2. Appraise the quality and utility of marketing research in terms of ART.
3. Distinguish between marketing research proposals that should (vs. should not) be conducted.
4. Identify and defend at least three reasons (not including pursuing a career in marketing research) that marketing research is important to study. In other words, why should the future marketing manager study marketing research?
5. Identify the ethical responsibilities of each party and how these influence the quality of marketing research. Relate ethical decisions and ethical approaches (there are 3) to ethical sensitivity.
6. Identify and defend what is the most important step in the research process.
7. Compare and contrast the backward marketing research process with the “forward” marketing research process. Explain how it can improve problem formulation and overall research relevance.
8. Construct your own dummy table and critique the utility of dummy tables.
9. Differentiate between (and develop your own) “good” management problem, research problem, research questions and hypotheses.
10. Compare and contrast the purpose of the research request agreement (like the UW Research Brief), research proposal, and RFP.
11. Compare and contrast the different types of research: primary vs. secondary; internal secondary vs. external secondary; MIS vs. DSS (and marketing dashboards); structured vs. unstructured.
12. Understand the pros and cons of secondary research, as well as how to judge the quality (ART) of secondary research.
13. Critique big data (identify what it is, and what are its advantages and disadvantages).
14. Compare descriptive, predictive and prescriptive approaches to using big data.
15. Identify and explain the importance of the first step in the search for secondary data sources.
16. As in the Coop case, explain how the first stage in the research process affects choices about the type of research conducted.
17. Compare and contrast the different types of qualitative research.
18. Apply the recommendations for conducting and reporting the results of focus groups and IDIs. Be able to judge the focus group and IDI research of others.
19. Create your own moderator/interviewer guide and critique those developed by others
20. Be able to identify when SDR and groupthink are most likely to occur and suggest strategies for reducing these biases.
21. Compare and contrast exploratory, descriptive and causal research as well