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Sistema Universitario Ana G. Méndez
Florida Campuses
School for Professional Studies
Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo
MARK 320
MARKETING RESEARCH
INVESTIGACION DE MERCADEO
© Sistema Universitario Ana G. Méndez, 2008.
Derechos Reservados.
© Ana G. Méndez University System, 2008. All rights reserved.
MARK 320 Marketing Research 2
Prep. 2005. Luis Mercado, MA. Rev. 2008. Ely Melchor, MBA
TABLA DE CONTENIDO/TABLE OF CONTENTS
Páginas/Pages
Prontuario ........................................ .............................................................................. 3
Study Guide ....................................... .......................................................................... 10
Workshop One ...................................... ....................................................................... 15
Taller Dos ........................................ ............................................................................. 18
Workshop Three .................................... ...................................................................... 21
Taller Cuatro ..................................... ........................................................................... 24
Workshop Five/Taller Cinco ........................ ............................................................... 27
Anexo A/Appendix A ................................ ................................................................... 31
Anexo B/Appendix B ................................ ................................................................... 33
Anexo C/ Appendix C ............................... ................................................................... 35
Anexo D/Appendix D ................................ ................................................................... 37
Anexo E/Appendix E ................................ ................................................................... 39
Anexo F/Appendix F ................................ .................................................................... 40
Anexo G/Appendix G ................................ .................................................................. 42
Anexo H/ Appendix H ............................... ................................................................... 43
Anexo I/Appendix I ................................ ...................................................................... 44
Anexo J/Appendix J ................................ .................................................................... 45
Anexo K /Appendix K ............................... ................................................................... 47
Anexo L/Appendix L ................................ .................................................................... 48
Anexo M / Appendix M .............................. .................................................................. 49
Anejo N/Appendix N ................................ .................................................................... 50
MARK 320 Marketing Research 3
Prep. 2005. Luis Mercado, MA. Rev. 2008. Ely Melchor, MBA
Prontuario
Título del Curso: Investigación de Mercadeo
Codificación: MARK 320
Duración: Cinco Semanas o según aplique
Pre-requisito: STAT 201
Descripción:
Aplicación del método científico en la búsqueda, análisis y uso de la información
del mercado. Se incluyen los procedimientos para la recopilación de datos así
como para el análisis y utilización de pruebas estadísticas en la solución de
problemas de mercadeo. Se estudia además, la interpretación y uso apropiado de
los resultados generados en una investigación de mercado.
Objetivos Generales
1. Al finalizar el curso el estudiante estará familiarizado con los principios y
naturaleza de la investigación de mercadeo.
2. Desarrollar una metodología para resolver situaciones de empresas utilizando
los pasos que conlleva la investigación de mercado.
3. Desarrollar las destrezas analíticas del estudiante para interpretar los resultados
de una investigación de mercado.
Texto y Referencias:
Burns A. C. & Bush R. F. (2008). Basic Marketing Research. ISBN 0132059584
Malhotra, N.K. (2008). 3rd. edition. Basic Marketing Research.
Hernández Sampieri, R., Fernández Collado, C., & Baptista Lucío, P. (2002).
Metodología de la Investigación. (3ra ed.). McGraw Hill. ISBN 9701036328
McDaniel, C. Jr. & Gates, R. (2007). Marketing Research Essentials with PSS.
Ferré, J.M. (2000). Investigación de Mercados Estratégica.
Cooper, D. R. & Emory, C. W. (1998). Business Research Methods. (8th ed.). Irwin:
Boston.
Alreck, P.L., & Settle, R.B. (1995). The Survey Research Handbook. Irwin:
Boston.
MARK 320 Marketing Research 4
Prep. 2005. Luis Mercado, MA. Rev. 2008. Ely Melchor, MBA
Evaluación
Entrega de los trabajos asignados en cada taller 50 pts. 10%
Presentación de Casos de estudio 50 pts. 10%
Ensayos / Diario Reflexivo 50 pts. 10%
Investigación Final (escrito) 50 pts. 15%
Investigación Final (oral) 50 pts. 15%
Examen Final 100 pts. 15%
Portafolio 50 pts. 10%
Asistencia y participación 50 pts. 15%
Total 450 pts 100% Escala de Evaluación
Nota Porciento
A 100 – 90
B 89 – 80
C 79 – 70
D 69 – 60
F 59 – 0
Descripción de las Normas del Curso
1. Este curso sigue el modelo “Discipline-Based Dual Language Immersion Model®”
del Sistema Universitario Ana G. Méndez, el mismo está diseñado para promover el
desarrollo de cada estudiante como un profesional bilingüe. Cada taller será
facilitado en inglés y español, utilizando el modelo 50/50. Esto significa que cada
taller deberá ser conducido enteramente en el lenguaje especificado. Los lenguajes
serán alternados en cada taller para asegurar que el curso se ofrece 50% en inglés
MARK 320 Marketing Research 5
Prep. 2005. Luis Mercado, MA. Rev. 2008. Ely Melchor, MBA
y 50% en español. Para mantener un balance, el módulo debe especificar que se
utilizarán ambos idiomas en el quinto taller, dividiendo el tiempo y las actividades
equitativamente entre ambos idiomas. Si un estudiante tiene dificultad en hacer una
pregunta en el idioma especificado, bien puede escoger el idioma de preferencia
para hacer la pregunta. Sin embargo, el facilitador deberá contestar la misma en el
idioma designado para ese taller. Esto deberá ser una excepción a las reglas pues
es importante que los estudiantes utilicen el idioma designado. Esto no aplica a los
cursos de lenguaje que deben ser desarrollados en el idioma propio todo en ingles o
todo en español según aplique.
2. El curso es conducido en formato acelerado, eso requiere que los estudiantes se
preparen antes de cada taller de acuerdo al módulo. Cada taller requiere un
promedio de diez (10) horas de preparación y en ocasiones requiere más.
3. La asistencia a todos los talleres es obligatoria. El estudiante que se ausente al
taller deberá presentar una excusa razonable al facilitador. El facilitador evaluará si
la ausencia es justificada y decidirá como el estudiante repondrá el trabajo perdido,
de ser necesario. El facilitador decidirá uno de los siguientes: permitirle al estudiante
reponer el trabajo o asignarle trabajo adicional en adición al trabajo a ser repuesto.
Toda tarea a ser completada antes de taller deberá ser entregada en la fecha
asignada. El facilitador ajustará la nota de las tareas repuestas.
4. Si un estudiante se ausenta a más de un taller el facilitador tendrá las siguientes
opciones:
a. Si es a dos talleres, el facilitador reducirá una nota por debajo basado en
la nota existente.
b. Si el estudiante se ausenta a tres talleres, el facilitador reducirá la nota a
dos por debajo de la nota existente.
5. La asistencia y participación en clase de actividades y presentaciones orales es
extremadamente importante pues no se pueden reponer. Si el estudiante provee
una excusa válida y verificable, el facilitador determinara una actividad equivalente a
evaluar que sustituya la misma. Esta actividad deberá incluir el mismo contenido y
componentes del lenguaje como la presentación oral o actividad a ser repuesta.
MARK 320 Marketing Research 6
Prep. 2005. Luis Mercado, MA. Rev. 2008. Ely Melchor, MBA
6. En actividades de grupo el grupo será evaluado por su trabajo final. Sin embargo,
cada miembro de grupo deberá participar y cooperar para lograr un trabajo de
excelencia, pero recibirán una calificación individual.
7. Se espera que todo trabajo escrito sea de la autoría de cada estudiante y no
plagiado. Se debe entender que todo trabajo sometido esta citado apropiadamente
o parafraseado y citado dando atención al autor. Todo estudiante debe ser el autor
de su propio trabajo. Todo trabajo que sea plagiado, copiado o presente trazos de
otro será calificado con cero (vea la política de honestidad académica).
8. Si el facilitador hace cambios al modulo o guía de estudio, deberá discutirlos y
entregar copia a los estudiantes por escrito al principio del primer taller.
9. El facilitador establecerá los medios para contactar a los estudiantes proveyendo su
correo electrónico, teléfonos, y el horario disponibles.
10. EL uso de celulares está prohibido durante las sesiones de clase; de haber una
necesidad, deberá permanecer en vibración o en silencio.
11. La visita de niños y familiares no registrados en el curso no está permitida en el
salón de clases.
12. Todo estudiante está sujeto a las políticas y normas de conducta y comportamiento
que rigen SUAGM y el curso.
Nota: Si por alguna razón no puede acceder las dire cciones electrónicas
ofrecidas en el módulo, no se limite a ellas. Exis ten otros motores de búsqueda y
sitios Web que podrá utilizar para la búsqueda de l a información deseada. Entre
ellas están :
• www.google.com
• www.altavista.com
• www.ask.com
• www.excite.com
• www.pregunta.com
• www.findarticles.com
• www.telemundo.yahoo.com
• www.bibliotecavirtualut.suagm.edu
MARK 320 Marketing Research 7
Prep. 2005. Luis Mercado, MA. Rev. 2008. Ely Melchor, MBA
• www.eric.ed.gov/
• www.flelibrary.org/
El/la facilitador(a) puede realizar cambios a las d irecciones electrónicas y/o
añadir algunas de ser necesario.
MARK 320 Marketing Research 8
Prep. 2005. Luis Mercado, MA. Rev. 2008. Ely Melchor, MBA
Filosofía y Metodología Educativa
Este curso está basado en la teoría educativa del Constructivismo. Constructivismo es
una filosofía de aprendizaje fundamentada en la premisa, de que, reflexionando a
través de nuestras experiencias, podemos construir nuestro propio conocimiento sobre
el mundo en el que vivimos.
Cada uno de nosotros genera nuestras propias “reglas “y “métodos mentales” que
utilizamos para darle sentido a nuestras experiencias. Aprender, por lo tanto, es
simplemente el proceso de ajustar nuestros modelos mentales para poder acomodar
nuevas experiencias. Como facilitadores, nuestro enfoque es el mantener una
conexión entre los hechos y fomentar un nuevo entendimiento en los estudiantes.
También, intentamos adaptar nuestras estrategias de enseñanza a las respuestas de
nuestros estudiantes y motivar a los mismos a analizar, interpretar y predecir
información.
Existen varios principios para el constructivismo, entre los cuales están:
1. El aprendizaje es una búsqueda de significados. Por lo tanto, el aprendizaje debe
comenzar con situaciones en las cuales los estudiantes estén buscando
activamente construir un significado.
2. Significado requiere comprender todas las partes. Y, las partes deben entenderse
en el contexto del todo. Por lo tanto, el proceso de aprendizaje se enfoca en los
conceptos primarios, no en hechos aislados.
3. Para enseñar bien, debemos entender los modelos mentales que los estudiantes
utilizan para percibir el mundo y las presunciones que ellos hacen para apoyar
dichos modelos.
4. El propósito del aprendizaje, es para un individuo, el construir su propio significado,
no sólo memorizar las contestaciones “correctas” y repetir el significado de otra
persona. Como la educación es intrínsicamente interdisciplinaria, la única forma
válida para asegurar el aprendizaje es hacer del avalúo parte esencial de dicho
proceso, asegurando que el mismo provea a los estudiantes con la información
sobre la calidad de su aprendizaje.
MARK 320 Marketing Research 9
Prep. 2005. Luis Mercado, MA. Rev. 2008. Ely Melchor, MBA
5. La evaluación debe servir como una herramienta de auto-análisis.
6. Proveer herramientas y ambientes que ayuden a los estudiantes a interpretar las
múltiples perspectivas que existen en el mundo.
7. El aprendizaje debe ser controlado internamente y analizado por el estudiante.
MARK 320 Marketing Research 10
Prep. 2005. Luis Mercado, MA. Rev. 2008. Ely Melchor, MBA
Study Guide
Course Title: MARKETING RESEARCH
Code: MARK 320
Time Length: Five Weeks or as applicable
Pre-requisite: STAT 201
Description
This course studies the application of the scientific method in the research, analysis and
use of information in the market. It covers the procedures involved in the collection of r
data, its analysis and the use of statistical tests to solve marketing problems.
Additionally, it studies the interpretation and proper use of results generated during a
market research.
General Objectives
1. Learn the fundamental concepts and principles of the marketing research.
2. Develop and apply the techniques, methodology and concepts of marketing
research in a study case.
3. Develop analytical skills and results interpretation from marketing research cases.
Texts and Resources
Burns A. C. & Bush R. F. (2008). Basic Marketing Research. ISBN 0132059584
Malhotra, N.K. (2008). 3rd. edition. Basic Marketing Research.
Hernández Sampieri, R., Fernández Collado, C., & Baptista Lucío, P. (2002).
Metodología de la Investigación. (3ra ed.). McGraw Hill. ISBN 9701036328
McDaniel, C. Jr. & Gates, R. (2007). Marketing Research Essentials with PSS.
Ferré, J.M. (2000). Investigación de Mercados Estratégica.
Cooper, D. R. & Emory, C. W. (1998). Business Research Methods. (8th ed.). Irwin:
Boston.
Alreck, P.L., & Settle, R.B. (1995). The Survey Research Handbook. Irwin:
Boston.
MARK 320 Marketing Research 11
Prep. 2005. Luis Mercado, MA. Rev. 2008. Ely Melchor, MBA
Evaluation
Assignments before each workshop 50 points 10%
Cases study presentation 50 points 10%
Essay /Group Activities/ Reflexive Diary 50 points 10%
Final Investigation (written) 50 points 15%
Final Investigation (oral) 50 points 15%
Final Test 100 points 15%
Portfolio 50 points 10%
Participation and Attendance 50 points 15%
Total 450 points 100% Description of Course Policies
1. This course follows the Sistema Universitario Ana G. Méndez Discipline-Based
Dual Language Immersion Model® designed to promote each student’s
development as a Dual Language Professional. Workshops will be facilitated in
English and Spanish, strictly using the 50/50 model. This means that each
workshop will be conducted entirely in the language specified. The language
used in the workshops will alternate to insure that 50% of the course will be
conducted in English and 50% in Spanish. To maintain this balance, the course
module may specify that both languages will be used during the fifth workshop,
dividing that workshop’s time and activities between the two languages. If
students have difficulty with asking a question in the target language in which the
activity is being conducted, students may choose to use their preferred language
for that particular question. However, the facilitator must answer in the language
assigned for that particular day. This should only be an exception as it is
important for students to use the assigned language. The 50/50 model does not
MARK 320 Marketing Research 12
Prep. 2005. Luis Mercado, MA. Rev. 2008. Ely Melchor, MBA
apply to language courses where the delivery of instruction must be conducted in
the language taught (Spanish or English only).
2. The course is conducted in an accelerated format and requires that students prepare
in advance for each workshop according to the course module. Each workshop
requires an average ten hours of preparation but could require more.
3. Attendance at all class sessions is mandatory. A student that is absent to a
workshop must present the facilitator a reasonable excuse. The facilitator will
evaluate if the absence is justified and decide how the student will make up the
missing work, if applicable. The facilitator will decide on the following: allow the
student to make up the work, or allow the student to make up the work and assign
extra work to compensate for the missing class time.
Assignments required prior to the workshop must be completed and turned in on the
assigned date. The facilitator may decide to adjust the grade given for late
assignments and make-up work.
4. If a student is absent to more than one workshop the facilitator will have the
following options:
a. If a student misses two workshops, the facilitator may lower one grade
based on the students existing grade.
b. If the student misses three workshops, the facilitator may lower two
grades based on the students existing grade.
5. Student attendance and participation in oral presentations and special class
activities are extremely important as it is not possible to assure that they can be
made up. If the student provides a valid and verifiable excuse, the facilitator may
determine a substitute evaluation activity if he/she understands that an equivalent
activity is possible. This activity must include the same content and language
components as the oral presentation or special activity that was missed.
6. In cooperative activities the group will be assessed for their final work. However,
each member will have to collaborate to assure the success of the group and the
assessment will be done collectively as well as individually.
7. It is expected that all written work will be solely that of the student and should not be
plagiarized. That is, the student must be the author of all work submitted. All quoted
MARK 320 Marketing Research 13
Prep. 2005. Luis Mercado, MA. Rev. 2008. Ely Melchor, MBA
or paraphrased material must be properly cited, with credit given to its author or
publisher. It should be noted that plagiarized writings are easily detectable and
students should not risk losing credit for material that is clearly not their own (see
Academic Honesty Policy).
8. If the Facilitator makes changes to the study guide, such changes should be
discussed with and given to students in writing at the beginning of the first workshop.
9. The facilitator will establish a means of contacting students by providing an email
address, phone number, hours to be contacted and days.
10. The use of cellular phones is prohibited during sessions; if there is a need to have
one, it must be on vibrate or silent mode during class session.
11. Children or family members that are not registered in the course are not allowed to
the classrooms.
12. All students are subject to the policies regarding behavior in the university
community established by the institution and in this course.
Note: If for any reason you cannot access the URL’s presented in the module, do
not stop your investigation. There are many search engines and other links you
can use to search for information. These are some examples:
• www.google.com
• www.altavista.com
• www.ask.com
• www.excite.com
• www.pregunta.com
• www.findarticles.com
• www.telemundo.yahoo.com
• www.bibliotecavirtualut.suagm.edu
• www.eric.ed.gov/
• www.flelibrary.org/
The facilitator may make changes or add additional web resources if deemed
necessary.
MARK 320 Marketing Research 14
Prep. 2005. Luis Mercado, MA. Rev. 2008. Ely Melchor, MBA
Teaching Philosophy and Methodology
This course is grounded in the learning theory of Constructivism. Constructivism is a
philosophy of learning founded on the premise that, by reflecting on our experiences,
we construct our own understanding of the world in which we live.
Each of us generates our own “rules” and “mental models,” which we use to make
sense of our experiences. Learning, therefore, is simply the process of adjusting our
mental models to accommodate new experiences. As teachers, our focus is on making
connections between facts and fostering new understanding in students. We will also
attempt to tailor our teaching strategies to student responses and encourage students to
analyze, interpret and predict information.
There are several guiding principles of constructivism:
1. Learning is a search for meaning. Therefore, learning must start with the issues
around which students are actively trying to construct meaning.
2. Meaning requires understanding wholes as well as parts. And parts must be
understood in the context of wholes. Therefore, the learning process focuses on
primary concepts, not isolated facts.
3. In order to teach well, we must understand the mental models that students use
to perceive the world and the assumptions they make to support those models.
4. The purpose of learning is for an individual to construct his or her own meaning,
not just memorize the "right" answers and regurgitate someone else's meaning.
Since education is inherently interdisciplinary, the only valuable way to measure
learning is to make the assessment part of the learning process, ensuring it
provides students with information on the quality of their learning.
5. Evaluation should serve as a self-analysis tool.
6. Provide tools and environments that help learners interpret the multiple
perspectives of the world.
7. Learning should be internally controlled and mediated by the learner.
MARK 320 Marketing Research 15
Prep. 2005. Luis Mercado, MA. Rev. 2008. Ely Melchor, MBA
Workshop One
Specific Objectives
At the end of this workshop the student should be able to:
1. Recognize the principles and basic concepts of Marketing Research.
2. Determine when to conduct a Marketing Research.
3. Describe the basic steps of a Marketing Research.
4. Identify the requirements for a Marketing Researcher position.
Language Objectives
1. Summarize main ideas using correct grammar and spelling in English after
reading a selection from multiple resources.
2. Write a self reflection about the content and process of an activity or assignment
completed in this workshop, using appropriate vocabulary, grammar, and style.
3. Use cooperative learning strategies to analyze and discuss a topic.
Electronic Links
Marketing Research
http://www.marketingteacher.com/lessons/lesson_marketing_research.htm
http://www.managementhelp.org/mrktng/mk_rsrch/mk_rsrch.htm
http://www.quickmba.com/marketing/research/
Small Business Administration
http://www.sba.gov/
Marketing Research Steps
http://www.polarismr.com/education/steps_index.html
http://www.smallbusiness.com/wiki/Market_research_basics
Marketing Research Websites
http://libguides.uta.edu/content.php?pid=5126&sid=44813
Conducting a Marketing Research
http://www.allbusiness.com/marketing/market-research/2716-1.html
http://www.ehow.com/how_14781_conduct-market-research.html
Market Research Sample
http://www.marketresearch.com/map/prod/1165174.html
http://www.section508.gov/index.cfm?FuseAction=Content&ID=136
MARK 320 Marketing Research 16
Prep. 2005. Luis Mercado, MA. Rev. 2008. Ely Melchor, MBA
Marketing Researcher
http://www.princetonreview.com/Careers.aspx?page=1&cid=92&uidbadge=
Assignments before workshop one
1. Prepare a two pages essay presenting what market research is, the steps
involved in this research, types of research and the raising and study of the
problem. The essay needs to be double spaced and should follow APA style (see
Appendix C).
2. The student will implement a research through the internet or library on a market
research case where the problems and results found are presented. The case
needs to be a real case and the student can choose any topic. It will need to be
presented in PowerPoint or any other form of creative technology. A copy of the
presentation will be turned in to the facilitator (see Appendix B).
3. Find two examples of marketing research studies. Analyze their findings and
summarize the study. Be prepared to discuss it in class.
4. Go to www.monster.com or www.careerbuilder.com and find a job description for
a marketing researcher. Make a list of the job responsibilities. Bring it to class.
5. Watch the following video: http://www.youtube.com/watch?v=cyGSmGFgyX4.
Create a list of several ideas on how to use social networking websites such as
MySpace and Facebook for marketing research. Be prepared to discuss them in
class.
Activities
1. The facilitator will introduce himself/herself to the students.
2. The facilitator will coordinate all participants’ introductions and the selection of
the Student Representative.
3. The facilitator will discuss the course objectives and evaluation methodology and
will explain all the assignments and the description of course policies.
4. The facilitator will perform an activity to determine the student’s knowledge about
Marketing Research.
5. Students will meet in groups to discuss the principles and basic concepts of
Marketing Research. A member of the group will take notes and will share their
findings with the rest of the class.
MARK 320 Marketing Research 17
Prep. 2005. Luis Mercado, MA. Rev. 2008. Ely Melchor, MBA
6. The facilitator will start an open discussion of when to conduct a Marketing
Research.
7. The class will be divided into groups. Each group will create a list of the basic
steps of a Marketing Research. A member of each group will write on the board
the list of steps.
8. The facilitator will present this video to the class:
http://www.youtube.com/watch?v=QNMjx1o_Uyo&feature=related. Open
discussion of good market research techniques (see Appendix N).
9. The facilitator will bring an example of Marketing Research and will create a
group discussion with the students. Also, the facilitator will present the study
results to complement the student’s presentations.
10. The facilitator will select the students who will work together during the final
research and the group activities for the next workshop.
11. The facilitator will discuss the assignments for the next workshop.
Assessment
1. The students will submit the essay and copy of the written presentation.
2. The student will make his /her assessment filling out a copy of the Reflexive
Diary (see Appendix D). This form will be given to the facilitator at the end of the
workshop.
3. Written report rubric.
4. Class participation rubric.
MARK 320 Marketing Research 18
Prep. 2005. Luis Mercado, MA. Rev. 2008. Ely Melchor, MBA
Taller Dos
Objetivos Específicos
Al finalizar el taller el estudiante estará capacitado para:
1. Definir e identificar como desarrollar y presentar un caso de investigación de
mercado.
2. Describir los métodos de investigación cualitativa y cuantitativa.
3. Crear una encuesta escrita.
Direcciones Electrónicas
http://www.spss.com/vertical_markets/survmkt_research/index.htm?gclid=CMabq6iZtJY
CFQa6sgodNkRtKw
Creando una Encuesta
http://www.ehow.com/how_8597_create-market-survey.html
http://www.statpac.com/surveys/
Investigación de Mercadeo
www.money.howstuffworks.com/market-research.htm
http://www.inc.com/guides/marketing/24018.html
www.marketingpower.com/pages/default.aspx
http://www.tutor2u.net/business/marketing/research_introduction.asp
Muestreo
http://www.tutor2u.net/business/marketing/research_sampling.asp
http://www.monografias.com/trabajos11/tebas/tebas.shtml
http://www.monografias.com/trabajos12/muestam/muestam.shtml
Investigación Cualitativa y Cuantitativa
http://www.fisterra.com/mbe/investiga/cuanti_cuali/cuanti_cuali.asp
http://www.fisterra.com/mbe/investiga/cuanti_cuali/cuanti_cuali2.pdf
http://www.fisterra.com/mbe/investiga/cuanti_cuali/cuanti_cuali2.pdf
Tareas a realizar antes del Taller Dos
1. Escribir un ensayo de al menos dos páginas acerca de las diferencias entre los
métodos de investigación cualitativos y cuantitativos. Utilice formato APA. Vea
Anejo C).
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Prep. 2005. Luis Mercado, MA. Rev. 2008. Ely Melchor, MBA
2. Presentar el nombre de una compañía u organización para la cual usted
preparará la investigación del proyecto final. Haga una breve descripción de la
compañía y sus productos, el problema de estudio de la compañía y tres
posibles muestras. La descripción debe incluir una breve historia de la
compañía. Esta presentación será una investigación de mercado siguiendo
todos los pasos en un proceso de investigación. Envíela con tiempo (dos días
antes del taller ) al facilitador para aprobación. Prepárese para presentar sus
hallazgos oralmente (vea Anejo B).
3. Busque al menos tres sitios Web que le permitan crear un cuestionario en línea
gratuitamente. Cree una tabla, compárelos y seleccione el más conveniente.
4. Busque tres ejemplos de cuestionarios. Imprímalos y llévelos a clase.
5. Haga una investigación de los tipos de preguntas que pueden haber en un
cuestionario. Prepare un ejemplo de cada pregunta para entregar.
6. Reúnase con su grupo para crear un cuestionario para el siguiente caso: El
colegio Universitario Norman recibe cada semestre más de 500 aplicaciones y
solamente el 30% de estos estudiantes son registrados. La Universidad pierde
acerca de 350 estudiantes que hacen sus solicitudes. ¿Que usted haría si fuera
el Director de investigación de mercado de esta Universidad? ¿Qué preguntas
utilizaría? Imprima copias de su cuestionario para todos los miembros de la
clase. Puede utilizar el sitio Web para crear cuestionarios que seleccionó
anteriormente.
7. Continúe trabajando su portafolio (Anejos F al M).
Actividades
1. El facilitador comenzará la clase con un breve repaso.
2. El facilitador dividirá la clase en 2 grupos y promoverá un debate y discusión entre
los grupos acerca de los métodos de investigación cualitativa y cuantitativa (vea
Anejo N).
3. Los estudiantes mostrarán los cuestionarios encontrados y discutirán las
preguntas creadas.
4. Los estudiantes harán la presentación sobre el cuestionario de la asignación del
Caso del Colegio Universitario Norman. Cada grupo entregará los cuestionarios
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Prep. 2005. Luis Mercado, MA. Rev. 2008. Ely Melchor, MBA
para ser contestados en clase. Al final, los estudiantes votarán por el mejor
cuestionario y explicarán porque entienden que fue el mejor.
5. Los estudiantes presentarán la compañía u organización seleccionada y
aprobada por el facilitador para desarrollar el estudio de mercado del proyecto
final y mostrarán el problema de estudio de la compañía u organización
seleccionada para el proyecto final. Además, identificarán una muestra que será
usada en su proyecto final.
6. El facilitador explicará cómo desarrollar y presentar un caso de investigación de
mercado.
7. Los estudiantes se reunirán en pares para realizar un diagrama explicando el
proceso de desarrollar y presentar un caso de investigación de mercado.
8. El facilitador discutirá las asignaciones del próximo taller.
9. Los estudiantes llenarán su diario reflexivo.
Avalúo
1. El facilitador colectará los ensayos.
2. El estudiante entregará su Diario Reflexivo al finalizar el taller (vea Anejo D).
3. Matriz valorativa de Presentaciones Orales (Anejo B).
4. Matriz valorativa de trabajos escritos (Anejo C).
5. Matriz valorativa de participación en clase (Anejo N).
MARK 320 Marketing Research 21
Prep. 2005. Luis Mercado, MA. Rev. 2008. Ely Melchor, MBA
Workshop Three
Specific Objectives
At the end of this workshop the student should be able to:
1. Identify the data collection methods.
2. Analyze the results obtained from the questionnaires.
3. Organize data and prepare tables and graphics to present the
results.
4. Learn how to present the results verbally and written.
Electronic Links
Data Collection Methods
http://people.uwec.edu/piercech/ResearchMethods/Data%20collection%20methods/DA
TA%20COLLECTION%20METHODS.htm
http://www.evaluationtools.org/plan_data_collect.asp
Analyzing Questionnaire Results
http://etd.rau.ac.za/theses/available/etd-05112005-122122/restricted/HChapter6.pdf
http://support.microsoft.com/kb/151551
Example of a Questionnaire Analysis
http://www.personneltoday.com/Assets/GetAsset.aspx?ItemID=3263
Tabulating Questionnaires
http://www.action-research.com/uua/question4.html
Graphing Questionnaire Results
http://eff.csuchico.edu/questionnaire_resources/graphing_results.php
Additional Information
http://www.negociosgt.com/main.php?id_area=123
www.marketingpower.com/pages/default.aspx
http://www.secondarydata.com
http://www.tutor2u.net/business/marketing/research_types.asp
http://www.tutor2u.net/business/marketing/research_uses.asp
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Assignments before Workshop Three
1. The students will write an essay in his/her own words about the seven most
effective steps to prepare a survey. The paper must be typed, single spaced, and
should be no longer than 3 pages.
2. The students will design and present a questionnaire draft for the Final Project,
following the organization presented in workshop two.
3. Design with your group a questionnaire and interview 20 people (adults) about
their preferences on the 2 Hispanic television programs of Telemundo and
Univision. The programs to be evaluated are the local news at 6:00 p.m. and the
news at 11:00 p.m., the national news in the morning and in the evening, and the
primetime soap operas. The students must call each channel and verify the
names of the soap operas and news programs in case they don't know. The
students will present the results using tables to the rest of the class. Do not
interview minors.
4. You should continue working with your portfolio (see Appendixes F – N).
Activities
1. The facilitator will start the class with a short review.
2. The facilitator will divide the class into 2 groups and will moderate a debate with
the students about the seven more effective steps used to design and execute a
survey.
3. Each group of students will present the results about the Spanish television
channel in the area.
4. The facilitator will explain the last steps in a marketing research and will offer
examples of different researches.
5. The students will present the questionnaires and the questions for their
presentation and final project.
6. The facilitator will discuss several methods of data collection
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7. The class will be divided into four groups. Each group will design 5 questions for
a face to face interview. The use of sensitive questions is not allowed. Ask the
facilitator if you are not sure about the selected questions. Once the questions
are finished, students will move to another group to interview each other. At
the end, students will discuss their feelings about the interview.
8. The facilitator will discuss the assignments for the next workshop.
Assessment
1. The facilitator will collect the essay and questionnaire of the case study.
2. The student will make his /her assessment filling out a copy of the Reflexive
Diary (see Appendix D). This form will be given to the facilitator at the end of the
workshop.
3. Class participation rubric.
4. Oral presentation rubric.
5. Written report rubric.
MARK 320 Marketing Research 24
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Taller Cuatro
Objetivos Específicos
Al finalizar el taller el estudiante deberá:
1. Identificar las técnicas para graficar y tabular resultados.
2. Describir varios programas de computadoras usados para facilitar el análisis de
datos.
3. Explicar los resultados de las encuestas y entrevistas.
4. Uso y aplicación de resultados de encuestas en la solución de problemas.
Direcciones Electrónicas
Programas para Estadísticas
http://www.spss.com/statistics/
http://www.freestatistics.altervista.org/en/stat.php
Usando MS Excel para Análisis de Datos
http://people.umass.edu/evagold/excel.html
http://phoenix.phys.clemson.edu/tutorials/excel/stats.html
http://www.coventry.ac.uk/ec/~nhunt/oatbran/
Graficando datos en Excel
http://www.ncsu.edu/labwrite/res/gt/gt-menu.html
http://www.ncsu.edu/labwrite/res/gt/gt-bar-home.html
http://phoenix.phys.clemson.edu/tutorials/excel/graph.html
Fórmulas y Funciones Estadísticas
http://office.microsoft.com/en-us/excel/CH062528311033.aspx
http://www.bearcave.com/misl/misl_tech/wavelets/stat/index.html
http://math.about.com/library/weekly/aa020502a.htm
Información Adicional
http://www.marketingteacher.com/lessons/lesson_marketing_research.htm
http://www.sellfiremarketing.com
http://www.tutor2u.net/business/marketing/research_introduction.asp
http://www.tutor2u.net/business/marketing/research_conducting.asp
http://www.tutor2u.net/business/marketing/research_quantitative.asp
http://original.mujeresdeempresa.com/negocios/negocios000808.shtml
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Prep. 2005. Luis Mercado, MA. Rev. 2008. Ely Melchor, MBA
Tareas a realizar antes del Taller Cuatro
1. Entrevistar a un Director de Mercado o un Gerente General de una empresa. La
entrevista estará enfocada en la experiencia que él/ella haya tenido en la
investigación de mercado. El estudiante obtendrá de la entrevista por lo menos
un ejemplo de un problema de mercado y la solución del problema, también
debe incluir el método de encuesta y análisis de datos usados. Prepárese a
discutirlo en clase.
2. Crear una compañía imaginaria que tiene sus operaciones en el centro de la
Florida e identificar el tipo de datos de mercado que él/ella necesitan para operar
la compañía.
3. Estudiar los conceptos, definiciones y el proceso de investigación de mercado
para el examen final.
4. Investigue sobre los diferentes programas de computadoras que existen para
realizar análisis estadísticos. Prepare una lista para entregar.
5. Observe este video sobre cómo utilizar MS Excel para realizar estadísticas
http://www.youtube.com/watch?v=HeKyTGZlLhI . Tome notas.
6. Observe este video sobre cómo crear gráficas en Excel
http://www.youtube.com/watch?v=ojFGMMBuoZk&feature=related. Realice un
ejercicio de práctica.
Actividades
1. El facilitador comenzará la clase con un breve repaso.
2. Los grupos compartirán con el resto de la clase y el facilitador las experiencias
de la entrevista realizada al Director de Mercado o al Gerente General.
3. Los estudiantes harán una presentación oral acerca de la compañía imaginaria
creada y explicar las técnicas de estudio de mercado que usarán para operar la
compañía.
4. Los estudiantes discutirán con el facilitador el último borrador del trabajo final y
aclararán dudas
5. Los estudiantes discutirán los diferentes programas de computadoras usados
para estadísticas.
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6. El facilitador explicara las funciones estadísticas básicas necesarias para una
investigación de mercado.
7. El facilitador explicara cómo realizar gráficas en Excel.
8. El facilitador discutirá las asignaciones para el próximo taller.
9. El facilitador entregará el examen a ser realizado en el hogar y entregado en el
taller cinco.
Avalúo
1. El estudiante entregará su Diario Reflexivo al finalizar el taller (vea Anejo D)
2. Matriz valorativa para trabajos escritos (vea Anejo C).
3. Matriz valorativa para presentaciones orales (vea Anejo B).
4. Matriz valorativa para participación en clase (vea Anejo N).
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Workshop Five/Taller Cinco
NOTA: Este taller es bilingüe. Tanto,
el Facilitador como los estudiantes,
deberán utilizar el idioma asignado
para cada tarea y actividad.
NOTE: This is a bilingual workshop.
Both the facilitator and student
should use the language assigned
for each homework and activity.
Specific Objectives
At the end of this workshop, the students should do:
1. Define the strategic planning concept.
2. Apply the strategic planning concept to a Marketing Research.
3. Discuss the results of the final marketing research.
Electronic Links
Strategic Planning
http://www.managementhelp.org/plan_dec/str_plan/basics.htm
http://www.managementhelp.org/plan_dec/str_plan/str_plan.htm
Strategic Planning Process
http://www.hfrp.org/publications-resources/browse-our-publications/strategic-planning-
process-steps-in-developing-strategic-plans
Example of Strategic Plans
http://www.planware.org/strategicsample.htm
http://www.kccd.edu/Chancellor/Strategic%20Planning/Strategic%20Plan/Approved%20
Strategic%20Plan%20Dated%209-7-06.pdf
Developing a Strategic Marketing Research
http://www.marketresearch.com/map/prod/1432913.html
http://www.asiamarketresearch.com/columns/market4.htm
Additional Information
http://es.gmi-mr.com
http://www.calidadlatina.com/pub/032-MAY-03.pdf#search='planificacion%20estrategica
http://www.calidadlatina.com
http://www.mystrategicplan.com
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http://www.leadstrat.com/facilitation-strategic-
planning.html?gclid=CKfl8__Bw5YCFQVuswodRzkExg
http://www.hoovers.com/free
Assignments before Workshop Five
1. The students should submit an essay written in English, where they
present what strategic planning means to them and the benefits of getting results
using strategic plan in a marketing research. The essay needs to be typed;
double spaced, and should not exceed 4 pages (see Appendix C).
2. The students will prepare the final project including the oral presentation and
written report (see Appendix A ) to be presented in class. The presentation
should be in PowerPoint. You may include videos, charts or graphs, tables,
pictures and other visual aids. The oral presentation will be in Spanish (see
Appendix B) and the written report in English.
3. The students will incorporate in their marketing research final results, the
strategic plan used to solve the problem in their marketing research study.
4. The students will review the APA (American Psychology Association) format of
the written document, including the references (see Appendix E).
5. Students will practice the final presentation.
6. The students will give the final touches to their portfolio (see Appendixes F-M).
7. Complete the final exam. This has to be delivered at the beginning of the
workshop.
Activities
1. The facilitator will start the class with a short review (in Spanish).
2. Students will hand in their take home exams.
3. Students will briefly discuss their essays (in Spanish).
4. The students will give an oral presentation in Spanish and will turn in a written
report about their market research. They must include in their presentation the
problem, the methods of investigation, results, an analysis of the results, and a
solution in form of a strategic plan and ideas of a marketing plan.
5. The final presentation is a group activity. Each group will have enough time to
present their research, results and marketing plan.
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6. Students will fill out their reflective journals and will add them to their portfolios.
7. Students will hand in their portfolios.
8. The student representative will start the class evaluation process.
9. Closing activity – to be determined by the facilitator.
Assessment
1. The facilitator will collect the final essay and final project.
2. The student will make his /her assessment filling out a copy of the Reflexive
Diary (see Appendix D). This form will be added to the portfolio.
3. Written report rubric.
4. Oral presentation rubric.
5. Class participation rubric
6. Portfolio rubrics (see Appendixes F-M).
MARK 320 Marketing Research 30
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Anejos/Appendixes
MARK 320 Marketing Research 31
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Anejo A/Appendix A
MATRIZ VALORATIVA PARA TRABAJO ESCRITO FINAL
5 / A
Se percibe claramente la excelencia en el desempeño. Pocas veces, el
facilitador tiene preguntas sobre el material. Observa varios ángulos de
una situación. Escribe y habla en forma lógica, ordenada y clara. Integra
ideas relacionadas con material previamente aprendido. Este trabajo
podría usarse de referencia o guía para otros compañeros de estudio.
Demuestra alta destreza de pensamiento crítico.
4/ B
El material es bueno y de alta calidad. Escribe y/o se expresa bien. El
estudiante incluye en su presentación más de lo requerido en la
actividad.
3/C
Demuestra una comprensión satisfactoria sobre el material. Solamente
cumple con lo requerido en la actividad. Su comunicación oral y escrita
es aceptable para su nivel de estudio. Tiene un entendimiento aceptable
sobre los conceptos básicos relacionados con el trabajo.
2/D
La calidad y cantidad del trabajo es por debajo del promedio aceptable.
El estudiante demuestra confusión con los conceptos básicos
relacionados con la actividad. Su comunicación oral y/o escrita no es
aceptable.
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RUBRIC FOR FINAL WRITTEN WORK
5 / A
This work is excellent in its presentation. The facilitator has very few
questions about this material. This work brings up several angles about
a situation and is written and presented in logical, organized and concise
way. The work integrates ideas related to material and ideas that were
learned and it could be used as a reference or guide for other students.
Demonstrates a strong aptitude for critical thinking.
4/ B
This work is acceptable and of high quality. The work is presented well
both orally and in writing. The student includes more than what is
required in the exercise or project.
3/C
This work demonstrates a satisfactory comprehension of the material.
The student only provides what is expected from the exercise. The
student’s communication oral and written is acceptable and he has an
acceptable understanding of the basic work related concepts.
2/D
The quality and quantity of work is below the acceptable average. The
student demonstrates confusion of the basic concepts related to the
exercise. His written and oral communication are not acceptable.
MARK 320 Marketing Research 33
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Anejo B/Appendix B
MATRIZ VALORATIVA PARA EVALUAR PRESENTACION INDIVID UAL/GRUPAL
ORAL
Nombre del estudiante: _______________________Fecha:_________________
Criteri o Puntos Puntuación del estudiante
Conten ido Realiza una introducción efectiva del tema identificando el propósito, objetivo e ideas principales que se incluyen en la presentación.
10
La presentación es organizada y coherente y puede seguirse con facilidad.
10
El presentador demuestra dominio del tema o materia de la presentación al explicar con propiedad el contenido y no incurrir en errores.
10
Las ideas y argumentos de la presentación están bien fundamentados en los recursos presentados, consultados o discutidos en clase.
10
Capta la atención e interés de la audiencia y/o promueve su participación, según aplique.
10
Proyección efectiva, postura corporal adecuada, manejo de la audiencia, manejo del tiempo asignado.
10
Usa varias estrategias para hablar o definir conceptos, interpretaciones, aplicaciones y evaluación de procesos o experiencias en el contenido del curso.
10
Lenguaje Pronunciación de las palabras es clara y de manera correcta para que se entienda el lenguaje utilizado.
10
Uso correcto de la gramática y conjugación de verbos en el idioma asignado.
10
Uso correcto del vocabulario para expresar el mensaje adecuadamente.
10
Total de Puntos 100 (70% de contenido y 30%
Lenguaje)
Puntuación del Estudiante:
________ Firma del Estudiante: _________________ Firma del Facilitador: ____________________
MARK 320 Marketing Research 34
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RUBRIC TO EVALUATE INDIVIDUAL/GROUP PRESENTATION
Student Name:____________________________Date:___________________
Criteria Value Points Student Total Score
Content Performs an effective introduction to the theme identifying the objectives, ideas and principles that are included in the presentation.
10
The presentation is organized and coherent, and could be easily followed
10
The presenter demonstrates domain of the theme or subject by means of properly explaining content without incurring in errors
10
The ideas and arguments of the presentation are well founded by the resources presented, consulted or discussed in class
10
Capture of the attention and interest of the audience and/or promote their participation, as applicable
10
Effective personal projection, corporal posture and manage of the audience;
10
Uses a variety of speaking strategies to define concepts, interpretation, application and evaluation of processes using experience on concepts or content of class.
10
Language Student pronounces words in a clear and correct manner so as to make the correct language used understood to others.
10
Correct use of grammar and verb conjugation.
10
Use of correct use of vocabulary words to express message.
10
Total Points 100 (70% of content and 30% of language)
Student’s Total Score: ________
Student’s signature: __________________Facilitator’s Signature: __________________
MARK 320 Marketing Research 35
Prep. 2005. Luis Mercado, MA. Rev. 2008. Ely Melchor, MBA
Anejo C/ Appendix C
RUBRIC TO EVALUATE WRITTEN WORK
(Summaries, essays, etc.)
Student Name: ______________________ Date: _______________
Criteria Value Points Student Score
Content
The paper is clear, focused and interesting. Identifies purpose, objectives and principal ideas included in the paper
10
Presentation of ideas is organized, coherent and can be easily followed
10
The paper properly explains content.
10
The presentation of ideas and arguments are based in sources presented, consulted or discussed in class.
10
The paper demonstrates substance, logic and originality.
10
The author presents his point of view in a clear, convincing and well based manner.
10
Contains well-constructed sentences and paragraphs that facilitate lecture and comprehension.
10
Language Demonstrate a command of standard English (vocabulary used, syntax and flow of ideas).
10
Uses grammar appropriately and correctly.
10
Manages and uses verbs appropriately and correctly.
10
Total Points 100 (70% content and 30% language)
Student’s total Score: _______
Student’s Signature: ____________________Facilitator’s Signature:___________________
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MATRIZ VALORATIVA PARA TRABAJOS ESCRITOS
(Ensayos, resúmenes, etc).
Nombre del Estudiante: ______________________ Fecha: _______________
Criterio Puntos Puntuación
Conten ido
Este trabajo esta claro, enfocado e interesante. Identifica el propósito, objetivos e ideas principales del documento o actividad.
10
La presentación de ideas es coherente y puede ser seguida fácilmente.
10
El documento explica propiamente el contenido.
10
La presentación de ideas y argumentos esta basada en recursos presentados, consultados o discutidos en clase.
10
El documento demuestra substancia, lógica y originalidad.
10
El autor presenta su punto de vista en una manera clara, convincente y bien estructurada.
10
Contiene oraciones bien estructuradas y párrafos que facilitan la lectura y comprensión del documento.
10
Lenguaje Demuestra un conocimiento del español (vocabulario, sintaxis y flujo de ideas).
10
Usa gramática apropiada y correctamente.
10
Maneja verbos y acentuación apropiada y correctamente.
10
Total P untos 100 (70% conten ido y 30% lenguaje)
Puntuación Total : _______
Student’s Signature: ____________________Facilitator’s Signature:___________________
MARK 320 Marketing Research 37
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Anejo D/Appendix D
DIARIO REFLEXIVO (Favor de entregar al Final del Taller) TALLER: ____________ ¿Qué ventajas encontró de trabajar en grupo? ________________________________________________________________ ________________________________________________________________ ¿Qué desventajas encontró de trabajar en grupo? ________________________________________________________________ ________________________________________________________________ ¿Qué le gustó de la clase y porqué? ________________________________________________________________ ________________________________________________________________ ¿Qué no le gustó de la clase y porqué? ________________________________________________________________ ________________________________________________________________ ¿Qué aprendió del Taller de hoy? ______________________________________________________________ ________________________________________________________________ Escriba un breve resumen de lo aprendido hoy en el Taller ________________________________________________________________ ________________________________________________________________
Nombre _______________________ Firma ______________ ______
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REFLEXIVE DIARY
(Please hand it at the end of the workshop)
WORKSHOP: ____________ What were the advantages of working in group? ________________________________________________________________ ________________________________________________________________ What you did not like about the workshop and why? ________________________________________________________________ ______________________________________________________________ What were the disadvantages of working in group? ________________________________________________________________ ______________________________________________________________ What did you like about the workshop and why? ________________________________________________________________ _________________________________________________________ What did you learn from today’s workshop? ______________________________________________________________ ________________________________________________________________ Write in a few sentences what you learned today. ________________________________________________________________ ________________________________________________________________ Name _______________________ Signature ____________________
MARK 320 Marketing Research 39
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Anejo E/Appendix E
APA Formatting and Style Guide APA (American Psychological Association) is most commonly used to cite
sources within the social sciences. The American Psychological Association (APA) is in
charge of creating formal styles to refer material. They started to write instructions on
how to prepare manuals in 1929. Since then, the APA group has become one of the
leading authorities in publication styles.
References
American Psychological Association. (2001). Publication Manual of the American
Psychological Association. (5th ed.). Washington, DC: Author.
http://www.apastyle.org/pubmanual.html
http://owl.english.purdue.edu/owl/resource/560/01/
MARK 320 Marketing Research 40
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Anejo F/Appendix F
PORTFOLIO
Guidelines to prepare the portfolio
1. Determination of sources of content
The following, but not limited to, documentation will be included:
a. Projects, surveys, and reports.
b. Oral presentations
c. Essays: dated writing samples to show progress
d. Research papers: dated unedited and edited first drafts to show progress
e. Written pieces that illustrate critical thinking about readings: response or
reaction papers.
f. Class notes, interesting thoughts to remember, etc.
g. Learning journals, reflexive diaries.
h. Self assessments, peer assessments, facilitator assessments.
i. Notes from student-facilitator conferences.
2. Organization of documentation
Documentation will be organized by workshop, and by type of assignment within
workshops. Workshops will be separated from one another using construction paper
or paper of different colors, with tabs indicating the workshop number.
3. Presentation of the portfolio
• Documentation will be posted in a binder or in a digital version (e-portfolio).
• The cover page will follow exactly APA guidelines applied to a cover page of
research papers submitted at Metro Orlando Campus. This cover page will be
placed at the beginning of the portfolio.
• The entire portfolio will follow APA style: Ariel or Times New Roman font, size 12,
double space, and 1-inch margins. See a “Publication Manual of the APA, Fifth
Edition”
• A log of entries that can be expanded with each new entry properly numbered.
The table, which should be located at the beginning, should include a brief
description, date produced, date submitted, and date evaluated (Appendix H).
MARK 320 Marketing Research 41
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• Introduction and conclusion of the income and outcome of the portfolio.
• A list of references and appendixes of all assignments included will be added to
the end of the portfolio.
• The Portfolio Informational Sheet will be placed in the transparent front pocket of
the binder for identification purposes (Appendix G).
4. Student-Facilitator Feedback Template: Progression follow-up
The final step in implementing portfolios, before returning them to the student or
school life, is sharing feedback with each student to review the contents, student
reflections, and your evaluations of individual items and all of the work together as
related to learning targets (Banks, 2005). Facilitators will e-mail a feedback template to
all students. This template will contain information pertaining to weaknesses and
strengths found in students’ portfolios (Appendix K). Facilitators will focus their attention
on showing students what is possible and their progress rather than what is wrong;
however, this does not mean that facilitators will not cover weaknesses and areas for
improvement during the conference. Facilitators will send this feedback template upon
completion of workshop one.
Students will also have the opportunity to respond to the facilitator’s feedback and
write their own comments and/or ideas of how to improve the quality of their
portfolios, and how to become better metacognitive learners on the feedback
template. Students will e-mail the template with their comments back to the facilitator
After every workshop.
5. Portfolio storage:
• Portfolio samples will be safely stored for a six-month term on campus.
• Students will sign an official document empowering Ana G. Mendez
University System with rights to use their portfolios with educational or
accreditation purposes during this term (Appendix L).
• After this term, and if their authors authorize Ana G. Mendez University
System to discard their portfolios by signing an official document, portfolio samples will be destroyed; otherwise, they will be returned to their original authors (Appendix M).
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Anejo G /Appendix G: PORTFOLIO INFORMATIONAL SHEET (to be placed in fron t)
Sistema Universitario Ana G. Méndez Metro Orlando Campus
Universidad del Este, Universidad Metropolitana, Universidad del Turabo
Check one: ���� Universidad del Este ���� Universidad Metropolitana ���� Universidad del Turabo Check one:
����Undergraduate
����Graduate Concentration
Student’s Name
Facilitator’s Name
Course
Portfolio Rated as
Reason of this rate
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Anejo H/ Appendix H
Log of Entries
Entry Description Date of Entry
Date Submitted
Date Evaluated
Page #
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Anejo I/Appendix I
Checklist for Portfolio Assessment
Has the student set academic goals?
Does the portfolio include enough entries in each area to make valid judgments?
Does the portfolio include evidence of complex learning in realistic setting?
Does the portfolio include students’ self-evaluations and reflections on what was learned
Does the portfolio include students’ self-evaluations and reflections on what was learned?
Does the portfolio enable one to determine learning progress and current level of learning?
Does the portfolio provide clear evidence of learning to users of the portfolio?
Does the portfolio provide for student participation and responsibility?
Does the portfolio present entries in a well-organized and useful manner?
Does the portfolio include assessments based on clearly stated criteria of successful performance?
Does the portfolio provide for greater interaction between instruction and assessment?
Adapted from: Gronlund, N. E. (2003). Assessment of student achievement. 7th ed. Boston: Pearson Education, Inc.
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Anejo J/Appendix J Portfolio Rubric
4 3 2 1
PORTFOLIO APPEARANCE
• Readable : Are entries typed in an appropriate font and
size? Are entries free of errors? Do ideas expressed in entries follow a logical sequence with appropriate transitions among paragraphs
and topics?
• Professionalism : Is the appearance of the portfolio professional? Are graphics, colors and portfolio language consistent with professional workplace expectations? Is the portfolio presented in a neat and orderly manner?
• Organization : Is the portfolio organized in a manner that
makes it easy to follow and easy to quickly locate information?
PORTFOLIO CONTENT AND FUNCTION
• Content : Are all required entries included in the portfolio?
Are entries relevant to the content of the portfolio? Do all entries contain the student’s reaction or reflection on the selected topics? Do entries provide thorough understanding of content? Resume, Activities List, Varied Samples of written Work, Evidence of Problem Solving, and Evidence of Decision Making.
• Authenticity : Are the samples and illustrations a true
reflection of the student’s efforts and abilities?
• Growth/Development : Do samples provide through
understanding of growth and development related to their field of concentration? Do items show what the student has learned?
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• Collaboration: Do items show examples of both individual
and group work? Does the student provide clear understanding of collaboration, and use collaboration to support his/her learning
• Reflection and Personal growth: Do items show exceptional understanding of how to be a reflective thinker and how to seek opportunities for professional growth? Does the student include self-reflective comments? Does the student reflect enthusiasm for learning?
• Professional Conduct: Do items show clear
understanding of ethical behavior and professional conduct? Do items display the pride the student has in his or her work?
Overall Portfolio Impact
• Is this portfolio an asset in demonstrating the student’s
value (skills, abilities, knowledge) to a potential employer or college representative?
Rating Scale 4 = Outstanding 3 = Very good 2 = Good 1 = Needs improvement Source: Retrieved from www.lcusd.net/lchs/portfolio/rubric.htm on February 10th, 2007. Adapted 02/10/2007 by Fidel R. Távara, M.Ed. Coordinator of Assessment and Placement – Metro. Orlando Campus
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Anejo K /Appendix K
Portfolio Assessment Feedback Template Strengths Weaknesses Improvement Ideas Facilitator’s Comments
Student’s Response and comments
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Anejo L/Appendix L
Use and Return of Portfolio
Sistema Universitario Ana G. Méndez Universidad del Este, Universidad Metropolitana, Universidad del Turabo
I, ____________________________________, grant permission to the office of
Assessment and Placement of the Ana G. Méndez University System, to keep in their
records a copy of my portfolio. I understand that the portfolio is going to be used for
accreditation or educational purposes only, and that is not going to be disclosed
withoutmy consent.
By signing this document I authorize the office of Assessment and Placement to keep a
copy of my portfolio for six months and return it to me at the end of this period of time.
_______________________________ ___________
Student’s Name (print) Date
_______________________________ ___________
Student’s Signature Date
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Prep. 2005. Luis Mercado, MA. Rev. 2008. Ely Melchor, MBA
Anejo M / Appendix M
Use and Discard of Portfolio
Sistema Universitario Ana G. Méndez Universidad del Este, Universidad Metropolitana, Universidad del Turabo
I, ____________________________________, grant permission to the office of
Assessment and Placement of the Ana G. Méndez University System to keep in their
records a copy of my portfolio. I understand that the portfolio is going to be used for
accreditation or educational purposes only, and that is not going to be disclosed without
my consent.
By signing this document I authorize the Office of Placement and Assessment to keep a
copy of my portfolio for six months and discard it at the end of this period of time.
.
_______________________________ ___________
Student’s Name (print) Date
_______________________________
Student’s Signature
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Anejo N/Appendix N
MATRIZ VALORATIVA PARA PARTICIPACIÓN EN GRUPO
Nombre del Estudiante: _____________________ Fecha: _______________
Grupo: ________ Nombre del estudiante evaluador: _____________________
Criteri o Puntos Puntuación del estudiante
Asistió a las reuniones o actividades del grupo.
10
Colaboró en la planificación y organización de las reuniones o actividades de grupo.
10
Demostró disposición para cooperar con el grupo.
10
Contribuyó frecuentemente a las discusiones del grupo
10
Participó activamente en las reuniones y actividades.
10
Demostró interés en las discusiones y actividades del grupo.
10
Vino preparado(a) a las reuniones, actividades y discusiones del grupo.
10
Demostró atención y apertura a los puntos y argumentos de sus compañeros.
10
Contribuyó al grupo con material e información adicional.
10
Contribuyó significativamente al trabajo que presentó el grupo.
10
Totals 100
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RUBRIC TO EVALUATE PARTICIPATION IN GROUP ACTIVITIE S
Students name: _________________________ Date: _______________
Group: ________ Name of evaluating student: ______________________
Criteri a Points Students Points
Attended all the meetings and activities of the group.
10
Collaborated with the planning and organization of activities of the group.
10
Demonstrated cooperation and team work with the group.
10
Contributed frequently with the discussions of the group.
10
Participated actively in the meetings and activities.
10
Demonstrated interest in the discussions and activities of the group.
10
Came prepared to meetings, activities and discussions of the group.
10
Demonstrated attention to the arguments within the group.
10
Contributed to the group with additional information.
10
Contributed significantly with the work that presented the group.
10
Totals 100