, 134estimates, 124–126finite population correction (fpc), 137formula for calculating, 135ideal sample size, 137larger populations, effect of, 136–137non-sampling errors, 126–131nonstatistical criteria, 132parameters, 124–126quick rule of thumb formula, 136sample representativeness, 125–126sampling errors, 131–132statistical criterion, 133–136valid study, 137

sample surveydefined, 106design of, See sample designand marketing research trends, 124–125Peter Chan, interview with, 138–139pilot test, 267

sampling errorsconfidence interval, 132–134defined, 131, 310described, 310–311margin of error, 132mathematical estimate of, 131–132precision of the estimate, 131–132reliability, 132validity, 132

sampling methodsbasic classification of, 110fchoosing, 109–110, 123nonprobability methods, 109–110,

121–123see also nonprobability sampling

probability (random) methods, 109–120see also probability sampling methods

sampling unit, 108Samuelson, Paul A., 336SAS, 75Sawtooth Software, 76S.C. Johnson Wax Canada, 398scales. See scalingscaling

see also measurementadministration ease, 243attitudinal scaling, 234–245characteristics of good scales, 242–243

Index | 471

credibility, 243dichotomous scales, 234–235discriminating power, 242graphic rating scales, 242–243, 245minimal response bias, 242numeric rating scales, 236–238, 244ranking scales, 235rating scales, 235–245respondent understanding and

interpretation, 242semantic rating scales, 239–241, 244–245usefulness of results, 243

scheduling diagrams, 64scope of marketing research, 9scope of the study, 31, 35, 36screeners (screening questions), 205,

229–231, 253screening questionnaires, 151screening questions, 185secondary data

acquisition price, 96analysis of, 71classification of sources, 74fcommonly used external sources, 73–78commonly used sources of, 75fdata storage, 96–99demographic characteristics, information

on, 83described, 7–8

see also secondary researchexternal, 73, 76–90feasibility studies, 71, 99fgeo-demographic analysis, 100industry associations, 90integration into marketing

analysis, 96–99internal, 73, 76Internet, 77, 80–87market share information sources, 82–84public opinion research, sources on, 87published material, 76–77, 79quality of, 90–96responsibilities of providers of, 94–96sources of, 71–72, 73, 83f, 84f, 87fspeed of, 96spreadsheet, use of, 97–99standardized studies, 77–78, 82–90syndicated studies, 77–78, 82–90transformation of, 96–99utilization of, 71

secondary researchdefined, 8, 70international marketing research, 395major source of, 70vs. pricing research, 389vs. qualitative research, 145–146sources of, 71–72, 73steps in, 72, 72fuse of, 72

SecondaryData.com, 81, 81fseed sampling, 119–120segmentation studies, 42selection bias, 127self-administered questionnaires, 205–206,

208, 210self-completion technique, 50, 202self-selection problem, 120

semantic differential, 240semantic rating scales

described, 239Likert scale, 239–240problems with, 240–242semantic differential, 240when to use, 244–245

semiotics, 173–174sensitive questions, 193–194, 250–251sensitivity of measurement, 233sentence completion technique, 171sequence of questions

funnelling technique, 186–188main section of questionnaire, 186screening questions, 185warm up questions, 185–186

sequential monadic test, 372Seton, Thomas T., 192setting of focus groups, 147short words and sentences, 332–334significance. See statistical significancesilence, use of, 163Silk, Alvin, 375Simmie, Patricia, 54, 130simple dichotomous precoded

questions, 196–197simple random sampling, 111simple words, 188–189simulated test marketing study

(STM), 375–378Singh, Brian F., 352–353single-question format, 211, 212–213, 212fSIP Canada, 78skip patterns, 51, 208S.M. Research, 318–319Smart, John, 318–319Smith, Dawn, 152nsnowball sampling, 122–123Sobeys, 367social correctness bias, 194Society of Competitive Intelligence

Professionals, 100, 101fSocratic Technologies Inc., 284, 287nspam filters, 287spam issues, 214, 285specialist researchers, 15specificity, 189–190speech patterns, 161The Spire Project, 83Sprinter model, 375SPSS, 75squared deviations, 305standard deviation, 305–306, 308fstandard error, 311–313standard error of differences, 313–314Standard Industrial Classification (SIC), 124standard scores, 307–309standardized information, 82

see also secondary datastandardized studies, 14–15, 77–78, 82–90Stark, David, 214STATISTICA, 75statistical adjustments, 131statistical analysis

see also data analysisalpha errors, 315alternative hypothesis, 315

analysis of covariance, 383analysis of variance (ANOVA), 320–323arithmetic mean, 299–300, 302–304, 308fas base of data analysis, 298beta errors, 315central limit theorem, 311coefficient of variation (CV), 306–307,

308fcorrelation coefficient, 323–324descriptive statistics, 310hypothesis testing, 315importance of, 293inferential statistics, 310large samples, 314margin of error, calculation of, 310–313mean, 299–300, 302–304, 308fmean absolute deviation, 304–305measure of association-

correlation, 323–324measures of central tendency, 299–304measures of dispersion, 304–306median, 300–302mode, 302multiple groups, 316–323nonsampling errors, 310–311normal curve, 309normal probability curve, 311null hypothesis, 315online resources, 317overall tests of significance, 316–323range, 304sampling errors, 310–311squared deviations, 305standard deviation, 305–306, 308fstandard error, 311–313standard error of differences, 313–314standard scores, 307–309statistical significance, 313–316sum of squared deviations, 305sum of squares, 305between sum of squares (SSB), 322within sum of squares (SSW), 322t-test, 313total sum of squares (SST), 322type 1 errors, 315type 2 errors, 315use of, 293variance, 305, 308fz-scores, 307–309

statistical criterion, 133–136statistical packages, 75statistical significance

alpha errors, 315alternative hypothesis, 315analysis of variance (ANOVA), 320–323beta errors, 315calculation of, 313–314chi-squared tests, 317–320hypothesis testing, 315large samples, 314meaning of, 315–316multiple groups, 316–323null hypothesis, 315overall tests of significance, 316–323reporting of, 316standard error of differences, 313–314t-test, 313

472 | Index

type 1 errors, 315type 2 errors, 315

Statistics Canada, 9–11, 30, 70, 72–73, 77, 83,98, 106, 274, 338

Statistics Canada 2001 Census, 71fStatistics Canada IPS Catalogue, 83fStatnotes, 317Statplus, 274Statsoft, 317step chart, 263fStephens, Edward, 349store location research, 72strategic market audit, 19strategic planning, 17strategic planning path, 18, 18fstratified random samples, 113–114, 117structured conversation, 273stub-and-banner tables, 340stubs, 298study-related biases, 176stupid questions, 192subcontract, 12subgroup analysis, 294–299subheadings, 337, 349subject lines, 285suggestion bias, 194sugging, 131–422, 424sum of squared deviations, 305sum of squares, 305summary report, 167–168surface messages, 159–160Survey Registration Number, 424Survey Sampling Inc., 124surveys

see also sample surveyInternet surveys, 52, 53fmail and handout surveys, 50–52, 51fquestionnaires. See questionnairesspam issues, 214

Sweetnam, Sherry, 338syndicated studies, 15, 77–78, 82–90Synovate, 12SYSTAT, 75systematic random sampling, 111–113

Tt-test, 313tables. See marketing research tablestactical control mechanisms, 19TD Canada Trust, 405technological changes, 124technology-based focus groups, 163–164telephone interviews, 50, 51f, 118–119, 125telephone refusal rates, 128–130telephone tracking studies, 382terms of agreement, 64–65test marketing, 42, 375–378testing. See pre-testing; product testing

three-wave technique, 211time management, 411TNS Canadian Facts, 12, 16f, 78Tofani, Joanne, 4top-of-mind awareness, 184top-of-mind recall, 198topline report, 167–168, 340total sum of squares (SST), 322tracking studies, 42trade association publications, 79trade incentives, 396trade restrictions, 396trademark infringements, 11transference technique, 171transposed vocabulary technique, 171Tremblay, Victoria, 274trend context, 167trial model, 377triangle test, 373two-dimensional graphs, 345type 1 errors, 315type 2 errors, 315types of marketing research projects

defined, 39list of, 40, 40fmarketing problems addressed by, 42marketing problems characterized

as, 39–40

Uunaided awareness, 184unaided recall, 198Unilever, 366Unilever Canada Inc., 366–367United Nations, 83, 395universe, 107universities, 77unreliable survey findings, example of, 39fUpdegraff, Robert R., 350Urban, Glen, 375U.S. Bureau of the Census, 83usage, and awareness, 184–185usage studies, 42users of marketing research, 9–12Utts, Jessica M., 293

Vvalid, 137validation, 422validity

attitude measurement, 233face validity, 149meaning of, 149and research design, 38sampling errors, 132

variability, measures of. See measures ofdispersion

variables

attributes, 295counted variables, 298–299defined, 295dependent variables, 295–298independent variables, 295–298measured variables, 299metric variables, 299nonmetric variables, 298–299

variance, 305, 308fverification, 271–272video conferencing, 155, 165Visser, John, 53Visual Statistics with Multimedia, 317

Wwarm-up questions, 185–186, 231webcasting, 165website advertising, 120Webstatsoftware, 317White Pages Dialling Method, 119Willow Stream, 170wireless phones, 124Withers, Hastings, 87fwithin sum of squares (SSW), 322wording of questions

accuracy questions, 190ambiguity, 189ambiguous questions, 191black-and-white questions for grey

answers, 193double-barrelled questions, 191explicit intention of question, 195factual questions, 190importance of, 204leading questions, 191–192loaded questions, 191–192negative answers, acceptability

of, 194–195nontraditional ways, use of, 206open-ended questions, 200–203respondent biases, 194–195scope of question, 195sensitive questions, 193–194simple words, 188–189specificity, 189–190wrong questions, 248–249

World Association of Opinion and MarketingResearch Professionals, 407

WorldCom, 214writing exercises, 157wrong questions, 248–249

Zz-scores, 307–309Zaltman Metaphor Elicitation Technique

(ZMET), 175–176ZMET, 175–176ZMET chart, 176f