MAR202 - MARKETING RESEARCH

T1 2024

Learning Guide

MAR202 - MARKETING RESEARCH

Trimester 1 - 2024

Page | 1
 MAR202 - MARKETING RESEARCH
TRIMESTER 1 - 2024

Course Detail

Course code MAR202

Course name MARKETING RESEARCH

Unit overview
Marketing Research provides a comprehensive appreciation of the methods, uses and limitations of
contemporary marketing research. The emphasis is on a conceptual understanding of research method. Students
gain exposure to concepts such as research design, information collection, data processing and analysis, and
results communication involving qualitative and quantitative techniques.

Pre-requisites
None.

Contacts
Below is a list of contacts for this unit. Please liaise directly with your unit instructor regarding appropriate
consultation times. It is usually best to contact the staff via email.
Dr. Minh HOANG
Unit Coordinator
Email: [email protected]

Dr. Minh LE
Email: [email protected]
Ms. Doanh NGUYEN
Teaching team *
Email: [email protected]
Dr. Binh PHAM
Email: [email protected]
Academic Inquiries Contact the Academic Admin Team – Please click HERE.
Ms. Tuyen NGUYEN
Student Advisor
Phone: 028 3930 5292 Email: [email protected]
Note:
* Please direct your email to an appropriate lecturer. In addition, please refer to the Email etiquette section
for guidance.
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Course Learning Outcomes

Learning outcomes for the unit are outlined below. Upon completion of this course, students will be able
to:
LO1 Demonstrate knowledge of the scope and function of marketing research.
LO2 Identify and apply the key steps involved in conducting a market research project.
LO3 Design a scientific and analytical approach to the study of consumers and markets.
LO4 Appreciate the importance of different types of information to marketing decision making.
LO5 Apply basic statistical procedures and interpret data analysis results appropriately.
LO6 Develop an awareness of contemporary topics in market research.

Assessment
Assessment structure
This course contains five assessments structured as follows:

ASSESSMENT LEARNING WEIGHT

ASSESSMENT ITEM AND DUE DATE TYPE THRESHOLD
NUMBER OUTCOMES (/100)

Presentation LO1; LO2;

1. GROUP 15% No
Due: from Session 2 to Session 10 LO4; LO6

Group Research Project

Due: GROUP
Part A: Proposal (5%) in Session 7 LO1; LO2;
2. Part B: Final Group Report (15%) in LO3; LO4; 25% No
Session 12 LO5; LO6
Part C: Project Presentation (5%) in
Session 12

Individual Report LO1; LO2;

3. INDIVIDUAL LO3; LO4; 30% No
Due: Session 12 LO5; LO6

LO1; LO4;
4. Final Exam INDIVIDUAL 30% No
LO6

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 the University
policies.
Note: To successfully complete this unit, students must:
- Achieve a minimum of 50 marks,
- Complete all assessment items; and
- Attend 80 percent of class time. See attendance requirements in the section of class policies and rules
below.
- Achieve a final exam mark greater than 0.
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Assessment Details

Assessment 1: Group Presentation (15%)

Due: Each session from session 2 to session 10.
Details:
This assessment aims to assess student’s knowledge of the scope and function of marketing research. The
presentation provides an opportunity for students to share their knowledge on the key concepts covered in the
unit.
There are seven topics that help students to capture the fundamental knowledge and practice of marketing
research. Students are divided into 6 groups and each group is responsible for 2 topics. The final score is the
average of two presentation. The specific schedule for presentations is as follows:

Session Topic Group in charge

2. Topic 1: Marketing Research Process 1

3. Topic 2: Exploratory Research Design 2
4. Topic 3: Conclusive Research Design 3
5. Topic 4: Research Proposal 4
7. Topic 5: Measurement & Scaling 5
8. Topic 6: Questionnaire Design & Sampling 6
10. Topic 7: Frequency Distribution, Crosstabulation & T-Test All groups

Students in group synthesize all the key information logically and appropriately and then, submit the ppt file via
the e-learning system before the session.
The group(s) in charge gives an intensive presentation covering all key aspects of the topic. The target audiences
of the presentation are students in the class and, thus, the presentation should help them understand the topic
thoroughly. For doing this, the group in charge is freely in preparing necessary stuffs, designing the idea flow,
organizing relevant activities, and selecting appropriate mode to deliver the presentation. Each presentation
takes around 35 minutes.
Important: The group(s) in charge submits the pdf copy of Individual Contribution Rate that clearly specifies
the percentage to which each group member contributes to the presentation. This is used to evaluate the
assignment individually. The template is available in the e-learning system.
Hint: To do well in this assessment item, read the relevant textbook chapters and any other relevant materials.

Marking criteria and standards: Refer to Appendix 1.

Assessment 2: Group Research Project (25%)

Due: Part A: Proposal (5%) in Session 7; Part B: Final Group Report (15%) in Session 12; Part C: Project
Presentation (5%) in Session 12
Details:
All groups are required to conduct a marketing research project exploring consumer characteristics and
preferences in a specific industry.
Student groups of four to six members will be formed. 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.
Groups freely select an industry/ company/ brand to conduct the research project. For example, Group 1 does a
marketing research project in the online retailing industry or explicitly targets Tiki, whereas Group 2 works on
iPhone or consumer preferences using smartphones.
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With the selected industry/ company/ brand, each group is required to conduct a marketing research project
that explores consumer characteristics and preferences (using qualitative techniques).
● In Part A of the research project, students in group write a research proposal for the project.
The research proposal is a document that provides a detailed description of the proposed research
project to your client. This section should include an industry overview, company overview, research
significance, research design, and samples of deliverables. Submit a 1,000-word report (+/- 10%)
during week 7.
● In Part B of the research project, students in group conduct the project for investigating consumer preferences
using qualitative techniques. Specifically,
Targeting the product/ brand of the selected company, students in group invite relevant participants to
conduct in-depth interviews or a focus group discussion to explore consumer preferences and
characteristics. Students analyse and interpret the results to conclude consumer preferences about the
product/ brand. Submit a research report of 2,000 words (+/- 10%) during week 12.
Details of the project will be provided in the first session. Information will also be posted on the e-learning
system.
● In Part C of the research project, students in group in-class presentations. Each presentation takes around 10
minutes maximum.

Marking criteria and standards – Part A (5%)

Based on logic, accuracy, correctness, and comprehensiveness of answers. Refer to Appendix 2.

Marking criteria and standards – Part B (15%)

Based on logic, accuracy, correctness, and comprehensiveness of answers. Refer to Appendix 2.

Marking criteria and standards – Part C (5%)

Based on logic, accuracy, correctness, and comprehensiveness of answers. Refer to Appendix 2.

Assessment 3: Individual Report (30%)

Due: Session 12
Details:
Students design a questionnaire, collect quantitative data in the form of a survey, run appropriate statistical
tests, generate a report based on analysis of that quantitative data, and develop recommendations for decision-
makers. Submit a research report of 1,500 words (+/- 10%) during week 12.

Marking criteria and standards:

Based on logic, accuracy, correctness, and comprehensiveness of answers. Please refer to Appendix 3.

Assessment 4: Final Exam (Individual) (30%)

Due: During the Formal Examination Period.
Details:
This final exam is 75-minute closed-book exam and consists of 60 multiple-choice questions, conducted online. The
multiple-choice questions are based on topics 1 to 7 of the prescribed textbook as well as session notes associated with
these topics.
Marking criteria and standards
Based on logic, accuracy, correctness, and comprehensiveness of answers. Please refer to Appendix 4.
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General submission requirements

Assignment cover sheet
All assignments are to be submitted with an Assignment Cover Sheet. Group assignments are to be submitted
with a Group Assignment Cover Sheet. 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 additional
submissions of the evaluation form.

Note: Assignment cover sheets and the evaluation form can be found HERE. Students are requested to keep a
copy of all assignments submitted for marking.

Submission style and method

A professional standard of presentation is expected for all assignments. Assignments should 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.

All assignments are required to be submitted electronically via E-learning system (Canvas) by 11:55 PM on
the due date and if required, in hard copies to the unit coordinator by the due date. The title of assignment
submitted via E-learning system shall be as follows: Student name_StudentID_Unitname_Name of
Assignment. (e.g. Nguyen Dinh Tan_23001325_MR-T124WSB-1_Individual Report)

Late assignment and make-up policy

Coursework and assignments are expected to be completed within the stated time frame. No late assignments
will be accepted unless prior authorisation granted by the coordinator. In case such an authorisation is not
granted, grade deduction will be applied. The coordinator may decide not to accept assignments that are not
submitted within 3 days after the assignment due date. However, if there are extenuating or unforeseen
circumstances, an exception may be granted at the discretion of the unit coordinator and based on a Special
Consideration Application for assessment task extension.

All quizzes, group assignments, and individual report must be taken on the assigned dates. If there are
extenuating or unforeseen circumstances, the unit coordinator must be contacted prior to the due dates to
authorize a make-up if required. No make-up quiz will be accepted unless a prior approval granted by the unit
coordinator based on a Special Consideration Application for a supplementary examination.
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Teaching and Learning Activities

Course Schedule
SESSION LECTURE TUTORIALS & READINGS
ASSESSMENTS DUE
1 Introduction: The Importance of N/A Chapter 1 of Malhotra (2019)
Marketing Research
2 Topic 1: Marketing Research ▪ Group Presentation ▪ Chapter 1, 2, 3, 8, 9 ,10, 11,
Process 13, 14, 23 of Malhotra (2019)
3 Topic 2: Exploratory Research ▪ Group Presentation ▪ Chapter 1, 3, 4, 5, 6, 7 of
Design Malhotra (2019)
4 Topic 3: Conclusive Research ▪ Group Presentation ▪ Chapter 1, 3, 4, 5, 6, 7 of
Design Malhotra (2019)
5 Topic 4: Research Proposal ▪ Group Presentation Chapter 1, 2, 3, 4, 5, 6, 7, 8, 9,
Research Project Coaching: 10, 11, 13, 14, 23 of Malhotra
Research Proposal Sharing & (2019)
Feedback
▪ All groups prepare a research
proposal and bring to class on
session 5
6 Research Project Coaching: ▪ Group Presentation ▪ Each group work with
Qualitative Design (Discussion lecturer separately: 25-30
Guide, Moderator…) minutes per group
7 Topic 5: Measurement & Scaling ▪ Group Presentation ▪ Chapter 8, 9 of Malhotra
▪ Group Research Project: Part (2019)
A Proposal
8 Topic 6: Questionnaire Design ▪ Group Presentation ▪ Chapter 10, 11 of Malhotra
and Sampling (2019)
9 Research Project Coaching: ▪ Group Presentation ▪
Qualitative Data Analysis ▪ Each group work with
lecturer separately: 25 – 30
minutes per group
10 Topic 7: Frequency Distribution, ▪ Group Presentation Chapter 15 of Malhotra
Crosstab & T-Test ▪ (2019)
▪ Practice: Sample dataset
analysis & interpretation
11 Research Project Coaching: Final ▪ ▪ Draft written research
Research Report Sharing reports
12 Project Presentation (Part C) ▪ Group Research Project: Part ▪
B&C
▪ Individual Report
● Note: Group list and schedule will be separately announced at the beginning of the class based on the
size of the class.

Tutorials
Tutorials following the lecture in each session provide students the opportunity to apply and share knowledge
by doing a variety of in-class activities individually or in groups such as exercises, discussion, and presentation.
These activities focus on demonstrating your skills and help you build your ability to achieve the learning
outcomes for this unit. It is required to set tutorial appointments with lecturer in a prior notice via email.
Tutorial questions/exercises will be regularly set. You will be expected to have completed specific reading and
exercises from the textbook and other required materials prior to attending each lecture and tutorial class. If
you have not prepared adequately, you will not get the full benefit from this learning opportunity.
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Learning resources
List of readings

Prescribed Malhotra NK. (2019). Marketing research: An applied orientation, 7th ed. New Jersey: Prentice-
Textbook Hall Publishing
Recommended
Aaker, D. A., et al. (2007). Marketing research, the second Pacific Rim edition. John Wiley & Sons
readings
Australia Ltd
Aaker, D. A., et al. (2013). Marketing research, 11th ed. John Wiley, Hoboken, NJ
Churchill, G. A., Brown, T. J. & Suter T. A. (2010). Basic marketing research, 7th ed. Cengage
Learning
Coakes, S. (2013). SPSS: analysis without anguish: version 20.0 for Windows. John Wiley & Sons,
Australia
Hair, J. F. et al. (2012). Marketing research, 3rd ed. McGraw-Hill Australia Pty Ltd
Levine, D. M., Stephan, D. F. & Szabat, K. A. (2014). Statistics for managers using Microsoft Excel,
7th ed. Pearson, Upper Saddle River, NJ
McDaniel, C. Jr. & Gates, R. (2013). Marketing research essentials, 8th ed. Wiley
Zikmund, W. G. et al. (2011). Marketing research, Second Asia Pacific ed. Cengage Learning
Australia Pty Ltd

Journals Australasian Journal of Market Research

Journal of Consumer Research
Journal of Marketing Research
Journal of the Market Research Society

Online resources
E-library
E-learning https://lms.westernsydney.edu.vn/login/canvas

Referencing requirements
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 RANDOMLY checked by the lecturer with Turnitin.com, an online plagiarism-checking tool.

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.

The Publication Manual of the American Psychological Association (APA) 7th 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. It is imperative that guidelines be reviewed
before an assignment is begun. It is also important that the required submission format be followed in compiling
the final paper or assignment.
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Course Evaluation and Quality Assurance

Feedback is regularly sought from students and continual improvements are made based on this feedback. At
the end of this course, students will be asked to complete some surveys, which provide a source of student
evaluative feedback on teaching and on course quality. Your input into this quality enhancement process is
extremely valuable in assisting us to meet the needs of our students and provide an effective and enriching
learning experience. The results of all surveys are carefully considered and do lead to action towards enhancing
educational quality.

Class Policies
Teaching times and location
Please note that teaching times and locations are subject to change. Students are strongly advised to refer to the
MyISB website for the most up-to-date teaching times and locations.

Attendance requirement
UEH-ISB policy requires to check class attendance for each class. Class attendance is compulsory, and students
should provide reasons for the failure to attend the class on a particular lecture/workshop session. Students are
required to attend a minimum of 80% of all classes to secure class participation marks. Please let your lecturer
and/or UEH-ISB know if you are unable to attend any session.

Arriving to class late by 15 minutes at the beginning, arriving late by 5 minutes after the break, or leaving
prior to the scheduled end time without the permission of the lecturer will equate to an absence. Grade
reductions for the unit will be assessed when final grades are assigned if the above absence rule is violated during
the unit.

Electronic device use

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. If you are in violation of these policies, you will be
excused from class and an absence will be assessed.

Email etiquette
Your lecturer receives 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. Firstly,
all emails should have a concise and descriptive title, including the class and name of the unit you are enquiring
about as your teacher may be teaching more than one unit/class. Students need to 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 this in the email subject header but be sure that the email does require an immediate
response before using this strategy. If your email request is complex and requires a lengthy response it may be
probably best to make an appointment with your teacher to meet in person.

Student behaviour guidelines

Everyone must behave professionally. Students are expected to always demonstrate respect for teacher and
fellow students. 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 course or program.
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Students are to be punctual at every class session and group meeting. Homework, readings, and other required
assignments must be well prepared and completed as scheduled. Students must also actively participate in
classroom activities and discussions.

Any student caught (1) cheating on an exam, (2) collaborating with others on work to be presented, if contrary
to the stated rules of the course, (3) submitting, if contrary to the rules of the course, work previously submitted
in another course, (4) 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, or (5) plagiarising, may fail the class and be subject to further disciplinary action. 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 Learning Guide may be revised at the discretion of the Unit Coordinator with approval from Program
Academic Director and School Academic Committee where appropriate.
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Appendix
Appendix 1 Marking Criteria and Standards – Assessment 1
(Group Presentation) – 15%

CRITERIA FAIL PASS CREDIT DISTINCTION HIGH

DISTINCTION
1. Verbal Does not use Volume, tone, and At times volume, Speaks Speaks confidently
communication volume, tone, pace pace are tone and pace are confidently. and
in effective that is appropriate inconsistent. inconsistent. Speaks clearly at enthusiastically.
business to audience and Several Occasional good pace and Speaks clearly at
presentation context. Many grammatical or grammatical or volume. No good pace and
(4%) grammatical or pronunciation pronunciation grammatical or volume. No
pronunciation errors. Inconsistent error. Overall pronunciation grammatical or
errors; lack of use of discipline- good attempt at errors that pronunciation
discipline-specific specific language. using discipline- obscures meaning. errors that
language. specific language. Uses discipline- obscure meaning.
specific Uses discipline-
professional specific
language. professional
language.

0 1.5 2.5 3.5 4

2. Non-verbal Demonstrates lack Displays confidence Demonstrates Demonstrates Demonstrates
communication of confidence through posture in some confidence body language that body language that
for effective through distracting parts of the through is confident with is confident with
business mannerisms and presentation. At comfortable good eye contact good eye contact
presentation little eye contact times shows some posture and good and posture at a and posture at a
(4%) through attempt of eye eye contact professional consistent
presentation. contact with through most of standard professional
audience. the presentation. throughout standard
presentation. throughout
presentation.
0 1.5 2.5 3.5 4
3. Interact with Little or no Attempts to engage Interacts with Interacts with Interacts with
audience to attempt to engage audience at times audience to audience in an audience in A
enhance audience. through promote some attentive responsive
communication presentation. engagement. professional professional
(3%) manner that manner that
promotes promotes
engagement. engagement.
0 1 2 2.5 3
4. Failed to Suitable Articulates the Articulates the Articulates the
Persuasiveness provide clear attempt at understanding of understanding of understanding of
Communicates understanding articulating the lessons well lessons in a clear lessons in a clear,
their and understanding drawing on some way and presents competent way,
understanding information. of lessons discipline specific persuasive and and presents
of lessons well although lacks theory/evidence. convincing ideas substantial and
(4%) some clarity. using discipline convincing ideas
specific using discipline
theory/evidence. specific
theory/evidence.
0 1.5 2.5 3.5 4
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Appendix 2 Marking Criteria and Standards – Assessment 2

(Group Research Project) – 25%

Part A (5%)
CRITERIA FAIL PASS CREDIT DISTINCTION HIGH
DISTINCTION
1. Industry No secondary Sources are not Sources are Sources are Sources are
overview & research has been appropriately generally generally relevant, well-
company undertaken identified and identified and identified and are chosen and are
overview (1%) acknowledged acknowledged accurately accurately
with some minor identified and identified and
inaccuracies in acknowledged in acknowledged in
referencing the approved the approved
referencing style referencing style
0 0.25 0.5 0.75 1
2. Research No research Research Research Both research Both research
significance objectives objectives are objectives objectives and objectives and
(1%) identified identified but no identified while research research
research research significance are significance are
significance significance is clearly stated clearly stated. The
argued unclear connection
between research
objectives and
research
significance is well
explained.
0 0.25 0.5 0.75 1
3. Research This section has A simple, While an effort has An appropriate A clear and
design (2%) either been reproduction of all been made to make research design consistent research
ignored by the research design the appropriate and the data design and the data
report writers, or and data collection suggestion, this is collection method collection method
it simply narrates methods, from the not supported by a are suggested; are suggested;
the kind of text, along with comprehensive relevant relevant
research design their pros and cons. analysis of the justifications are justifications are
and data collection The suggested properties of the provided for provided for
methods research design research design and choosing the choosing the
undertaken by the and data collection data collection method. method.
students for their method have not method.
research been justified in
completions. view of the given
situation.
0 1.25 1.5 1.75 2
4. Samples of The coverage of Predicted findings Predicted findings Complete Complete predicted
deliverables this section is are introduced but are introduced that predicted findings findings are
(1%) extremely patchy; they are not are linked to the are introduced introduced clearly
no predicted appropriately research objectives. clearly that are that are tightly
findings are linked to the There might be a tightly linked to linked to the
introduced research objectives couple of errors in the research research objectives.
the detailed objectives. The The logic connecting
explanation. connection research objectives
between research and expected
objectives and findings is well
expected findings argued.
is explained.
0 0.25 0.5 0.75 1
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Part B (15%)
CRITERIA FAIL PASS CREDIT DISTINCTION HIGH
DISTINCTION
1. Report layout The written The written Well-designed Well-designed cover Well-designed
(including report report has no report has cover cover page, page, informative cover page,
structure, format, cover page, no page and title, but informative research title, clear informative
and appearance) title, unclear the structure is research title, structure, research title, clear
(1%) structure; unclear and there clear structure. consistent structure,
inconsistent are some There are still formatting. consistent
formatting style inconsistencies in some minor formatting. Tables
formatting problems with the and figures are
formatting well designed.
0 0.25 0.5 0.75 1
2. Executive This section of the A hurriedly put- An attempt may Effective writing of Excellent writing of
summary (1%) report is either together have been made at an executive an executive
missing or has executive following the summary on a summary on a
been summary that relevant separate page, separate page,
misunderstood as does not include a guidelines, even which is which is
being the summary of some though the approximately 5- approximately 5-
introductory or all the key summary may 10% of the original 10% of the original
section. report sections. need some report; it is a report. Clear and
revision; issues summary of the convincing
with the word entire report and, summary of the
limit, and coverage therefore, entire report,
of content. introduces the topic including research
of your report, significance,
indicates your main objectives,
findings, states the methods, main
conclusions and findings, and
your recommendations.
recommendations.
0 0.25 0.5 0.75 1
3. Industry No secondary Sources are not Sources are Sources are Sources are
overview & research has been appropriately generally generally identified relevant, updated,
company overview identified and identified and and acknowledged well-chosen and
undertaken. No
& research
research acknowledged. acknowledged in the approved are accurately
significance (2%)
objectives Research with some minor referencing style. identified and
objectives are inaccuracies in Both research acknowledged in
identified
identified but no reference. objectives and the approved
research Research research referencing style.
significance objectives significance are Both research
argued identified while clearly stated objectives and
research research
significance is significance are
unclear clearly stated
0 1 1.5 1.75 2
4. Research design This section has A simple, While an effort has An appropriate A clear and
(3%) either been reproduction of been made to research design and consistent research
ignored by the all research make the the data collection design and the data
report writers, or design and data appropriate method are collection method
it simply narrates collection suggestion, this is suggested; relevant are suggested;
the kind of methods, from the not supported by a justifications are relevant
research design text, along with comprehensive provided for justifications are
and data their pros and analysis of the choosing the provided for
collection cons. The properties of the method. choosing the
methods suggested research design method.
undertaken by the research design and data collection
students for their and data method.
research collection method
completions. have not been
justified in view of
the given
situation.
0 1.5 2 2.5 3
5. Data analysis & A poorly Endeavours to Properly describes Accurately Proficiently
research results organized section, describe the the problem and describes the describes the
(5%) with no coverage problem and the the solution path, problem and the problem and the
of the data solution path using solution path, using solution path,
analysis & results using mathematical mathematical using
section. mathematical terminology and terminology and mathematical
terminology and terminology and
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conversions, but conversions conversions conversions
with limited successfully. successfully. successfully.
success.
0 2 3 4 5
6. Conclusions (1%) The group has A formal While the A clear conclusion A well-written and
forgotten to conclusion is conclusion section section which consistent
provide a formal included in the is well- wraps up the report conclusion section
ending to the report but either documented, there
by summarizing all which wraps up
report. it is too brief and might be a few
meaningless or lapses in terms of the key findings and the report by
too long and introducing a new answers all the key summarizing all
repetitive. Does topic, which has questions the key findings
not fulfil the main not been discussed introduced in the and answers all the
objective behind before; or this earlier sections; this key questions
writing the section may section includes the introduced in the
conclusion include quotations
summary of the earlier sections;
section. or suggestions
which should not important findings this section
be included here. from the data includes the
analysis section; summary of the
should not be more important findings
than 5-10% of the from the data
report. analysis section;
should not be more
than 5-10% of the
report.
0 0.25 0.5 0.75 1
7. Identify strategies Identifies an Identifies an Identifies multiple Identifies multiple Identifies multiple
and propose approach for approach for approaches for approaches for approaches for
solutions solving the solving the solving the solving the problem solving the
(Recommendations) problem that is problem with problem and and proposes a problem and
(2%) difficult to some proposes a solution that proposes a
evaluate because consideration of solution that indicates a deep solution that
it is vague or only the contextual indicates a comprehension of indicates a deep
indirectly factors of the comprehension of the problem. comprehension of
addresses the problem. The the problem. The Includes an elegant the problem.
problem evaluation of the evaluation of the rationale for the Includes an elegant
statement. solution lacks solution lacks solutions that rationale for the
depth. depth. deeply and solutions that
thoroughly consider deeply and
the history of the thoroughly
problem, consider the
logic/reasoning, history of the
feasibility, and problem,
impacts. logic/reasoning,
feasibility, and
impacts.
0 1 1.5 1.75 2
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Part C (5%)
CRITERIA FAIL PASS CREDIT DISTINCTION HIGH
DISTINCTION
1. Verbal Does not use Volume, tone, and At times volume, Speaks confidently. Speaks confidently
communication volume, tone, pace pace are tone and pace are Speaks clearly at and
in effective that is appropriate inconsistent. inconsistent. good pace and enthusiastically.
business to audience and Several Occasional volume. No Speaks clearly at
presentation context. Many grammatical or grammatical or grammatical or good pace and
(1%) grammatical or pronunciation pronunciation pronunciation volume. No
pronunciation errors. Inconsistent error. Overall good errors that grammatical or
errors; lack of use of discipline- attempt at using obscures meaning. pronunciation
discipline-specific specific language. discipline- specific Uses discipline- errors that obscure
language. language. specific meaning. Uses
professional discipline-specific
language. professional
language.
0 0.25 0.5 0.75 1
2. Non-verbal Demonstrates lack Displays confidence Demonstrates Demonstrates Demonstrates body
communication of confidence through posture in some confidence body language that language that is
for effective through distracting parts of the through is confident with confident with good
business mannerisms and presentation. At comfortable good eye contact eye contact and
presentation little eye contact times shows some posture and good and posture at a posture at a
(1%) through attempt of eye eye contact professional consistent
presentation. contact with through most of standard professional
audience. the presentation. throughout standard
presentation. throughout
presentation.
0 0.25 0.5 0.75 1
3. Interact with Little or no attempt Attempts to engage Interacts with Interacts with Interacts with
audience to to engage audience. audience at times audience to audience in an audience in A
enhance through promote some attentive responsive
communication presentation. engagement. professional professional
(2%) manner that manner that
promotes promotes
engagement. engagement.
0 1 1.5 1.75 2
4. Failed to Suitable Articulates the Articulates the Articulates the
Persuasiveness provide clear attempt at understanding of understanding of understanding of
Communicates understanding articulating the lessons well lessons in a clear lessons in a clear,
their and understanding drawing on some way and presents competent way, and
understanding information. of lessons discipline specific persuasive and presents substantial
of lessons well although lacks theory/evidence. convincing ideas and convincing
(1%) some clarity. using discipline ideas using
specific discipline specific
theory/evidence. theory/evidence.
0 0.25 0.5 0.75 1
 MAR202 - MARKETING RESEARCH
TRIMESTER 1 - 2024

Appendix 3 Marking Criteria and Standards – Assessment 3

(Individual Report) – 30%

CRITERIA FAIL PASS CREDIT DISTINCTION HIGH DISTINCTION

1. Report layout The written report The written report Well-designed Well-designed cover Well-designed cover
(including has no cover page, has cover page and cover page, page, informative page, informative
report no title, unclear title, but the informative research title, clear research title, clear
structure, structure; structure is research title, clear structure, consistent structure, consistent
format, and inconsistent unclear and there structure. There formatting. formatting. Tables
appearance) formatting style are some are still some and figures are well
(3%) inconsistencies in minor problems designed.
formatting with the formatting
0 1.5 2 2.5 3
2. Executive This section of the A hurriedly put- An attempt may Effective writing of Excellent writing of
summary (3%) report is either together executive have been made at an executive an executive
missing or has summary that does following the summary on a summary on a
been not include a relevant guidelines, separate page, separate page,
misunderstood as summary of some even though the which is which is
being the or all the key summary may need approximately 5- approximately 5-
introductory report sections. some revision; 10% of the original 10% of the original
section. issues with the report; it is a report. Clear and
word limit, and summary of the convincing summary
coverage of entire report and, of the entire report,
content. therefore, including research
introduces the topic significance,
of your report, objectives, methods,
indicates your main main findings, and
findings, states the recommendations.
conclusions and
your
recommendations.
0 1.5 2 2.5 3
3. Industry No secondary Sources are not Sources are Sources are Sources are relevant,
overview & research has been appropriately generally identified generally identified updated, well-
company identified and and acknowledged and acknowledged chosen and are
undertaken. No
overview &
research acknowledged. with some minor in the approved accurately identified
research
significance objectives Research inaccuracies in referencing style. and acknowledged
(4%) objectives are reference. Both research in the approved
identified
identified but no Research objectives and referencing style.
research objectives research Both research
significance identified while significance are objectives and
argued research clearly stated research
significance is significance are
unclear clearly stated
0 2 3 3.5 4
4. Research This section has A simple, While an effort has An appropriate A clear and
design (6%) either been reproduction of all been made to make research design and consistent research
ignored by the research design the appropriate the data collection design and the data
report writers, or and data collection suggestion, this is method are collection method
it simply narrates methods, from the not supported by a suggested; relevant are suggested;
the kind of text, along with comprehensive justifications are relevant
research design their pros and analysis of the provided for justifications are
and data collection cons. The properties of the choosing the provided for
methods suggested research research design method. choosing the
undertaken by the design and data and data collection method.
students for their collection method method.
research have not been
completions. justified in view of
the given situation.
0 3 4 5 6
5. Data analysis A poorly organized Endeavours to Properly describes Accurately describes Proficiently
& research section, with no describe the the problem and the problem and the describes the
results (9%) coverage of the problem and the the solution path, solution path, using problem and the
data analysis & solution path using using mathematical mathematical solution path, using
results section. mathematical terminology and terminology and mathematical
terminology and conversions conversions terminology and
conversions, but successfully. successfully. conversions
with limited successfully.
success.
 MAR202 - MARKETING RESEARCH
TRIMESTER 1 - 2024
0 4.5 6 7.5 9
6. Conclusions The group has A formal While the A clear conclusion A well-written and
(2%) forgotten to conclusion is conclusion section section which wraps consistent
provide a formal included in the is well- up the report by conclusion section
ending to the report but either it documented, there
summarizing all the which wraps up the
report. is too brief and might be a few
meaningless or too lapses in terms of key findings and report by
long and introducing a new answers all the key summarizing all the
repetitive. Does topic, which has questions key findings and
not fulfil the main not been discussed introduced in the answers all the key
objective behind before; or this earlier sections; this questions
writing the section may section includes the introduced in the
conclusion section. include quotations
summary of the earlier sections; this
or suggestions
which should not important findings section includes the
be included here. from the data summary of the
analysis section; important findings
should not be more from the data
than 5-10% of the analysis section;
report. should not be more
than 5-10% of the
report.
0 1 1.5 1.75 2
7. Identify Identifies an Identifies an Identifies multiple Identifies multiple Identifies multiple
strategies and approach for approach for approaches for approaches for approaches for
propose solving the solving the solving the solving the problem solving the problem
solutions problem that is problem with problem and and proposes a and proposes a
(Recommendati difficult to some proposes a solution solution that solution that
ons) (3%) evaluate because it consideration of that indicates a indicates a deep indicates a deep
is vague or only the contextual comprehension of comprehension of comprehension of
indirectly factors of the the problem. The the problem. the problem.
addresses the problem. The evaluation of the Includes an elegant Includes an elegant
problem evaluation of the solution lacks rationale for the rationale for the
statement. solution lacks depth. solutions that solutions that deeply
depth. deeply and and thoroughly
thoroughly consider consider the history
the history of the of the problem,
problem, logic/reasoning,
logic/reasoning, feasibility, and
feasibility, and impacts.
impacts.
0 1.5 2 2.5 3
 MAR202 - MARKETING RESEARCH
TRIMESTER 1 - 2024

Appendix 4 Marking Criteria and Standards – Assessment 4

(Final Examination) – 30%

GRADE STANDARD DESCRIPTION

0.0-6.0 The question is not tackled appropriately. The answer has most of the following characteristics:
- Does not or incorrectly identify the relevant theoretical framework.
- Does not or incorrectly describe the relevant theoretical framework.
- Does not or incorrectly relate the theory to the questions.
Sometimes a response may appear quite sophisticated but may be a complicated, but not related, set of
ideas!
6.0-12.0 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 apply the theory to the object of the question.
- Does not or incorrectly relate the theory to the questions
12.0-18.0 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 andcorrectly.
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.

18.0-24.0 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.
24.0-30.0 A response at this level has all the characteristics of the previous level 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 generalize and transfer the principles and ideas underlying the
specific instance to a number of contexts.