Peer Review

Market Research

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Reviewed:: Jun 8, 2010 by Business

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Content Quality:

Effectiveness:

Ease of Use:

Overview:: "Marketing Research" is an online multimedia case in which students play the part of a beverage company product manager responsible for introducing a new product. The module is organized into six different scenes; students participate in decision-making tasks such as evaluating research proposals, selecting the proper focus group method for the study, and reviewing draft and final questionnaire versions. Engaging video clips are integrated throughout the module. As an added resource, the "theoretical material" provides additional information and interactive exercises which should enhance students' knowledge of research-related topics, and help them to make proper decisions, though the case can be completed without accessing the methodological material. The running time for the case is listed as 90 minutes (which assumes students will review the theoretical reference materials). Materials detail exploratory and descriptive research processes which include a focus group and personal interviews. It is an interactive process in which a written proposal, focus groups, and personal interviews are evaluated. Videos, less than nine minutes, are succinct yet informative. Projective technique is employed in a focus group. One set of videos details the importance of a moderator in gathering material by showing both a strong and weak moderator. A one-question quiz is given after two focus groups are shown. For example, students are required to contrast a homogeneous and heterogeneous focus group.
Type of Material:: Tutorial
Recommended Uses:: This could be done in class or as a homework assignment in an undergraduate Principles of Marketing, Marketing Research, or New Product Development class. When descriptive research (personal interviews) is broached, an understanding of statistics is needed to estimate sample size, although formulas are provided. The actual question is provided while an interviewer says it. In a marketing research course, the online multi-media case could be integrated into class discussion at various times of the semester. For example, when discussing the formulation of research problems, Scene 1 could be shown in class (or the related material could be distributed in a PDF handout) and students could be challenged to develop more detailed research objectives. Similarly, students could be asked to evaluate the research proposals after studying chapters related to qualitative data, and an overview of quantitative data. Alternately, the entire module might be assigned on the first day of class to give students an overview of what the course will cover throughout the semester. As the resource is available online, the module could definately be used as an activity in a 100% online class. In a principles of marketing course, the module could be assigned after covering the marketing research chapter for the purpose of expanding students' knowledge of the research process. It should be noted that the material is best used as a resource and as an example as it would be difficult to use the case for grading purposes. For example, while students could be assigned the task of evaluating and revising the questionnaire shown in Scene 5, they could easily access the "correct" questionnaire simply by progressing to the next scene, which ultimately could influence the work submitted. Furthermore, there are some potential differences in terminology which could cause confusion for students when comparing the information contained in this module to that which is discussed in their textbook.
Technical Requirements:: Active internet connection and internet browser is required. A high-speed connection is recommended due to the large amount of video content. Also, pop-ups must be allowed for the module to function properly. Acrobat reader is also recommended for those wishing to download and review various aspects of the module off-line.
Identify Major Learning Goals:: While not specifically stated by the multimedia case author, it appears that the primary learning objective are to 1) introduce students to the marketing research process, 2) provide opportunities for research-related decision-making; and 3) provide practical examples of "good" and "bad" marketing research. It is implied the tutorial will assist students in understanding the exploratory research process.
Target Student Population:: Undergraduate students enrolled in a marketing research course would be the primary student population. The module might also be used in a principles of market course, or a business research course.
Prerequisite Knowledge or Skills:: Junior level standing; basic statistics course.

Content Quality

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Strengths:: The theoretical material provides an excellent summary of information pertaining to the following topics: why do research, the research process, qualitative and quantitative data, surveys, the questionnaire, and the sample. Interactive exercises within various topics help to engage students and demonstrate key points. For example, clicking a button for a particular type of sample will visually demonstrate how such a sample is drawn. Other exercises challenge students to arrange steps in the research process within their proper order, identify qualitative and quantitative techniques, correctly identify the strengths and weaknesses of various forms of surveys, etc. The module itself focuses on a research task which should be of interest to students, and the videos and decision-making tasks help to exemplify important concepts.
Concerns:: Students might be confused by some terminology differences (e.g., "conglomerate or area" sample instead of "cluster" sample; "group meeting" rather than "focus group"). Also, within the survey portion of the theoretical data, selecting several forms of surveys for more detail (internet, personal, telephone) leads to the same title "omnibus surveys" and definition, which would be appear to be an error. The description of "systematic random sample" could be simplified to eliminate the term "keisma unit". Scene 1's overview of the research project may cause confusion and could possibly be missing some information. The "universal objective" of the study is actually not an objective at all, but rather a description of the study population and sample.

Potential Effectiveness as a Teaching Tool

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Strengths:: If students make use of the theoretical material, and seriously take the time to review the various aspects of the module scenes and think through the required decisions, this could be a very effective supplemental tool. Fortunately, the module does attempt to circumvent "short cuts", such as moving from one scene to the next without reviewing the videos necessary to make the upcoming decision. Adaptable to classroom or homework. Very good at tracing through a basic research process Very professionally done Well written overview is provided.
Concerns:: Should include summary of focus group results including body language. Should provide synopsis of what was learned from the focus groups and how they helped construct the survey for the personal interviews. Aggregate results should have been shown and then deployed in the marketplace. Case does not delve into how the opportunity was generated. Unclear whether exploratory or descriptive research should be conducted. While the theoretical material provides very valuable information that is helpful in the learning process, it may be difficult to encourage student usage, as the module can be completed without referring to this material in any manner what so ever.

Ease of Use for Both Students and Faculty

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Strengths:: Very easy to use; video streaming is helpful.
Concerns:: The second set of videos took about a minute to load. Only minor concern is that the browser pop-up blocker must be disabled for the module to function properly.

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