SESSION CONTENTS

Unit: Survey and Multivariate Analysis

SESSION 1.

Topic: Unit introduction

 Unit introduction;
 Reviewing Marketing research unit;

SESSION 2.

Topic: Frequency Distribution, Cross-Tabulation, and Hypothesis Testing

 A1_Participation: check the student's attendance - 1.

 A2_Group presentation: Reading chapter 15, group 1 & Group 2 prepare the presentation for this session
by answering these following questions:
 Technique overview:
 What is frequency distribution, cross-tabulation and t-test (one sample, paired sample and
independent sample)?
 Which situation, in terms of variables’ characteristic, are frequency distribution, cross-tabulation
and t-test (one sample, paired sample and independent sample) appropriate to be used to analyze?
 What can we know from frequency distribution, cross-tabulation and t-test (one sample, paired
sample and independent sample)?
 Give some management / marketing questions that can be answered by employing frequency
distribution, cross-tabulation and t-test (one sample, paired sample and independent sample).
 Data analysis practicing: Demonstrate the analyzing steps in SPSS with sample dataset and
interpret the results.

Demonstrate the analyzing steps in SPSS with sample dataset “Data repurchase intention” and
interpret the results to answers these questions:

1. The manager wishes to know which retailing website consumers make purchase most
frequently and least frequently.
2. In order to employ STP (segmenting – targeting – positioning), the manager wishes to know
characteristics of the e-shopper in details (level of trust, gender, age, purchasing frequency,
income and education level).

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 3. Before employing data analysis, the manager wishes to check the reliability of the scales
measuring WOM, IQ and RP based on Cronbach alpha.
4. The manager wishes to identify basic statistical figures of WOM, IQ and RP including mean,
median, mode, range, standard deviation, skewness and kurtosis.
5. The manager wishes to know how trust varies due to different level of age, purchase frequency
and income.
6. The manager thinks that WOM may influence heavily on consumer in online purchase, the
manager wishes to test the hypothesis stating that mean of WOM in the population exceeds 5.
7. The managers think that male and female consumer may not similar in evaluating quality of
provided information and repurchase intention. Thus, the manager wishes to check whether
repurchase intention and perceived information quality are statistically different or not across
gender.

SESSION 3.

Topic: Analysis of Variance and Covariance

 A1_Participation: check the student's attendance - 2.

 A2_Group presentation: Reading chapter 16, group 3 & Group 4 prepare the presentation for this session
by answering these following questions:
 Technique overview:
 What is ANOVA (one-way vs n-way) and ANCOVA (one-way vs n-way)?

 Which situation, in terms of variables’ characteristic, are ANOVA and ANCOVA appropriate to be
used to analyze?
 What can we know from ANOVA and ANCOVA?
 Give some management / marketing questions that can be answered by employing ANOVA and
ANCOVA.
 Data analysis practicing: Demonstrate the analyzing steps in SPSS with sample dataset and
interpret the results.
Demonstrate the analyzing steps in SPSS with sample dataset “Consumer satisfaction” and
interpret the results to answers these questions:
1. Does satisfaction vary due to consumers’ gender?
2. Does satisfaction vary due to consumers’ age?

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 3. Does satisfaction vary due to consumers’ education?
4. If satisfaction does vary due to consumers’ age, are such differences valid in two groups of
gender?
Demonstrate the analyzing steps in SPSS with sample dataset “Consumer shopping well-being”
and interpret the results to answers these questions:
1. Does shopping well-being vary due to consumer income under the potential effect of utilitarian
value?
2. ...Does shopping well-being vary due to consumer income under the potential effect of hedonic
value?
3. .............Does shopping well-being vary due to consumer income under the potential effect both
utilitarian value and hedonic value?
4. . .Does shopping well-being vary due to consumer income and gender under the potential effect
of utilitarian value and hedonic value?

SESSION 4.

Coaching session: Research model selection

 A3_ Research project: All groups share the potential research model of the research project &
receive feedbacks
In this session, each group will work in Ms. Team with the lecturer separately. The schedule is as
follows:

Group 1 2 3 4 5 6

08:00 – 08:30 – 09:00 – 09:30 – 10:00 – 10:30 –

Shift 1
08:30 09:00 09:30 10:00 10:30 11:00

12:00 – 12:30 – 13:00 – 13:30 – 14:00 – 14:30 –

Shift 2
12:30 13:00 13:30 14:00 14:30 15:00

15:30 – 16:00 – 16:30 – 17:00 – 17:30 – 18:00 –

Shift 3
16:00 16:30 17:00 17:30 18:00 18:30

SESSION 5.

Content: Correlation and Regression

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 A1_Participation: check the student's attendance - 3.
 A2_Group presentation: Reading chapter 17, group 5 & group 6 prepare the presentation for this session
by answering these following questions:
 Technique overview:
 What are correlation, covariance, partial correlation, regression, bivariate regression, multiple
regression, stepwise regression, multi-collinearity, and dummy variables?
 Which situation, in terms of variables’ characteristic, are correlation and regression appropriate to
be used to analyze?
 What can we know from correlation coefficient, covariance coefficient and partial correlation
coefficient?
 Give some management / marketing questions that can be answered by employing bivariate and
multiple regressions.
 Data analysis practicing: Demonstrate the analyzing steps in SPSS with sample dataset and
interpret the results.
Demonstrate the analyzing steps in SPSS with sample dataset “Performance” and interpret the results
to answers these questions:
1. Are there any relationships among EMP, SAL, TRA, EXP, MAS, SUP and HWL? Which of
them are significant?
2. The EMP is potentially influenced by both SAL and MAS. If this is the case, to which extent
the variation of EMP is uniquely due to SAL? And, uniquely due to MAS?
3. Whether increasing salary is a good solution for improving employees’ performance? To which
extent employees’ salary predicts their performance?
4. Whether providing more supports from managers is a good solution for improving employees’
performance? Identify the extent to which employees’ performance is explained by managers’
support?
5. Do salary, training, experience, managers’ support, management style and heavy workload
predict employees’ performance? To which extent employees’ performance is explained by all
these factors? Among the influencing factors, which is the most and the least important factor
in determining employees’ performance?

SESSION 6.

Content: Discriminant analysis

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 A1_Participation: check the student's attendance - 4.
 A2_Group presentation: Reading chapter 18, group 1 & group 2 prepare the presentation for this session
by answering these following questions:
 Technique overview:
 What is discriminant analysis? What is its purpose?
 Which situation, in terms of variables’ characteristic, is discriminant analysis appropriate to be
used to analyze?
 Give some management / marketing questions that can be answered by employing discriminant
analysis.
 Compare discriminant analysis to ANOVA and regression

 Data analysis practicing: Demonstrate the analyzing steps in SPSS with sample dataset and
interpret the results.
Demonstrate the analyzing steps in SPSS with sample dataset “Online shopping” and interpret the
results to answers these questions:

Managers of an online retailer want to investigate the differences between two groups of consumers
who adopt online channel and who refuse to adopt online channel for shopping (OSA) based on
some criterion: shopping experience (SHE), income (INC), education (EDU), perceived value
(PEV), computer skill (COM), gender and age

1. Which factors significantly explain for the differences between online shopping adopting group
and online shopping refusing group?
2. How many percentages of the differences between these two groups of consumers are explained
by the predictors?
3. Among the significant factors, which one contributes most and least to the differences between
adopting and refusing group?
4. Assume that there are two potential consumers having following characteristics; identify which
group (adopting or refusal) each of them may belong to.

Shopping Perceived Computer

Consumer Income Education Gender Age
experience value skill
A 7 2 5 3 8 Female 25
B 1 6 7 6 3 Male 30
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SESSION 7.

Coaching session: Measurement scales & questionnaire design

 A3_ Research project: All groups find measurements for all the factors in the research model and
prepare the survey questionnaire of the research project.
 In this session, each group will work in Ms. Team with the lecturer separately. The schedule is as
follows:

Group 1 2 3 4 5 6

08:00 – 08:30 – 09:00 – 09:30 – 10:00 – 10:30 –

Shift 1
08:30 09:00 09:30 10:00 10:30 11:00

12:00 – 12:30 – 13:00 – 13:30 – 14:00 – 14:30 –

Shift 2
12:30 13:00 13:30 14:00 14:30 15:00

15:30 – 16:00 – 16:30 – 17:00 – 17:30 – 18:00 –

Shift 3
16:00 16:30 17:00 17:30 18:00 18:30

SESSION 8.

Fieldwork: Survey data collection

 A3_ Research project:

 After finalizing the survey questionnaire, all groups start to collect survey data.
 Minimum sample size: 200 (at least 50% collected by printed questionnaires)
 Preparing the collected data to have the ready-to-analyze dataset

SESSION 9.

Content: Logit analysis

 A1_Participation: check the student's attendance - 5.

 A2_Group presentation: Reading chapter 18, group 3 & group 4 prepare the presentation for this session
by answering these following questions:
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 Technique overview:
 What is logit analysis? What is its purpose?
 Which situation, in terms of variables’ characteristic, is logit analysis appropriate to be used to
analyze?
 Give some management / marketing questions that can be answered by employing logit analysis
 Give some management / marketing questions that can be answered by employing discriminant
analysis.
 Compare logit analysis to discriminant analysis

 Data analysis practicing: Demonstrate the analyzing steps in SPSS with sample dataset and
interpret the results.
Demonstrate the analyzing steps in SPSS with sample dataset “New product” and interpret the results

Before launching a new product, the research department of a company has collected data from its
target consumers measuring:

 Purchase intention for the new product (PUI)

 Perceived price of the new product (PRI)
 Perceived usefulness of the new product (PEU)
 Design of the new product (DES)
 Brand reputation of the company (BRA)
 Age
 Gender

The managers of the company want to know:

1. Among PRI, PEU, DES, BRA, Age and Gender, which factors help to predict whether target
consumers will buy the new product?

2. How strongly the significant factors predict purchase intention of target consumers?

3. Assume that there are two potential consumers having following characteristics; identify the
probability that they will purchase the new product.

Consumer PEU PRI DES BRA Gender Age

A 5 5 4 6 Female 22

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 B 6 8 7 9 Male 20

SESSION 10.

Content: Factor analysis

 A1_Participation: check the student's attendance - 6.

 A2_Group presentation: Reading chapter 19, group 5 & group 6 prepare the presentation for this session
by answering these following questions:
 Technique overview:
 What is factor analysis?
 What is its purpose?
 Which situation, in terms of variables’ characteristic, is factor analysis appropriate to be used to
analyze?
 Give some management / marketing questions that can be answered by employing factor analysis
 Compare factor analysis to discriminant analysis, correlation & regression

 Data analysis practicing: Demonstrate the analyzing steps in SPSS with sample dataset and
interpret the results.
Demonstrate the analyzing steps in SPSS with sample dataset “Buying car” and interpret the results to
answer these questions:
1. Theoretically, how many attributes the managers should pay attention to?
2. Practically, what can be the disadvantage if the managers pay attention to those attributes?
3. Because of the resource constraints, the managers can only spend their resources on few key
factors that consumers expect from the car they intend to buy. How to identify those key factors?
What are they?

SESSION 11.

Content: Cluster analysis

 A1_Participation: check the student's attendance - 7.

 A2_Group presentation: Reading chapter 20, group 1 & group 2 prepare the presentation for this session
by answering these following questions:
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  Technique overview:
 What is cluster analysis? What is its purpose?
 Which situation, in terms of variables’ characteristic, is cluster analysis appropriate to be used to
analyze?
 Give some management / marketing questions that can be answered by employing cluster analysis.
 Compare cluster analysis to factor analysis and discriminant analysis

 Data analysis practicing: Demonstrate the analyzing steps in SPSS with sample dataset and
interpret the results.
Demonstrate the analyzing steps in SPSS with sample dataset “DataUEH” and interpret the results to
help UEH in classifying students into:
1. As many groups as possible (no certain numbers of group required)
2. 2 groups: label these groups and identify the number of students in each group.
3. 3 groups: label these groups and identify the number of students in each group.
4. Optimal number of groups.

SESSION 12.

Content: Multidimensional scaling

 A1_Participation: check the student's attendance - 8.

 A2_Group presentation: Reading chapter 21, group 3 & group 4 prepare the presentation for this session
by answering these following questions:
 Technique overview:
 What is multidimensional scaling? What is its purpose?
 Which situation, in terms of variables’ characteristic, is multidimensional scaling appropriate to be
used to analyze?
 Give some management / marketing questions that can be answered by employing
multidimensional scaling.

 Data analysis practicing: Demonstrate the analyzing steps in SPSS with sample dataset and
interpret the results.

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 Demonstrate the analyzing steps in SPSS with sample dataset “UnichoiceLikert” and
“UnichoicePairedcomparison”. Interpret the analysis results to describe how students perceive the
universities.

SESSION 13.

Content: Conjoint analysis

 A1_Participation: check the student's attendance - 9.

 A2_Group presentation: Reading chapter 21, group 5 & group 6 prepare the presentation for this session
by answering these following questions:
 Technique overview:
 What is conjoint analysis? What is its purpose?
 Which situation, in terms of variables’ characteristic, is conjoint analysis appropriate to be used to
analyze?
 Give some management / marketing questions that can be answered by employing conjoint
analysis.

 Data analysis practicing: Demonstrate the analyzing steps in SPSS with sample dataset and
interpret the results.
Demonstrate the analyzing steps in SPSS with sample dataset “ProductDesign_plan” and
“ProductDesign_prefs”. Interpret the analysis results to identify the most potential product.

SESSION 14.

Coaching session: Data analysis & write report

 A3_ Research project: All groups analyzing research project data by employing appropriate
techniques and write the report of the research.
In this session, each group will work in Ms. Team with the lecturer separately. The schedule is as
follows:

Group 1 2 3 4 5 6

Shift 1 08:00 – 08:30 – 09:00 – 09:30 – 10:00 – 10:30 –

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 08:30 09:00 09:30 10:00 10:30 11:00

12:00 – 12:30 – 13:00 – 13:30 – 14:00 – 14:30 –

Shift 2
12:30 13:00 13:30 14:00 14:30 15:00

15:30 – 16:00 – 16:30 – 17:00 – 17:30 – 18:00 –

Shift 3
16:00 16:30 17:00 17:30 18:00 18:30

SESSION 15.

Content: Group project sharing

 A3_ Research project: All groups share the research project by giving short presentations and
receive comments.

NOTES:
 Sample datasets & data descriptions are available in e-learning system.
 Reading the textbook (Malhotra, 2010) intensively is highly recommended. Besides, groups are suggested
to look for other materials (books, journal articles, tutorials,…) for capturing the techniques. For instance,
there are many videos instructing the analysis techniques in YouTube that are comprehensive and useful.
 Practicing is the best way to study data analysis. Thus, keep practicing.

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