Marketing Research Essentials 8th Edition by Carl McDaniel Jr – Test Bank

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Marketing Research Essentials 8th Edition by Carl McDaniel Jr – Test Bank

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Chapter 2: Problem Definition and the Research Process

 

Multiple Choice

 

1. The first step in the problem-definition process is:
2. stating research objectives.
3. recognizing that there is a problem or opportunity.
4. determining if the needed information is already available.
5. determining why the information is being sought.
6. none of the above

 

Ans: B

Difficulty:  Easy

Response:  See page 35

Ref:  Critical Importance of Correctly Defining the Problem

Learning Objective 2.1: To understand the problem definition process.

 

 

2. Which of the following is not part of defining a problem?
3. recognize the problem or opportunity
4. determine whether the information already exists
5. compile a list of symptoms for individual research
6. determine whether the question can be answered

 

Ans: C

Difficulty: Medium

Response: See page 35

Ref: Critical Importance of Correctly Defining the Problem

Learning Objective 2.1: To understand the problem definition process.

 

 

3. A teen consumer products firm notes that there were 30 million babies born between 1990 and 2002. The firm also recognizes that because of more single parent homes and dual-earner households, these young consumers are making many more purchase decisions.  Beginning the process of marketing to that group of young consumers would be an example of which of the following?
4. determining if the information exists
5. using symptoms to clarify a problem
6. recognizing an opportunity
7. stating research objectives
8. none of the above

 

Ans: C

Difficulty:  Medium

Response:  See page 36

Ref:  Critical Importance of Correctly Defining the Problem

Learning Objective 2.1: To understand the problem definition process.

 

 

4. Large amounts of money, time, and effort are wasted because requests for marketing information were poorly formulated. The preceding could have been avoided if the researcher had:
5. found out exactly why the information was being sought.
6. stated his/her objectives more clearly.
7. recognized the opportunity.
8. determined whether the information already exists.
9. all of the above

 

Ans: A

Difficulty:  Hard

Response:  See page 36–37

Ref:  Critical Importance of Correctly Defining the Problem

Learning Objective 2.1: To understand the problem definition process.

 

 

5. Using marketing research to find and evaluate new opportunities is_________.
6. situation analysis
7. case analysis
8. research design
9. opportunity identification

 

Ans: D

Difficulty: Easy

Response: See page 36

Ref: Recognize the Problem or Opportunity

Learning Objective 2.1: To understand the problem definition process

 

 

6. Which of the following is a key question at the problem-definition stage?
7. Why is the information being sought?
8. Does the information already exist?
9. Can the question really be answered?
10. Is there an understanding of the decision making environment?
11. all of the above

 

Ans: E

Difficulty:  Medium

Response:  See page 35

Ref:  Critical Importance of Correctly Defining the Problem

Learning Objective 2.1: To understand the problem definition process.

 

 

7. ____________ is preliminary research conducted to increase the understanding of a concept, to clarify the exact nature of the problem to be solved, or to identify important variables to be studied.
8. Pilot study
9. Experience survey
10. Case analysis
11. Exploratory research
12. Situation analysis

 

Ans: D

Difficulty:  Easy

Response:  See page 37

Ref:  Critical Importance of Correctly Defining the Problem

Learning Objective 2.1: To understand the problem definition process.

 

 

6. A/An _______________ is a survey using a limited number of respondents and often employing less rigorous sampling techniques than are employed in large quantitative studies.
7. pilot study
8. experience survey
9. case analysis
10. situation analysis
11. none of the above

 

Ans: A

Difficulty:  Easy

Response:  See page 37

Ref:  Critical Importance of Correctly Defining the Problem

Learning Objective 2.1: To understand the problem definition process.

 

 

7. _______________ is a discussion with knowledgeable individuals, both inside and outside the organization, who may provide insights into a problem.
8. Pilot study
9. Experience survey
10. Case analysis
11. Situation analysis
12. none of the above

 

Ans: B

Difficulty:  Medium

Response:  See page 37

Ref:  Critical Importance of Correctly Defining the Problem

Learning Objective 2.1: To understand the problem definition process.

 

 

8. What does the iceberg principle refer to?
9. Most data analysis techniques tend to be outdated.
10. Research objectives are not often clearly defined.
11. Symptoms are often mistaken for problems in business.
12. none of the above

 

Ans: B

Difficulty:  Hard

Response:  See page 39

Ref:  Critical Importance of Correctly Defining the Problem

Learning Objective 2.1: To understand the problem definition process.

 

 

9. Managers may have the ability to look up previous research projects if their company has a sophisticated __________.
10. pilot study
11. experience survey
12. Intranet
13. situation analysis
14. none of the above

 

Ans: C

Difficulty:  Medium

Response:  See page 40

Ref:  Critical Importance of Correctly Defining the Problem

Learning Objective 2.1: To understand the problem definition process.

 

 

10. Which of the following is not a form of exploratory research?
11. secondary data analysis
12. situation analysis
13. pilot study
14. experience survey
15. All of the above are forms of exploratory research.

 

Ans: E

Difficulty:  Medium

Response:  See page 37

Ref:  Critical Importance of Correctly Defining the Problem

Learning Objective 2.1: To understand the problem definition process.

 

 

11. Suppose a sales manager makes the statement, “The problem with this company is declining sales.” Why is such a statement shortsighted?
12. The sales manager has identified only a symptom of a deeper problem.
13. The sales manager is not in a position to make such a statement.
14. The sales manager has not been shortsighted, but has identified the problem.
15. (a) or (b)
16. none of the above

 

Ans: A

Difficulty:  Hard

Response:  See page 39

Ref:  Critical Importance of Correctly Defining the Problem

Learning Objective 2.1: To understand the problem definition process.

 

 

12. ________________ is a goal statement, defining specific information needed to solve the marketing research problem.
13. Exploratory research
14. Marketing research objective
15. Management objective
16. Managerial decision problem
17. none of the above

 

Ans: B

Difficulty:  Easy

Response:  See page 40

Ref:  Critical Importance of Correctly Defining the Problem

Learning Objective 2.2: To learn the steps involved in the marketing research process.

 

 

13. Which of the following should be action oriented?
14. objectives statement
15. marketing research problem
16. management decision problem
17. statement of problem symptoms
18. none of the above

 

Ans: C

Difficulty:  Medium

Response:  See page 39

Ref:  Critical Importance of Correctly Defining the Problem

Learning Objective 2.2: To learn the steps involved in the marketing research process.

 

 

14. A manager at a publishing house asks for a single question to be added to a research study because she’s curious about whether customers would be interested in a different genre of romance novels. You advise her that the information may be interesting, but it isn’t actionable. This is called:

 

1. hypothesis
2. case analysis
3. nice to know syndrome
4. the information already exists

 

Ans: C

Difficulty: Easy

Response: See page 40

Ref: Translate the Management Problem into a Marketing Research Problem

Learning Objectives 2.2: To learn the steps involved in the marketing research process

 

 

15. Extremely low-incidence studies, such as trying to survey the automobile buyer characteristics of astronauts, are usually not feasible. A marketing research firm concerned about the feasibility of such a project would probably:
16. see if the information already exists.
17. first conduct a pilot survey.
18. conduct a focus group.
19. determine whether or not the question can be answered.
20. all of the above

 

Ans: D

Difficulty:  Hard

Response:  See page 40

Ref:  Critical Importance of Correctly Defining the Problem

Learning Objective 2.3: To understand the components of the research request.

 

 

16. If a network executive wondered if an audience would tune into a young adult series, what type of exploratory research would you recommend to help him answer the question?
17. situation analysis
18. case analysis
19. focus groups
20. none of the above

 

Ans: B

Difficulty: Hard

Response: See page 38

Ref: Understand the Decision-Making Environment with Exploratory Research

Learning Objective 2.3: To understand the components of the research request

 

 

17. Once the research project is completed, it is critical to determine if the ___________have been met.
18. situation analyses
19. pilot studies
20. experience surveys
21. research objectives
22. all of the above

 

Ans: D

Difficulty:  Medium

Response:  See page 41

Ref:  Critical Importance of Correctly Defining the Problem

Learning Objective 2.2: To learn the steps involved in the marketing research process.

 

 

18. “We believe that raising the price of membership of our country club will make it more desirable, and will increase our membership base” is an example of a(n) _______.
19. objective
20. management problem
21. hypothesis
22. marketing research problem
23. none of the above

 

Ans: C

Difficulty:  Easy

Response:  See page 41

Ref:  Critical Importance of Correctly Defining the Problem

Learning Objective 2.3: To understand the components of the research request.

 

 

19. In a causal study of the effect of shelf placement on sales of a brand of cereal, which is the dependent variable?
20. where the cereal was placed on the shelf
21. sales of the cereal
22. concomitant variation of the cereal
23. none of the above

 

 

Ans: B

Difficulty:  Hard

Response:  See page 43

Ref:  Marketing Research Process

Learning Objective 2.3: To understand the components of the research request.

 

 

20. Which of the following is a problem associated with laboratory experiments?
21. They provide little useful information about a population.
22. The participants may act differently in a real-world setting.
23. The cost of simulating the real-world environment outweighs the benefits.
24. all of the above
25. none of the above

 

Ans: B

Difficulty:  Medium

Response:  See pages 44–45

Ref:  Marketing Research Process

Learning Objective 2.3: To understand the components of the research request.

 

 

21. To test the effectiveness of changes in an advertising campaign, a marketing research firm decides to implement certain changes in Atlanta, other changes in Dallas, and no change to the ad campaign in Denver. With regard to the products in question, the purchasing propensities in the three cities are equal. What type of research design is the marketing research firm invoking?
22. exploratory study design
23. observational study design
24. descriptive study design
25. causal study design
26. all of the above

 

Ans: D

Difficulty:  Medium

Response:  See page 43

Ref:  Marketing Research Process

Learning Objective 2.3: To understand the components of the research request.

 

 

22. When retailers monitor consumer shopping behavior by using scanner technology, this is an example of _______.
23. survey research
24. observation research
25. experimental research
26. cause-effect research
27. none of the above

 

Ans: B

Difficulty:  Hard

Response:  See page 44

Ref:  Marketing Research Process

Learning Objective 2.4: To learn the advantages and disadvantages of survey, observation, and experiment research techniques.

 

 

21. Because consumers’ responses on surveys aren’t always consistent with their actions, researchers sometimes turn to this type of research.
22. syndicated research
23. observation research
24. experimental research
25. cause and effect research
26. none of the above

 

Ans: B

Difficulty:  Hard

Response:  See page 44

Ref:  Marketing Research Process

Learning Objective 2.4: To learn the advantages and disadvantages of survey, observation, and experiment research techniques.

 

 

22. The researcher cannot compute the statistical reliability of this type of sample.
23. probability sample
24. experimental sample
25. nonprobability sample
26. observational sample
27. all of the above

 

Ans: C

Difficulty:  Medium

Response:  See page 45

Ref:  Marketing Research Process

Learning Objective 2.3: To understand the components of the research request.

 

 

23. Who puts together a request for proposal (RFP)?
24. custom research suppliers
25. syndicated data suppliers
26. companies that want to hire a research supplier
27. respondents
28. none of the above

 

Ans:  C

Difficulty:  Hard

Response:  See page 48

Ref:  Managing the Research Process

Learning Objective 2.5: To become familiar with how the marketing research process is initiated.

 

 

24. A _____________ sample is characterized by every element in the population having a nonzero chance of being selected.
25. nonrandom
26. nonprobability
27. probability
28. (a) and (b)
29. none of the above

 

Ans: C

Difficulty:  Medium

Response:  See page 45

Ref:  Marketing Research Process

Learning Objective 2.3: To understand the components of the research request.

 

 

25. What type of document does a research supplier prepare in response to an RFP?
26. research proposal
27. sampling report
28. finished research report
29. none of the above

 

Ans: A

Difficulty: Easy

Response:  See page 49

Ref:  The Marketing Research Proposal

Learning Objective 2.5: To become familiar with how the marketing research process is initiated.

 

 

26. A manager who wants to show cause-and-effect between two variables would be advised to use which basic method of research?
27. survey
28. observation
29. experiment
30. none of the above

 

Ans:  C

Difficulty:  Medium

Response:  See page 44

Ref:  Marketing Research Process

Learning Objective 2.4: To learn the advantages and disadvantages of survey, observation, and experiment research techniques.

 

 

27. In analyzing the effects of shelf placement on sales, shelf placement of the product is the _______.
28. independent variable
29. dependent variable
30. spurious variable
31. temporal variable
32. none of the above

 

Ans:  A

Difficulty:  Hard

Response:  See page 43

Ref:  Marketing Research Process

Learning Objective 2.4: To understand the components of the research request.

 

 

28. A laboratory experiment would be better than a field experiment in helping a researcher eliminate _______.
29. causality
30. concomitant variation
31. variables
32. spurious associations
33. none of the above

 

Ans:  D

Difficulty:  Hard

Response:  See pages 43–44

Ref:  Marketing Research Process

Learning Objective 2.4: To learn the advantages and disadvantages of survey, observation, and experiment research techniques.

 

 

29. Most clients tend to prefer what type of reports?
30. elaborate written reports
31. oral reports
32. PowerPoint presentations
33. none of the above

 

Ans: C

Difficulty:  Easy

Response:  See page 46

Ref:  Marketing Research Process

Learning Objective 2.2: To learn the steps in the marketing research process.

 

30. According to a recent survey, what is the most desirable quality in a marketing researcher, from the client’s perspective?
31. flexibility
32. attention to detail
33. maintains client confidentiality
34. customer-oriented

 

Ans:  C

Difficulty:  Medium

Response:  See pages 50–51

Ref:  The Marketing Research Proposal

Learning Objective 2.5: To become familiar with how the marketing research process is initiated.

 

 

31. In depth discussions, usually consisting of 8-12 participants, led by a moderator and generally limited to one particular concept, idea or them are:
32. Study groups
33. Accuracy groups
34. Focus groups
35. Case groups

 

Ans:  C

Difficulty:  Medium

Response:  See page 38

Ref:  Critical Importance of Correctly Defining the Problem.

Learning Objective 2.1: To understand the problem definition process

 

 

32. Ideally, who should define the problem in the marketing research process?
33. Entry-level employees
34. Middle managers
35. Always the CEO
36. Top Management

 

Ans:  D

Difficulty:  Hard

Response:  See pages 39, 41

Ref:  Critical Importance of Correctly Defining the Problem.

Learning Objective 2.1: To understand the problem definition process.

 

 

33. What is a plan for addressing the research objectives or hypotheses? In essence, the researcher develops a structure or framework to answer a specific research problem/opportunity.

 

1. Research Design
2. Design Strategy
3. Research Opportunity
4. Strategic Design

 

Ans:  A

Difficulty:  Medium

Response:  See page 42

Ref:  Marketing Research Process

Learning Objective 2.2: To learn the steps involved in the marketing research process.

 

 

34. All of the following are sections of a formal research request except:

 

1. Action
2. Use
3. Information
4. Logistics
5. All of the above

 

Ans:  E

Difficulty:  Medium

Response:  See page 47

Ref:  Managing the Research Process

Learning Objective 2.5: To become familiar with how the marketing research process is initiated.

 

 

35. What is the most important determinant of research use?
36. technical quality
37. research findings
38. type of study
39. none of the above

 

Ans: A

Difficulty: Medium

Response: See page 51

Ref: What motivates decision makers to use research information?

Learning Objective 2.5: To become familiar with how the marketing research process is initiated

 

 

True/False

 

36. The opportunity identification step comes after problem recognition.

 

Ans: False

Difficulty:  Medium

Response:  See page 36

Ref:  Critical Importance of Correctly Defining the Problem

Learning Objective 2.1: To understand the problem definition process.

 

 

37. Defining the solution is the critical first step in the “marketing research process.”

 

Ans: False

Difficulty: Easy

Response: See page 35

Ref: Marketing Research Process

Learning Objective 2.1: To understand the problem definition process.

 

 

38. Descriptive research allows the researcher to determine if one variable causes another.

 

Ans: False

Difficulty:  Medium

Response:  See page 43

Ref:  Marketing Research Process

Learning Objective 2.2: To understand the components of the research request.

 

 

39. Exploratory research is often referred to as preliminary research.

 

Ans: True

Difficulty:  Easy

Response:  See page 37

Ref:  Critical Importance of Correctly Defining the Problem

Learning Objective 2.1: To understand the problem definition process.

 

 

40. The ultimate goal of defining a problem is to develop clear, concise, and meaningful research.

 

Ans: True

Difficulty: Medium

Response: see page 35

Ref: Critical Importance of Correctly Defining the Problem

Learning Objective 2.1: To understand the problem definition process.

 

 

41. Marketing research problems are much broader in scope than management problems.

 

Ans: False

Difficulty:  Hard

Response:  See page 39

Ref:  Critical Importance of Correctly Defining the Problem

Learning Objective 2.1: To understand the problem definition process.

 

 

42. Pilot studies are more scientific than other types of studies.

 

Ans: False

Difficulty:  Medium

Response:  See page 37

Ref:  Critical Importance of Correctly Defining the Problem

Learning Objective 2.2: To learn the steps involved in the marketing research process.

 

 

43. Marketing researchers try to get a client or manger to prioritize their questions to avoid wasting resources and effort on unusable research.

 

Ans: True

Difficulty: Medium

Response: See page 37

Ref:  Critical Importance of Correctly Defining the Problem

Learning Objective 2.2: To learn the steps involved in the marketing research process.

 

 

44. Well-formulated objectives serve as a road map in pursuing a research project.

 

Ans: True

Difficulty: Medium

Response: See page 41

Ref:  Critical Importance of Correctly Defining the Problem

Learning Objective 2.2: To learn the steps involved in the marketing research process.

 

 

45. Observation is a method of research that enables the researcher to see if one variable causes another.

 

Ans: False

Difficulty:  Hard

Response:  See page 44

Ref:  Marketing Research Process

Learning Objective 2.4: To learn the advantages and disadvantages of survey, observation, and experiment research techniques.

 

 

46. Nonprobability samples include every element in the population.

 

Ans: False

Difficulty: Hard

Response: See page 45

Ref: Selecting the Sampling Procedure

Learning Objective 2.4: To learn the advantages and disadvantages of survey, observation, and experiment research techniques.

 

 

47. Probability samples allow marketing researchers to project their sample results to the population they are studying.

 

Ans: True

Difficulty:  Medium

Response:  See page 45

Ref:  Marketing Research Process

Learning Objective 2.4: To learn the advantages and disadvantages of survey, observation, and experiment research techniques.

 

 

48. Casual studies answer who, what, when, where, and how.

 

Ans: False

Difficulty: Medium

Response: See page 43

Ref: Creating the Research Design

Learning Objective 2.4: To learn the advantages and disadvantages of survey, observation, and experiment research techniques.

 

 

49. Secondary research can help define the research problem.

 

Ans: True

Difficulty:  Easy

Response:  See page 37

Ref:  Critical Importance of Correctly Defining the Problem

Learning Objective 2.1: To understand the problem definition process.

 

 

50. The quality of a request for proposal is very important.

 

Ans: True

Difficulty: Easy

Response: See page 48

Ref: Managing the Research Process

Learning Objective 2.4: To learn the advantages and disadvantages of survey, observation, and experiment research techniques.

 

 

51. Causality is relatively easy to prove in most marketing research studies.

 

Ans: False

Difficulty:  Medium

Response:  See page 43

Ref:  Marketing Research Process

Learning Objective 2.3: To understand the components of the research request.

 

 

52. Generally, we say that changes in the dependent variable are associated with or caused by changes in the independent variable.

 

Ans: True

Difficulty:  Hard

Response:  See page 43

Ref:  Marketing Research Process

Learning Objective 2.3: To understand the components of the research request.

 

 

53. Spurious association implies that the relationship between two variables is related to some explainable cause.

 

Ans: False

Difficulty:  Hard

Response:  See pages 43–44

Ref:  Marketing Research Process

Learning Objective 2.3: To understand the components of the research request.

 

 

54. Two variables must be correlated in order to be causally related.

 

Ans: True

Difficulty:  Hard

Response:  See page 43

Ref:  Marketing Research Process

Learning Objective 2.3: To understand the components of the research request.

 

 

55. A pilot study is more rigorous than other types of quantitative studies.

 

Ans:  False

Difficulty:  Medium

Response:  See page 37

Ref:  Critical Importance of Correctly Defining the Problem

Learning Objective 2.2: To learn the steps involved in the marketing research process.

 

 

56. Recommendations are included in the typical research proposal.

 

Ans:  False

Difficulty:  Hard

Response:  See page 49

Ref:  The Marketing Research Proposal

Learning Objective 2.5: To become familiar with how the marketing research process is initiated.

 

 

57. It is often quite easy to hold all factors constant in a field experiment.

 

Ans:  False

Difficulty:  Easy

Response:  See pages 44–45

Ref:  Marketing Research Process

Learning Objective 2.4: To learn the advantages and disadvantages of survey, observation, and experiment research techniques.

 

 

58. Exploratory research must always lead to a marketing decision.

 

Ans:  False

Difficulty:  Hard

Response:  See page 37

Ref:  Critical Importance of Correctly Defining the Problem

Learning Objective 2.1: To understand the problem definition process.

 

 

59. The two criterions that must be met for causality are temporal sequence and concomitant variation.

 

Ans:  True

Difficulty:  Easy

Response:  See page 43

Ref:  Marketing Research Process

Learning Objective 2.2: To learn the steps involved in the marketing research process.

 

 

60. Preparing proposal may be the most important function a research supplier performs inasmuch as proposals, and their acceptance or rejection, determine the revenue of the firm.

 

Ans:  True

Difficulty:  Medium

Response:  See pages 49–50

Ref:  The Marketing Research Proposal

Learning Objective 2.5: To become familiar with how the marketing research process is initiated.

 

 

61. Writing a RFP is the first step in marketing research for a manager or decision maker.

 

Ans: False

Difficulty: Medium

Response: See page 47

Ref: Managing the Research Process

Learning Objective 2.5: To become familiar with how the marketing research process is initiated.

 

 

 

62. When research managers communicate ineffectively, generate quality data, control costs, and deliver information on untimely, they increase the probability that decision makers will use the research information they provide.

 

Ans:  False

Difficulty:  Medium

Response:  See page 51

Ref:  What Motivates Decision Makers to Use Research Information?

Learning Objective 2.3: To understand the components of the research request.

 

 

 

 

Essay Questions

 

63. The President of a small state college commissions a marketing research firm to determine why the college’s enrollment has been declining. The President contends that the college is under funded by the state, compared with other colleges of the same size.  The research firm does a study and finds the main reason that enrollment is declining is the lack of relationships between faculty and students.  Why might the President not be motivated to use the results of the marketing research study?

 

Ans:     The President might not be motivated to use the research firm’s results because (1) the results do not confirm to prior expectations, and (2) the results would not be politically acceptable within the college.  The results might, in fact, cause state legislatures to appropriate less funding for the college.

Difficulty:  Hard

Response:  See pages 35–41

Ref:  Critical Importance of Correctly Defining the Problem

Learning Objective 2.2: To learn the steps involved in the marketing research process.

 

 

64. A firm is experiencing a 15% sales decline over the past year. The firm contracts with a marketing research firm to survey its customers to determine why sales are declining.  Suggest how the principals in the marketing research firm should respond to their client’s demands.

 

Ans:     The researchers should explain that declining sales are not the problem, and that an exploratory research effort preceding a survey will be necessary to clarify exactly what the problem might be.  After the exploratory effort, clear research objectives can be established, and a more formal process can proceed.

Difficulty:  Medium

Response:  See pages 36–39

Ref:  Critical Importance of Correctly Defining the Problem

Learning Objective 2.1: To understand the problem definition process.

 

 

65. The United Way agency in your town has contacted you because it has been experiencing declining donations. You tell the agency that your basic plan to determine why donations are declining will be exploratory, then descriptive.  Explain what the research firm means.

 

Ans:     Exploratory Research: talk with prominent persons in the agency’s community.  Ask these prominent people for their impressions of how the agency is doing in their town.  Look at the agency’s donations record.  Has the decline been gradual or sudden.  Descriptive Research: armed with the information from the exploratory research effort, conduct a formal survey of the people in the community to establish their opinions of the agency and their intentions concerning giving to the agency.

Difficulty:  Medium

Response:  See pages 37–39, 42

Ref:  Critical Importance of Correctly Defining the Problem

Learning Objective 2.4: To learn the advantages and disadvantages of survey, observation, and experiment research techniques.

 

 

66. You are part of a consulting team that is doing a marketing research project for a businessman in a small community. The proposal is in the final stages as it is being written and prepared for presentation.  You hear one of the consultants remark “the proposal should be written in as much detail, especially statistical detail, and as eloquently as possible.  The thicker the proposal; the better.  We want them to know they are getting their money’s worth.”  How would you respond to your colleague’s statement?

 

Ans:     Often times the clients of marketing researchers have never had a research methodology course, and don’t have the time to plod through a detailed proposal.  So you would disagree with your colleague and state “the proposal should be as concise as possible, specifically outlining the nature of the project and the objectives to be met.

Difficulty: Hard

Response: Pages 49–50

Ref: The Marketing Research Proposal

Learning Objective: 2.5: To become familiar with how the marketing research process is initiated.

 

 

67. Suppose you are wanting to contract with a marketing research firm for a specific project. What criteria would you use in your selection process?

 

Ans:     The book outlines desirable characteristics in a marketing research supplier.

Difficulty: Easy

Response: Pages 50–51

Ref: What to Look for in a Marketing Research Supplier

Learning Objective: 2.5: To become familiar with how the marketing research process is initiated.

 

 

68. What is the “Research Request?” Why is it so important?  What should you include in the research request?

 

Ans:     The Research Request is a document outlining potential research.  It outlines the steps that will be taken, associated costs, research objectives and any critical issues that need to be assessed before the project can begin.  It is important because, if accepted, it becomes a written agreement between supplier and client.  The specific components of the Research Request are outlined in the text.

Difficulty: Medium

Response: Page 47

Ref: Managing the Research Process

Learning Objective: 2.3: To understand the components of the research request.

 

 

69. Who would researchers for Royal Caribbean cruise lines speak to about their ideas for an interior redesign the interior on future cruise ships? Be sure to identify the type of research.

 

Ans:     Experience surveys involve interviewing knowledgeable individuals regarding the problem researched. If Royal Caribbean is seeking knowledgeable feedback about plans for a redesign they would want to talk to designers, frequent cruisers, cruise staff and crew. These are the people who use the facilities regularly and can offer direct feedback on what they like, don’t like, and what might be more practical based on their experience.

Difficulty: Medium

Response: Page 37

Ref: Understand the Decision-Making Environment with Exploratory Research

Learning Objective 2.2: To learn the steps involved in the marketing research process

 

 

70. Discuss why marketing researchers for a grocery store chain would need top-level management involved when setting up a research project.

 

Ans: The decision maker is the one who needs the research done. If changes are to be made on a broad scope at a grocery store chain, just one manager cannot decide this.  Top management may not know exactly what they are looking for, but when the researchers work with top management, clear goals can be established.

Difficulty: Medium

Response: Page 41

Ref: Importance of Top Management’s Definition of the Management Problem

Learning Objective 2.3: To understand the components of a research request

 

 

71. Describe why “use” must be defined in a research request regarding interior redesign for an airline.

 

Ans: In a research request, the use section will explain how each piece of information will be used in the decision-making process. Giving logical reasons for each part of the research helps the researchers ask the right questions to give the decision makers “useful” responses to make their decisions.

Difficulty: Medium

Response: Page 47

Ref: Managing the Research Process

Learning Objective 2.3: To understand the components of a research request

 

 

72. Discuss the benefits of a good Request for Proposal.

 

Ans: A good request for proposal tells the marketing research team what will be needed to answer the decision maker’s question. A typical RFP provides background data on why a study is to be conducted, outlines the research objectives, describes a methodology and suggests a time frame. This also gives the marketing research team a solid reference point to make recommendations and suggestions of their own.

Difficulty: Medium

Response: Page 50

Ref: Request for Proposal

Learning Objective 2.3: To understand the components of a research request

 

Chapter 4: Qualitative Research

 

Multiple Choice

 

1. If the goal of the research was to discover the attitudes, feelings, and motivations of a heavy user of a product, then the preferred type of research would be _______.
2. quantitative research
3. qualitative research
4. process analysis
5. formal analysis
6. none of the above

 

Ans: B

Difficulty:  Easy

Response:  See page 80

Ref:  Nature of Qualitative Research

Learning Objective 4.1: To define qualitative research.

 

 

2. If a car manufacturer wanted to know how mothers used and benefited from the mini-van, what type of research would be most beneficial?
3. quantitative research
4. qualitative research
5. process analysis
6. formal analysis
7. none of the above

 

Ans: B

Difficulty:  Easy

Response:  See page 80

Ref:  Nature of Qualitative Research

Learning Objective 4.1: To define qualitative research.

 

 

3. If the goal of the research was to provide a demographic and lifestyle profile of a heavy user of a product, then the preferred type of research would be _______.
4. quantitative research
5. qualitative research
6. process analysis
7. formal analysis
8. none of the above

 

Ans: A

Difficulty:  Medium

Response:  See page 80

Ref:  Nature of Qualitative Research

Learning Objective 4.1: To define qualitative research.

 

 

4. Which of the following is not an advantage of qualitative research over quantitative research?
5. greater ability to probe
6. easier to provide visual and audio aids
7. results are projectable to the population under study
8. research design provides more flexibility
9. All of the above are advantages of qualitative research over quantitative research.

 

Ans: C

Difficulty:  Medium

Response:  See page 80

Ref:  Nature of Qualitative Research

Learning Objective 4.1: To define qualitative research.

 

 

5. Which of the following is not a characteristic of qualitative research?
6. hardware consists of computers, questionnaires and printouts
7. is exploratory in nature
8. questions are probing
9. amount of information per respondent is substantial
10. All of the above are characteristics of qualitative research.

 

Ans: A

Difficulty:  Hard

Response:  See page 80

Ref:  Nature of Qualitative Research

Learning Objective 4.1: To define qualitative research.

 

 

6. Which of the following academic backgrounds would a qualitative researcher most likely have?
7. Math
8. Natural sciences
9. Psychology
10. Computer sciences
11. None of the above are qualified for qualitative research.

 

Ans: C

Difficulty:  Medium

Response:  See page 80

Ref:  Nature of Qualitative Research

Learning Objective 4.1: To define qualitative research.

 

 

7. Compared to quantitative research, qualitative studies tend to have _________samples.
8. larger
9. more representative
10. smaller
11. more statistically valid
12. none of the above

 

Ans: B

Difficulty:  Medium

Response:  See page 80

Ref:  Nature of Qualitative Research

Learning Objective 4.1: To define qualitative research.

 

 

8. Which of the following is not a limitation of qualitative research?
9. greater opportunity for interviewer bias
10. limited probing of respondents
11. results not representative beyond those persons interviewed
12. problems securing highly skilled researchers for qualitative research
13. None of the above are limitations of qualitative research.

 

Ans: B

Difficulty:  Hard

Response:  See pages 80, 82

Ref:  Nature of Qualitative Research

Learning Objective 4.1: To define qualitative research.

 

 

9. The most common type of qualitative marketing research is _______.
10. projective techniques
11. in-depth interviews
12. sentence completion
13. focus groups
14. none of the above

 

Ans:  D

Difficulty:  Easy

Response:  See page 82

Ref:  The Importance of Focus Groups

Learning Objective 4.3: To learn about focus groups and their tremendous popularity.

 

 

10. A computer developer conducts a focus group with three different college campuses about how students and professors make use of their tablet. They decide to explore how much consumers would pay for upgrades or a new tablet to meet their needs. What kind of study would they need to do

 

1. quantitative research
2. qualitative research
3. process analysis
4. formal analysis
5. none of the above

 

Ans: A

Difficulty:  Medium

Response:  See page 80

Ref:  Nature of Qualitative Research

Learning Objective 4.1: To define qualitative research.

 

 

11. Which of the following is the primary reason or underlying rationale for conducting focus groups?
12. allow for individualized analysis
13. able to provide more precision than quantitative studies
14. interaction among group members
15. ambiance of the focus group promotes direct questioning
16. none of the above

 

Ans: C

Difficulty:  Medium

Response:  See page 82

Ref:  The Importance of Focus Groups

Learning Objective 4.4: To gain insight into conducting and analyzing a focus group.

 

 

12. How do researchers prevent “professional” respondents from participating in focus groups?
13. selecting a good moderator
14. combining qualitative with quantitative research
15. creating a discussion guide
16. pre-screening respondents
17. none of the above

 

Ans:  D

Difficulty:  Hard

Response:  See pages 84–85

Ref:  The Importance of Focus Groups

Learning Objective 4.4: To gain insight into conducting and analyzing a focus group.

 

 

13. What is the top motivation for respondents to participate in focus groups?
14. financial incentives
15. interest in the topic
16. opportunity for expression
17. convenient time
18. none of the above

 

Ans: A

Difficulty:  Medium

Response:  See page 84

Ref:  The Importance of Focus Groups

Learning Objective 4.3: To learn about focus groups and their tremendous popularity.

 

 

14. A limitation of focus groups is:
15. the need for multivariate statistical expertise.
16. the length of time they take to implement.
17. the lack of representation of the population of interest.
18. none of the above

 

Ans: C

Difficulty:  Hard

Response:  See page 92

Ref:  The Importance of Focus Groups

Learning Objective 4.4: To gain insight into conducting and analyzing a focus group.

 

 

15. How long should an ideal focus group be?
16. 30 minutes
17. one hour
18. 90 minutes
19. two hours

 

Ans: B

Difficulty:  Medium

Response:  See page 88

Ref:  The Importance of Focus Groups

Learning Objective 4.4: To gain insight into conducting and analyzing a focus group.

 

 

16. A written outline that describes the topics to be covered in a focus group is called a(n) ____________.
17. discussion guide
18. moderator’s note
19. survey
20. debriefing

 

Ans: A

Difficulty:  Medium

Response:  See page 86

Ref:  The Importance of Focus Groups

Learning Objective 4.4: To gain insight into conducting and analyzing a focus group.

 

 

17. The ideal focus group is comprised of____________.
18. 10 to 15 participants
19. 5 to 10 participants
20. 8 to 12 participants
21. at least 25 participants
22. there is no ideal focus group size

 

Ans: C

Difficulty:  Medium

Response:  See page 82

Ref:  The Importance of Focus Groups

Learning Objective 4.4: To gain insight into conducting and analyzing a focus group.

 

 

18. Focus group facilities probably have which of the following?
19. video and audio taping equipment
20. one-way mirror
21. view room for clients
22. informal living room ambiance
23. all of the above

 

Ans: E

Difficulty:  Easy

Response:  See page 83

Ref:  The Importance of Focus Groups

Learning Objective 4.4: To gain insight into conducting and analyzing a focus group.

 

 

19. If a television network wants to know if a series appeals to their desired demographic of 18 to 24 year old males, what type of focus group would they benefit from?
20. Single college males, ages 18 to 22
21. Single males ages 18 to 24, whether enrolled in college or not
22. Single and involved males ages 18 to 24
23. An age demographic that also includes a cross-section of other demographic factors such as location and education

Ans: D

Difficulty: Hard

Response:  See page 84

Ref:  The Importance of Focus Groups

Learning Objective 4.4: To gain insight into conducting and analyzing a focus group.

 

 

20. If a researcher wants to make a multi-million dollar decision as to whether to launch a new product s/he would be well advised to use:
21. qualitative research only.
22. quantitative research only.
23. a combination of qualitative and quantitative research.
24. none of the above

 

Ans: C

Difficulty:  Medium

Response:  See page 83

Ref:  Nature of Qualitative Research

Learning Objective 4.2: To explore the popularity of qualitative research.

 

 

21. When a focus group moderator debriefs the client after the final focus group, this is known as _______.
22. third person technique
23. brainstorming
24. instant analysis
25. groupthink
26. none of the above

 

Ans: C

Difficulty:  Hard

Response:  See page 89

Ref:  The Importance of Focus Groups

Learning Objective 4.4: To gain insight into conducting and analyzing a focus group.

 

 

22. During the focus group interview, it is imperative that the focus group moderator:
23. remain completely objective.
24. have good quantitative skills.
25. have a wide range of capability regarding focus group equipment.
26. be able to screen for appropriate focus group participants.
27. all of the above

 

Ans: A

Difficulty:  Hard

Response:  See page 86

Ref:  The Importance of Focus Groups

Learning Objective 4.4: To gain insight into conducting and analyzing a focus group.

 

 

23. Which of the following is not a client-focused skill needed by a focus group moderator?
24. Understand the client’s business.
25. Be responsive and reliable.
26. Provide effective feedback to the client.
27. Have an appreciation for differences in people.
28. All of the above are necessary client-focused skills.

 

Ans: D

Difficulty:  Hard

Response:  See pages 85–86

Ref:  The Importance of Focus Groups

Learning Objective 4.4: To gain insight into conducting and analyzing a focus group.

 

 

24. When the focus group moderator lets his/her own ideas influence the group, this illustrates a lack of _________.
25. empathy
26. flexibility
27. observation skills
28. objectivity

 

Ans: D

Difficulty:  Hard

Response:  See page 86

Ref:  The Importance of Focus Groups

Learning Objective 4.4: To gain insight into conducting and analyzing a focus group.

 

 

25. A final report of a set of focus groups typically consists of what?
26. a PowerPoint presentation
27. data tables
28. lengthy written report
29. discussion guide
30. none of the above

 

Ans: A

Difficulty:  Medium

Response:  See page 89

Ref:  The Importance of Focus Groups

Learning Objective 4.4: To gain insight into conducting and analyzing a focus group.

 

 

26. Of the following, which is not an advantage of focus group research?
27. group dynamics stimulate responses that otherwise would not have occurred
28. results can often be a substitute for a quantitative study
29. being able to observe respondents behind a one-way mirror
30. quick execution relative to other types of research
31. All of the above are advantages of focus group research.

 

Ans: B

Difficulty:  Medium

Response:  See page 91–92

Ref:  The Importance of Focus Groups

Learning Objective 4.4: To gain insight into conducting and analyzing a focus group.

 

 

27. Which of the following are not disadvantages of online focus groups?
28. lessened group dynamics
29. lack of nonverbal inputs
30. less interviewer bias
31. exposure to external stimuli is less efficient
32. All are disadvantages of online focus groups.

 

Ans: E

Difficulty:  Medium

Response:  See page 92

Ref:  The Importance of Focus Groups

Learning Objective 4.4: To gain insight into conducting and analyzing a focus group.

 

 

28. When Wal-Mart decided to expanded its franchise to Japan, why would they have benefited from a focus group?
29. Foreign consumers may have different needs
30. Perception of cheaper shopping may involve cultural bias
31. Shopping habits vary from country to country
32. All of the above

 

Ans: D

Difficulty:  Medium

Response:  See page 90

Ref:  The Importance of Focus Groups

Learning Objective 4.4: To gain insight into conducting and analyzing a focus group.

 

 

29. When considering arranging a focus group in a foreign country, what should the researcher be most aware of?

 

1. Privacy laws
2. Transportation strikes
3. Avoid educational assumptions
4. All of the above

Ans: D

Difficulty:  Medium

Response:  See page 90

Ref:  The Importance of Focus Groups

Learning Objective 4.4: To gain insight into conducting and analyzing a focus group.

 

 

30. Which of the following is not an advantage of depth interviews over focus groups?
31. heightened group-dynamics effect
32. group pressure is eliminated
33. heightened attention of respondent
34. no need for expensive focus group facility
35. All of the above are advantages of depth interviews over focus groups.

 

Ans: A

Difficulty:  Hard

Response:  See page 93

Ref:  Other Qualitative Methodologies

Learning Objective 4.5: To learn about other forms of qualitative research.

 

 

31. Disadvantages of depth interviews relative to focus groups would not include which of the following?
32. depth interviews cost more
33. time devoted to an individual respondent is less in-depth interviews
34. no group dynamics effect
35. depth interviews are more physically exhausting to interviewer, who doesn’t cover as much topical ground
36. All are disadvantages of depth interviews relative to focus groups.

 

Ans: B

Difficulty: Hard

Response:  See page 94

Ref:  Other Qualitative Methodologies

Learning Objective 4.5: To learn about other forms of qualitative research.

 

 

32. Focus groups are most likely to be used by ______________ companies.
33. industrial
34. service-oriented
35. business to business
36. consumer goods
37. none of the above

 

Ans:  D

Difficulty:  Medium

Response:  See page 83

Ref:  The Importance of Focus Groups

Learning Objective 4.3: To learn about focus groups and their tremendous popularity.

 

 

33. Which of the following types of research facilitates question probing?
34. qualitative
35. quantitative
36. secondary
37. none of the above

 

Ans:  A

Difficulty:  Medium

Response:  See page 80

Ref:  Nature of Qualitative Research

Learning Objective 4.1: To define qualitative research.

 

 

34. The objective of _______________________ is to delve below surface responses to obtain true feelings, meanings, and motivations.

 

1. online focus groups
2. projective tests
3. traditional focus groups
4. thirty-party interviews

 

Ans: B

Difficulty:  Medium

Response:  See page 97

Ref:  Other Qualitative Methodologies

Learning Objective 4.5: To learn about other forms of qualitative research

 

 

35. A qualitative researcher is investigating a very sensitive subject, downloading music illegally. Which technique would be best for getting the subject to answer honestly?
36. online focus groups
37. traditional focus groups
38. third-person technique
39. in depth interview

 

Ans:  C

Difficulty:  Hard

Response:  See page 101

Ref:  Other Qualitative Methodologies

Learning Objective 4.5: To learn about other forms of qualitative research.

 

 

36. Which of the following is not an example of a projective test?
37. word association
38. sentence completion
39. cartoon test
40. photo sorts
41. All of the above are examples of projective tests.

 

Ans:  E

Difficulty:  Hard

Response:  See page 97

Ref:  Other Qualitative Methodologies

Learning Objective 4.5: To learn about other forms of qualitative research.

 

 

37. What is the medium that makes research work?

 

1. Friendship with supplier
2. Rapport
3. A previous and solid track record.
4. None of the above.

 

Ans:  B

Difficulty:  Medium

Response:  See page 86

Ref:  The Importance of Focus Groups

Learning Objective 4.3: To learn about focus groups and their tremendous popularity.

 

 

38. Research that focuses on interpretation through conversations is_________.

 

1. Hermeneutic Research
2. Delphi Method
3. Hypothesis Method
4. Specific Research

 

Ans:  A

Difficulty:  Easy

Response:  See pages 95

Ref:  Other Qualitative Methodologies

Learning Objective 4.5: To learn about other forms of qualitative research.

 

 

39. A word association test is______________.

 

1. Drawing a comparison between two items in terms of their similarities.
2. Drawing a comparison between a product and a person.
3. A test in which respondent’s complete sentences or stories in their own words.
4. A test in which the interviewer says a word and the respondent must mention the first thing that comes to mind.

 

Ans:  D

Difficulty:  Hard

Response:  See pages 97

Ref:  Other Qualitative Methodologies

Learning Objective 4.5: To learn about other forms of qualitative research.

 

 

40. A projective technique in which the interviewer learns about the respondents’ feelings by asking them about “most people” or “your neighbor.”

 

 

1. Cartoon tests
2. Storytelling
3. Consumer drawings
4. Third-person technique
5. Word association tests

 

 

Ans:  D

Difficulty:  Medium

Response:  See pages 101

Ref:  Other Qualitative Methodologies

Learning Objective 4.5: To learn about other forms of qualitative research.

 

 

 

 

True/False

 

41. Qualitative research is easier to replicate than quantitative research.

 

Ans: False

Difficulty:  Medium

Response:  See page 80

Ref:  Nature of Qualitative Research

Learning Objective 4.2: To explore the popularity of qualitative research.

 

 

42. Quantitative studies allow for more probing than qualitative studies.

 

Ans: False

Difficulty:  Easy

Response:  See page 80

Ref:  Nature of Qualitative Research

Learning Objective 4.1: To define qualitative research.

 

 

43. It is becoming common for market researchers to combine qualitative and quantitative studies into a single project or series of projects.

 

Ans: True

Difficulty:  Easy

Response:  See page 81

Ref:  Nature of Qualitative Research

Learning Objective 4.2: To explore the popularity of qualitative research.

 

 

44. Qualitative research can inspire and inform quantitative research.

 

Ans: True

Difficulty: Easy

Response: See page 81

Ref: Nature of Qualitative Research

Learning Objective 4.2: To explore the popularity of qualitative research.

 

 

45. Statistical skills are important for qualitative researchers.

 

Ans: False

Difficulty:  Medium

Response:  See page 80

Ref:  Nature of Qualitative Research

Learning Objective 4.1: To define qualitative research.

 

 

46. In general, qualitative research is conducted before quantitative research.

 

Ans: True

Difficulty: Medium

Response:  See page 80

Ref:  Nature of Qualitative Research

Learning Objective 4.1: To define qualitative research.

 

 

47. Training in psychology is useful for qualitative researchers.

 

Ans: True

Difficulty:  Easy

Response:  See page 80

Ref:  Nature of Qualitative Research

Learning Objective 4.1: To define qualitative research.

 

 

48. Quantitative research typically uses larger sample sizes than qualitative research.

 

Ans: True

Difficulty:  Easy

Response:  See page 80

Ref:  Nature of Qualitative Research

Learning Objective 4.1: To define qualitative research.

 

 

49. In-depth interviews typically are less expensive than focus groups.

 

Ans: False

Difficulty:  Medium

Response:  See pages 93–94

Ref:  Other Qualitative Methodologies

Learning Objective 4.5: To learn about other forms of qualitative research.

 

 

50. In-depth interviews are more useful than focus groups.

 

Ans: False

Difficulty:  Medium

Response:  See pages 93–94

Ref:  Other Qualitative Methodologies

Learning Objective 4.5: To learn about other forms of qualitative research.

 

 

51. Focus groups are often used in the process of defining and/or refining concepts.

 

Ans: True
Difficulty:  Hard

Response:  See page 81

Ref:  The Importance of Focus Groups

Learning Objective 4.3: To learn about focus groups and their tremendous popularity.

 

 

52. Generally, interaction with respondents is more personalized in descriptive studies than in focus groups.

 

Ans: False

Difficulty:  Hard

Response:  See page 82

Ref:  The Importance of Focus Groups

Learning Objective 4.4: To gain insight into conducting and analyzing a focus group.

 

 

53. An important goal of focus groups is that they should lead to immediately actionable results.

 

Ans: False

Difficulty:  Hard

Response:  See page 82

Ref:  The Importance of Focus Groups

Learning Objective 4.4: To gain insight into conducting and analyzing a focus group.

 

 

54. Generally, focus groups overshadow the use of other qualitative research tools.

 

Ans: True

Difficulty:  Medium

Response:  See page 83

Ref:  The Importance of Focus Groups

Learning Objective 4.3: To learn about focus groups and their tremendous popularity.

 

 

55. Most focus group participants are recruited via door-to-door interviews.

 

Ans: False

Difficulty:  Easy

Response:  See page 84

Ref:  The Importance of Focus Groups

Learning Objective 4.4: To gain insight into conducting and analyzing a focus group.

 

 

56. Online focus groups are a better option for a start up company.

 

Ans: False

Difficulty:  Easy

Response:  See page 84

Ref:  The Importance of Focus Groups

Learning Objective 4.4: To gain insight into conducting and analyzing a focus group.

 

 

57. Professional respondents are actively recruited as focus group participants.

 

Ans: False

Difficulty:  Medium

Response:  See page 84

Ref:  The Importance of Focus Groups

Learning Objective 4.4: To gain insight into conducting and analyzing a focus group.

 

 

58. Focus groups can be conducted the same all over the world.

 

Ans: False

 

 

59. Focus groups are usually no longer than 45 minutes.

 

Ans: False

 

Difficulty:  Medium

Response:  See page 90

Ref:  The Importance of Focus Groups

Learning Objective 4.4: To gain insight into conducting and analyzing a focus group.

 

 

60. Focus group moderator debriefing is referred to as instant analysis.

 

Ans: True

Difficulty:  Hard

Response:  See page 89

Ref:  The Importance of Focus Groups

Learning Objective 4.4: To gain insight into conducting and analyzing a focus group.

 

 

61. An advantage of depth interviews is that group pressure is eliminated.

 

Ans:  True

Difficulty:  Medium

Response:  See page 93

Ref:  Other Qualitative Methodologies

Learning Objective 4.5: To learn about other forms of qualitative research.

 

 

62. A quantitative study often leads to more actionable results than a qualitative one.

 

Ans:  True

Difficulty:  Medium

Response:  See page 80

Ref:  Nature of Qualitative Research

Learning Objective 4.1: To define qualitative research.

 

 

63. Giambattista Vico, one whose work spawned the idea/creation of the qualitative approach, wrote that only people can understand people and that they do so through a faculty called intuitive understanding.

 

Ans:  True

Difficulty:  Medium

Response:  See page 80

Ref:  Nature of Qualitative Research

Learning Objective 4.1: To define qualitative research.

 

 

64. Qualitative research blends with quantitative measures to provide a less thorough understanding of consumer demand.

 

Ans:  False

Difficulty:  Medium

Response:  See page 81

Ref:  Nature of Qualitative Research

Learning Objective 4.1: To define qualitative research.

 

 

65. It is estimated that over 550,000 focus groups are conducted worldwide each year.

 

Ans:  True

Difficulty:  Medium

Response:  See page 83

Ref:  The Importance of Focus Groups

Learning Objective 4.3: To learn about focus groups and their tremendous popularity.

 

 

66. Culture always impacts focus groups.

 

Ans: True

Difficulty: Medium

Response: see page 83

Ref:  The Importance of Focus Groups

Learning Objective 4.3: To learn about focus groups and their tremendous popularity.

 

 

67. Hermeneutic research focuses on spontaneous interactions rather than a question list.

 

Ans: True

Difficulty: Medium

Response: see page 95

Ref:  The Importance of Focus Groups

Learning Objective 4.3: To learn about focus groups and their tremendous popularity.

 

 

Essay Questions

 

 

68. As the first stage of a comprehensive physician-satisfaction study, a hospital wants a market researcher to interview about 20% of its 100 physicians. There is known to be quite a bit of animosity between primary care physicians and specialty physicians, as well as between physicians with less than five years of tenure with the hospital and those with five or more years of tenure.  Recommend a qualitative analysis technique and give reasons for your selection.

 

Ans:     Focus groups offer the advantage of group dynamics, which might be a big disadvantage if the wrong combination of physicians end up in the same focus group.  In addition, physicians may be hesitant to criticize a hospital in which they have privileges, for fear of reprisal.  Hence, even though it will take longer to complete, depth interviews would be the preferable mode of research.

Difficulty:  Hard

Response:  See pages 82–95

Ref:  The Importance of Focus Groups; Other Qualitative Methodologies

Learning Objective 4.4: To gain insight into conducting and analyzing a focus group.

Learning Objective 4.5: To learn about other forms of qualitative research.

 

 

69. A group of citizens thinks Drysville, Arkansas, is achieving its potential as a city, because it is “dry.” Drysville is a very religious and conservative community that has experienced some growth as a “bedroom” community to Sin City.  Hence, the population has grown to the extent that the group favoring a “wet” city thinks it may now have the votes.  However, before embarking on an expensive petition-signing campaign, the group favoring “wet” wants a market researcher to give them more insights via a qualitative research effort.  The issue is very sensitive, and the “wet” group thinks that many of its supporters may not come forward due to possible peer pressure.  What method or methods of qualitative research would you recommend?

 

Ans:     This question could have several answers.  One approach would be a screened focus group interview, selecting only persons favoring “wet.”  A possible richer but more volatile approach would be a mix of opinions in the focus group, augmented with the use of third-person projective techniques to get beneath surface inhibitions, due to possible peer pressure.

Difficulty:  Medium

Response:  See pages 80–82

Ref:  Nature of Qualitative Research

Learning Objective 4.2: To explore the popularity of qualitative research.

 

 

70        You have just conducted a set of focus groups for a client, and the results are positive about launching a new product.  What words of caution would you give the client before they make this multi-million dollar decision?

 

Ans:     The answer should include some of the limitations of qualitative research, such as the fact that the responses of focus groups are not representative of the population.  An ideal answer would probably include a recommendation of conducting quantitative research to supplement the findings from the focus groups.

Difficulty:  Easy

Response:  See pages 80–82

Ref:  Nature of Qualitative Research

Learning Objective 4.1: To define qualitative research.

Learning Objective 4.2: To explore the popularity of qualitative research.

 

 

71. Distinguish between quantitative and qualitative research, especially with respect to the appropriateness of each.

 

Ans:     Exhibit 4.1 distinguishes between qualitative and quantitative research with qualitative research being more appropriate in the exploratory stages of a project when insights and not quantification is needed.  Later, if the project is descriptive in nature, and the goal is to get a representative response, quantitative research is more appropriate.

Difficulty: Easy

Response: See pages 80–82

Ref:  Nature of Qualitative Research

Learning Objective 4.1: To define qualitative research.

 

 

72. Why do people participate in focus groups? What are a few things the moderator can do to encourage participation by participants once they are at the focus group facility?

 

Ans:     Page 84 details 7 reasons that people participate in focus groups, with the top reason being money.  By providing excellent refreshments (soda and fresh chocolate chip cookies) and stimulating informal group dynamics through informal introductions, the moderator can facilitate the interaction and participation among focus group participants.

Difficulty: Medium

Response: See pages 83–86

Ref: Conducting Focus Groups

Learning Objective 4.4: To gain insight into conducting and analyzing a focus

group.

 

 

73. Why is it so important that there be a good rapport among focus group participants?

 

Ans:     The key advantage of the focus group technique is group dynamics.  In other words, the participants provide cues for each other with their answer, therefore stimulating responses from respondents that normally would not have occurred without the cue.  Hence, a healthy rapport among participants is needed to motivate them to respond in a way that will be of value to the focus group proceedings and stimulate group dynamics.

Difficulty: Medium

Response: See pages 85–86

Ref: Conducting Focus Groups/Practicing Marketing Research

Learning Objective 4.4: To gain insight into conducting and analyzing a focus

group.

 

 

74. Discuss why you might recommend in depth interviews over a focus group for a new line up of commercials.

 

Ans:     The key advantage of the in-depth interview is that respondents provide more honest feelings. When you want to do a communication check of a commercial or print advertisement, the honesty can help the company hone the message or reassure themselves that it delivers the desired message.

Difficulty: Medium

Response: See pages 93-94

Ref: Other Qualitative Methodologies

Learning Objective 4.4: To gain insight into conducting and analyzing a focus

group.

 

 

75. Describe why a cosmetic company would use a word association test to choose their next brand name.

 

Ans:     Word association tests are among the most practical and projective tools for marketing researchers. The researcher reads a word and the respondent replies with the first word that comes to mind. The quick succession of reading allows the researcher to see the words most closely associated. A cosmetic manufacturer wants product and brand names that come quickly to mind and evoke provocative images. Word association can help them find this.

Difficulty: Medium

Response: See pages 97

Ref: Other Qualitative Methodologies

Learning Objective 4.4: To gain insight into conducting and analyzing a focus

group.

 

 

76. Discuss what type of projective test a researcher might use to determine a brand or company’s personal image. Include how this might benefit a company.

 

Ans:     Photo sorts allow consumers to express their feelings by connecting individuals in a photo array with who might use the brand or company. Some examples may be identifying what types of customers the brand seemingly attracts. If a younger demographic only associates a company with older, conservative businessmen then they need to alter their marketing to appeal to the younger demographic. Projective tests like photo sorts provide them with this honest feedback to work with.

Difficulty: Medium

Response: See pages 99

Ref: Other Qualitative Methodologies

Learning Objective 4.4: To gain insight into conducting and analyzing a focus

group.