MAR202 -

MARKETING RESEARCH
Unit Guide

Trimester 1 2019
 MAR202 MARKETING RESEARCH
TRIMESTER 1 2019

CONTACTS
Vu Quang Nguyen
Unit Instructor
[email protected]
Vi Do
Program 17 Pham Ngoc Thach Street, District 3, HCM City
Administrator Email:
Phone: 08 54465555
[email protected]

About Marketing Research (MAR202)

UNIT OVERVIEW

The aim of this unit is to equip students with the principles and practice of
marketing research, including the overall process of marketing research design,
implementation and control. During the unit, students will develop various
research skills such as problem identification, data collection and analysis
techniques necessary for careers in research fields. SPSS is a key statistical
software to be used in the course of data analysis in this subject.

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Assessment Information
UNIT LEARNING OUTCOMES
The table below outlines the unit learning outcomes (ULOs) for this unit. Upon
completion of this unit, students will be able to:

1. Demonstrate knowledge of the scope and function of marketing research

Identify and apply the key steps involved in conducting a market
2.
research project
Design a scientific and analytical approach to the study of consumers and
3.
markets
Appreciate the importance of different types of information to marketing
4.
decision making.
Interpret and apply basic statistical procedures to assist marketing
5.
decision making.
PROGRAM LEARNING OUTCOMES
In line with its focus on assuring students’ skills in unit learning outcomes 1-7
above, this unit is also responsible for introducing/developing/assuring the
following program-level learning outcomes (PLOs):

Knowledge & Application

1. Solid understanding and competency of appropriate application of business
discipline-specific knowledge.
Communication
2. Competency in professional written and oral communication suited to multiple
audiences and contexts.
Teamwork
3.
Effective collaboration in teamwork or other tasks in organizational settings.
Critical thinking
4.
Critical thinking through appropriate observing, analysing and reasoning, etc.
Problem solving
5.
Effective and constructive problem solving.
Ethics
6. An ethical perspective, including an understanding of the ethical responsibilities
of organizations. 
Cultural Diversity
A global mindset, including an understanding of the different business settings,
7.
the ability to identify foreign market potentials, to diagnose cross-cultural
communication problems and propose appropriate solutions.

ASSESSMENT SUMMARY

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DUE VALUE
ASSESSMENT ITEM LEARNING OUTCOMES
DATE (%)
1. Quiz 1 Session 5 10% ULO1-5 PLO1,4,6
2. Quiz 2 Session 8 10% ULO1-5 PLO1,4,6
Group Project part A: Proposal
3. Session 9 10% ULO1-5 PLO1-7
Assignment
Group Project part B: Project
Session
4. Assignment (report, 20% ULO1-5 PLO1-7
15
questionnaire)
5 Final exam (Individual) TBA 50% ULO1-5 PLO1,2,4,5,6

Final marks and grades are subject to confirmation by the School Assessment
Committees which may scale, modify or otherwise amend the marks and grades
for the unit, as may be required by University policies.
 Note: To successfully complete this unit, students must:
 Achieve a minimum of 50 marks;
 Complete all assessment items; and
 Attend 80 per cent of class time. See attendance requirements in the
section of class policies and rules below.

Assessment 1: Quizzes (20%)

Due: Session 5 (Quiz 1) and 8 (Quiz 2)
 Two online quizzes consisting of 20 multiple choice questions each will be
run during the semester, covering textbook, lecture and tutorial material.
For each question, there will be only 1 correct answer out of 5 choices.
 Each quiz will be made available to you between 11.00 Monday to 23.59
Friday of the week it is due. You will have 30 minutes to complete each
quiz and will be only allowed to do the quiz once. You can access the quiz
at any time within the given time block. Your 30 minutes will start
immediately when you click ‘Begin’. Once started, this test must be
completed in one sitting.
 You will find the link to quiz on e-learning when it is opened. You are
strongly recommended to read all the online instructions before
attempting the quiz.
 Your individual scores will be released on e-learning on Friday the week
after each quiz and feedback on each quiz will be provided in
tutorials/practicals in subsequent weeks.
 A practice quiz will be available from Week 2 of the semester.
 Important: Though you are given a time block of 5 days to complete the
quiz, please do not wait until the “last minute” to do it. Should any
technical problems occur, you are less likely to get them solved at the
end of a quiz time block. The deadline is based on the submission time.
Late submissions will not be marked.

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Hint: To do well in this assessment item, read the relevant text book chapters
and regularly attend lectures/tutorials. Check the e-learning site of the unit for
any further guidelines.

Assessment 2: Industry Engagement Research

Project (30%)
Due: Session 9 (Part A). 15 (Part B)
 Student groups of 4-5 members will be formed during the tutorial
sessions. Each group will work on the research project separately. The
aim of the project is to provide an opportunity to use marketing research
tools and techniques to obtain insights from the marketing situation. This
will result in an understanding of the entire market research process from
an application perspective.

REPORT VALUE WORD LIMIT DUE

Part A: Problem definition, 10% 1,500 words Session 9

research questions and
hypotheses, research
design, sampling plan,
potential ethical issues and
critiquing the
questionnaire

Part B: Final report 20% 3,000 words Session 15

Due: Reports can be submitted on e-learning using the online link.

Course Apply numeracy and information literacy skills to Business

learning situations.
outcome 4

Course Identify corporate discipline-appropriate socially responsible

learning behaviour and make recommendations for Business practice.
outcome 6

Note: Part B of this assessment task assures course learning outcome 4 as

follows:
Course learning outcome 4 Apply numeracy, technology and information
literacy skills to business situations
Aims of the research

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Part A: Submit a research proposal, based on the situation (further details given
in tutorial sessions and posted on e-learning)
Note:
 Carry out secondary research to better understand the situation. Include
your secondary research results in Part A.
 Part A of the group project involves critiquing the questionnaire.
 Part A of the group project also involves the identification of any potential
ethical issues in the conduct of this research project.
 Part B: Carry out statistical analysis on the data collected.
Note:
 This group project involves data collection.
 Data collection will involve spending time at the Taronga Zoo to get
survey questionnaires completed by visitors.
 All students MUST be involved in the data collection activity. Any student
not participating in this stage will risk losing marks on the group project.
 Data from the submitted questionnaires will be compiled and uploaded
for statistical analysis (Part B – due in Session 15) by the Unit
Coordinator.
 Group Tasks
Part A
 This is the research proposal stage of your project. The research proposal
is a document which provides a detailed description of the proposed
research project to your client. This document must be able to
communicate to your client how you plan to undertake research work.
This section should include: stating the research problem, undertaking
secondary research; suggesting a research design, building a sampling
plan, identification of potential ethical issues in the conduct of research
and constructing or critiquing the (already designed) questionnaire for
quantitative survey. Submit a maximum 1,500 word report during the
Session 9 tutorial classes. This component is worth 10 marks.
Part B
 Assume that your research proposal was accepted by the client - and
your team has been able to carry out research work (i.e. data collection
through a survey). Using Statistical Package for the Social Sciences
(SPSS), carry out a statistical analysis of the data and interpret the
results. Submit a maximum 3,000 word written report based on your
findings. Your report should include: title page, table of contents,
executive summary, problem definition, data analysis results, conclusions
and recommendations. This component will be worth 20 marks and is due
during Session 15 tutorial classes.
Marking criteria and standards:
Part A

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CRITERIA STANDARDS

Defining the Has not An effort has Correct A well-drafted

problem been been made to identification marketing
attempted identify the of the overall research
or an marketing problem; problem has
incorrect research however, the been identified.
marketing problem; statement(s) All key areas in
issue has however, the may not be problem
been problem complete in identification
identified. definition may terms of are evident
be too narrow, either being
which may too broad or
mean that too narrow.
important
sub-
components
are missing.

0 0.25 0.5 1

Use No Sources are Sources are Sources are

relevant secondary not generally well-chosen
sources and research has appropriately identified and and are
correct been identified and acknowledged accurately
referencing undertaken acknowledged with some identified and
minor acknowledged
inaccuracies in the
in referencing approved
referencing
style

0 0.25 0.5 1

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CRITERIA STANDARDS

Research This section A simple, While an An appropriate

design and has either reproduction effort has research
data been of all research been made to design and
collection ignored by design and make the data collection
methods. the report data collection appropriate method is
writers; or it methods, from suggestion, suggested;
simply the text, along this is not relevant
narrates the with their pros supported justifications
kind of and cons. The with a are provided
research suggested comprehensiv for choosing
design and research e analysis of the method.
data design and the properties
collection data collection of the
methods method has research
undertaken not been design and
by the justified in data collection
students for view of the method.
their survey given
completions. situation.

0 0.5 1 2

Sampling Coverage of The All important A complete

plan this section researcher(s) components sampling plan
is extremely has/have of a sampling is provided
patchy; ensured that plan are which
important all sections highlighted. accurately
sections of get covered There might defines and
the sampling here. be a couple of justifies the
plan are However, the errors in the researcher’s
missing. work seems to detailed population,
be a explanation. determines the
reproduction sampling
of the text frame,
from the book identifies the
– and has not sampling
been techniques and
appropriately highlights the
linked to the sample size.
group project.

0 0.5 1 2

Identify No issues Identifies Identifies Identifies core

ethical ethical issues ethical issues and relevant

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CRITERIA STANDARDS

issues identified that have that are issues and

limited or no relevant to their potential
relevance to the discipline implications
the discipline

0 0.25 0.5 1

Questionnai This section Most of the An effort has A well-

re has not been questionnaire been made to developed
attempted design follow tips and critique of the
principles hints on questionnaire;
have not been questionnaire- shows careful
applied design; a well- application of
formatted all principles;
questionnaire- well-formatted;
critique, which attention paid
may have to wording and
some minor content
gaps.

0 1.0 2 3

Part B

CRITERIA STANDARDS

Report No apparent Some attempt All important Coherent

structure, order; has been report presentation of
format and important made to order components the report, with
presentatio sections not the report but included, even all the
n included; the sequence though there necessary
numerous is difficult to could be sections
spelling, follow; there minor lapses included;
grammatical may be use of with reference following the
and punctuation inaccurate or to logical report is easy
errors make it ambiguous ordering, due to no
difficult to read terminology; however, any significant
the report. overall, the errors in spelling/gramm
writing style is writing do not atical errors.
marred by detract the
structural reader.
weaknesses.

0 1 1.5 2

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CRITERIA STANDARDS

Executive This section of A hurriedly An attempt Excellent

summary the report is put-together may have writing of an
either missing executive been made at executive
or has been summary following the summary on a
misunderstood which does relevant separate page,
as being the not include a guidelines, which is
introductory summary of even though approximately
section. some or all of the summary 5-10% of the
the key report may need original report;
sections. some revision; it is a summary
issues with of the entire
word limit, report and,
and coverage therefore,
of content. introduces the
topic of your
report,
indicates your
main findings,
states the
conclusions and
your
recommendatio
ns.

0 1 1.5 2

For A poorly Endeavours to Properly Proficiently

numeracy, organised describe the describes the describes the
can section, with no problem and problem and problem and
describe coverage of the solution the solution the solution
the hypothesis- path using path, using path, using
problem testing section. mathematical mathematical mathematical
and the terminology terminology terminology
solution and and and
path using conversions, conversions conversions
correct but with successfully successfully
mathematic limited
al success
terminology
and 3 6 8.5 12
conventions

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CRITERIA STANDARDS

Conclusions The group has A formal While the A well-written

forgotten to conclusion is conclusion conclusion
provide a included in section is section which
formal ending the report but well- wraps up the
to the report. either it is too documented, report by
brief and there might summarising all
meaningless be a few the key findings
or too long lapses in and answers all
and repetitive. terms of the key
Does not fulfil introducing a questions
the main new topic, introduced in
objective which has not the earlier
behind writing been sections; this
the conclusion discussed section includes
section. before; or this the summary of
section may the important
include findings from
quotations or the data
suggestions analysis
which should section; should
not be not be more
included here. than 5-10% of
the report.

0 0.5 1 2

Recommen The group has The given Recommendat A well-drafted

dations either forgotten recommendati ions are section of the
to provide ons are not given, which report, which
formal relevant as are relevant provides
recommendatio these are in and well- relevant
ns or has no way explained. recommendatio
merged this related to the However, a ns for future
section with findings of the greater action; all
another one in report; or it coverage is recommendatio
the report. may be that a needed as a ns are well
laundry list of couple of explained, and
recommendati areas may are in line with
ons is have required the findings of
provided with further the report.
not enough attention.
explanation or
justification.

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CRITERIA STANDARDS

0 0.5 1 2

Submission requirements
 Assignments must be submitted by the due date.
 These should be accompanied with a signed Assignment Cover Sheet and
Peer Review Form.
 Students are required to keep a copy of all written work.
 Assignments can be submitted on Elearning via the submission link.
 All assignments are to be typed. Typing must be according to the format
and on one side of the page only.
 Required format: 2.5 cm margins; 1.5 line spacing; Font size 12 – Arial.

Assessment 3: Final exam (Individual) (50%)

Due: TBA
Length: 120 minutes + 15minute reading
 All chapters
Marking criteria and standards

GRADE STANDARD DESCRIPTION

(/10)

0.0-3.0 Question is not attempted.

A ‘brain dump’ inspired by the words in the question but not
really connected in any way to the task.

3.5-4.5 The question is not attacked appropriately. The answer has

most of the following characteristics:
Does not or incorrectly identifies the relevant theoretical
framework
Does not or incorrectly describes the relevant theoretical
framework
Does not or incorrectly relates the theory to the questions
Sometimes a response may appear quite sophisticated but may
be a complicated, but not related, set of ideas!

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GRADE STANDARD DESCRIPTION

(/10)

5.0-6.0 Answers at this level will make simple and obvious connections
but their significance may not be fully articulated. This type of
response only meets one part of the task. Sometimes, this type
of response deals with terminology but doesn’t develop further.
The answer has most of the following characteristics:
Correctly describes relevant facts from the case, but...
may or may not identify the relevant theoretical framework
may or may not describe the relevant parts of the theory
Does not or incorrectly applies the theory to the object of the
question
Does not or incorrectly relates the theory to the questions

6.5-7.0 Responses at this level outline the influences of a number of

factors, but may not bring together and balance their influence.
Straight-forward connections between theory and evidence sets
may be made, but the meta-connections between them are
missed, as is their significance for the whole. The answer has
most of the following characteristics:
Correctly and proficiently describes relevant parts of the
question and...
correctly identifies the relevant theoretical framework
correctly describes the relevant parts of the theory
May or may not apply the theory to the object of the question
May or may not relate the theory to the question, but uses
question material well to support their argument

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GRADE STANDARD DESCRIPTION

(/10)

7.5-8.0 A response at this level describes the question/s and the

theoretical frameworks and demonstrates good appreciation of
how they are integrated. The answer demonstrates an
appreciation of the significance of the parts of the question in
relation to the whole. The overall answer has a coherent and
appropriate structure where the parts of the answer and the
connections between them are clearly demonstrated. The
answer has most of the following characteristics:
Correctly and proficiently describes relevant material from the
question and...
correctly identifies the relevant theoretical framework
correctly describes the relevant parts of the theory
correctly applies the theory to the object of the question
correctly relates the theory to the question, and uses question
material well to support their argument.

8.5-10.0 A response at this level has all the characteristics of the

previous level (7.5-8.0) and in addition demonstrates further
insight, extending concepts and theoretical ideas into new but
clearly related areas – across a number of areas. The response
demonstrates connections not only within the given subject
area of the question, but also beyond it. Answers at this level
generalise and transfer the principles and ideas underlying the
specific instance to a number of contexts.

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Teaching Activities
LEARNING RESOURCES

Textbook Hawkins, D. I. & Mothersbaugh, D. (2015). Consumer Behavior:

Building Marketing Strategy (13th ed.). Boston: McGraw-Hill.

Reference Peter, P. & Olson, J. (2010). Consumer Behavior (9th ed.).

books McGraw-Hill.

ONLINE LEARNING RESOURCES

E-library http://search.proquest.com/login
Username: UEHCMC2010
Password: thuvien0810

E-learning http://elearning.isb.edu.vn/

SCHEDULE OF ACTIVITIES

Session Topics Required

s Assignments/Reading

Introduction to Marketing Research &

research process
Definition of Marketing Research
A classification of Marketing Research
Malhotra: Chapter 1
1 The Role of Marketing Research
The Marketing Research Process
Importance of ethics in Marketing
Research

Defining the Marketing Research

Problem
Malhotra: Chapter 2
2 Management decision problem &
Marketing research problem

Developing an approach & specifying Malhotra: Chapter 2

research objectives
3
Research objectives

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Information required

Marketing research proposal

The Research Brief Malhotra: Chapter 3
4
Content of research proposal

Research design
Exploratory
Malhotra: Chapter 3
Descriptive
5 Quiz 1
Casual
Potential sources of error

Exploratory Research Design

Malhotra: Chapters 4, 5
Secondary data methods
6
Qualitative research methods

Descriptive research design

Malhotra: Chapters 6
Survey methods
7
Observation methods

Measurement & questionnaire design

Measurement and Scaling Malhotra: Chapters 8, 9, 10
8
Questionnaires Quiz 2

Due: Part A Assignment

Revision of Proposal & Research Design
9 (Research Proposal)

10 Sampling design Malhotra: Chapter 11

11 Revision of Questionnaire Design Due: Questionnaire design

Data collection and preparation

Fieldwork Malhotra: Chapters 13, 14
12
Validation
Budgeting & Scheduling

13 Data Analysis Malhotra: Chapter 15-19

14 Communicating Research Results: Malhotra: Chapter 23

Research Report, Oral Presentation,

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and Research Follow-Up

Due: Part B Assigment

15 Revision of Report & Presentation
(Report)

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General Information & Policy

Referencing
Plagiarism

Student assignments are to contain original content created by the students.

Assignments will be rejected if they include plagiarised content or contain
excessive amounts of quoted/cited material and minimal original content.
Students will receive a grade of ZERO (0%) for any assignments rejected for this
reason. Written assignments WILL BE checked by the lecturer with Turnitin.com,
an online plagiarism-checking tool.

Sources

Furthermore, your reference to support your statements must be from a reliable

source, such as textbooks, additional reading materials, and reference books.
However, many websites are not reliable sources. Examples are Wikipedia.org,
about.com, and ask.com. If you are not sure if a reference is acceptable or not,
please contact the lecturer.

Referencing & Citation

The Publication Manual of the American Psychological Association

(APA) 6th ed., will serve as the primary reference materials for all students.
Therefore, all papers must be submitted in APA format. The mechanics of
student papers and work will be evaluated, as well as the content.

Submission
Assignment cover sheet
 All assignments are required to be submitted with an Assignment Cover
Sheet.
 Group assignments are to be submitted with a Group Assignment Cover
Sheet as well as a Peer Evaluation Form depending on the request of unit
instructor.
Non-contributing team members can sometimes be an issue with group-work
structured assessment. Individual student group work scores may be adjusted
as a result of peer dissatisfaction with a particular student’s contribution to
group work assignments, as reflected in submissions of the evaluation form.
Note:

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 Assignment cover sheets and the evaluation form can be located on MyISB
system
 Students are advised to keep a copy of all assignments submitted for
marking.

Submission style

Assignments are expected to achieve a professional standard:

 Be typed, one and a half spaced, on A4 paper
 Use a simple clear format, suitable for a report to senior management in a
commercial organisation.

Submission method
Soft copy: submitted electronically via E-learning system by 11:55 PM on the
due date (Suggested title: Student name_Unitname_Name of Assignment).
Hard copy: submitted to ISB Submission Box at the Reception Area (17 Pham
Ngoc Thach) by the due date.

Late assignment and make-up policy

No late assignments will be accepted unless prior authorisation granted by the
Academic Department based on a Special Consideration Application for
assessment task extension.
Students must complete all assessments on the assigned dates including
quizzes, mid-term test, and final exam. If there are extenuating or unforeseen
circumstances, students must follow the school’s policies and procedures
accordingly.

Attendance
Students are required to attend a minimum of 80% of all classes (which
normally 12/15 sessions).
Other cases equating to an absence:
 Arriving to class late by 15 minutes at the beginning,
 Arriving late by 5 minutes after the break
 Leaving prior to the scheduled end time without the permission of the
lecturer
If you are unable to attend any session, please let your lecturer know AND
submit a request for absence form to program administrator prior to the
session.

 IMPORTANT: Students will not be allowed to sit in the final examination if

violating the above absence rule.

Electronic device use

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 Cell phones will be turned off or switched to vibrate mode before class
starts.
 No phone calls or text messaging are allowed inside classroom during
class time.
 Portable listening and/or music devices may not be operated in the
classroom.
 Headphones and/or ear buds of any type may not be worn while in
the classroom whether operating or not.
 Laptop and other electronic devices are not permitted unless
specifically authorised by the lecturer exclusively for note taking and
doing class work.

 IMPORTANT: If you are in violation of these policies you will be excused

from class and an absence will be assessed.

Email etiquette
Your lecturers receive many emails each day. In order to enable them to
respond to your emails appropriately and in a timely fashion, students are
asked to follow basic requirements of professional communication.
Your emails should:
 Have a concise and descriptive title, including the class and name of the
unit you are enquiring about
 Be clear about the intention of their emails
 Use appropriate tone and language, proof-read what is written in the
email before sending it.
Students should also allow 3-4 working days for a response before following up.
If the matter is legitimately urgent, you may indicate “URGENT” in the email
subject header.
Make an appointment: If your email request is complex and requires a
lengthy response it may be probably best to make an appointment with your
lecturer/instructor to meet in person.

Student behaviour guidelines

Everyone must behave professionally. Students are expected to demonstrate
respect for teacher and fellow students at all times. Behaviour that is disruptive
to a positive learning environment reported to the teacher will result in a
warning on the first instance; the second instance might result in a failing
grade along with expulsion from the school.
Unacceptable behaviors can be:
 Cheating on an exam
 Collaborating with others on work to be presented, if contrary to the
stated rules of the course

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 Submitting, if contrary to the rules of the course, work previously

submitted in another course
 Knowingly and intentionally assisting another student in any of the above
actions, including assistance in an arrangement whereby work, classroom
performance, examination, or other activity is submitted or performed by
a person other than the student under whose name the work is submitted
or performed
 Plagiarising

 IMPORTANT:
 First violation will result in a grade ZERO (0%) for that assignment.
 Second violation will result in a failing course grade.

Disability support services

Students with disabilities are advised that accommodations and services are
available at UEH-ISB. It is the student's responsibility to contact UEH-ISB office
and submit appropriate documentation prior to receiving such services.

Additional information
This unit guide may be revised at the discretion of the Academic Department
with approval from Program Academic Director and School Academic
Committee where appropriate.

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