【国外原版配套PPT市场营销调研】MarketingResearchCh04

1、Malhotra, Hall, Shaw, Oppenheim: Marketing Research 3e 2006 Pearson Education Australia1PowerPoint to accompanyNaresh MalhotraJohn HallMike ShawPeter OppenheimPowerPoint to accompanyMalhotra, Hall, Shaw, Oppenheim: Marketing Research 3e 2006 Pearson Education Australia2Chapter 4Formulating the Marke

2、ting Research DesignMalhotra, Hall, Shaw, Oppenheim: Marketing Research 3e 2006 Pearson Education Australia3Chapter ObjectivesAfter reading this chapter you should be able to:Describe the scope of marketing research design alternatives and classify various types of research designCompare and contras

3、t the basic research designs: exploratory, descriptive and causalUnderstand the strengths and weaknesses of each of the alternative designsDescribe the major sources of errors in a research design, including random sampling error and various sources of non-sampling errorMalhotra, Hall, Shaw, Oppenhe

4、im: Marketing Research 3e 2006 Pearson Education Australia4Chapter Objectives (continued)Describe the elements that make up the research proposalShow why the research proposal is the key output of this stage of the marketing research processDescribe how the elements of the proposal become the bluepr

5、int for how the research study will progressPrepare a research proposal based on the MDP, MRP and MROs for any businessMalhotra, Hall, Shaw, Oppenheim: Marketing Research 3e 2006 Pearson Education Australia5Chapter OutlineDeveloping the research designResearch design: classificationExploratory resea

6、rch designsConclusive research designs descriptive researchDescriptive research designs causal researchRelationships among exploratory, descriptive and causal researchPotential sources of errorMalhotra, Hall, Shaw, Oppenheim: Marketing Research 3e 2006 Pearson Education Australia6Chapter Outline (co

7、ntinued)Budgeting and schedulingThe ideal research designMarketing research proposalSummary Malhotra, Hall, Shaw, Oppenheim: Marketing Research 3e 2006 Pearson Education Australia7TopicDeveloping the research designResearch design: classificationExploratory research designsConclusive research design

8、s descriptive researchDescriptive research designs causal researchRelationships among exploratory, descriptive and causal researchPotential sources of errorMalhotra, Hall, Shaw, Oppenheim: Marketing Research 3e 2006 Pearson Education Australia8Developing the Research DesignDevelopment of effective a

9、nd efficient research design:Considers problem contextInvolves researcher thinking broadly and specifically about the problemResearcher draws upon:Knowledge of the situationTheir past experienceCollection of new informationSpecification for research design:Addresses research objectivesMethodology Ma

10、lhotra, Hall, Shaw, Oppenheim: Marketing Research 3e 2006 Pearson Education Australia9Fig 4.1 Research Process and OutputsMalhotra, Hall, Shaw, Oppenheim: Marketing Research 3e 2006 Pearson Education Australia10Research Design: DefinitionIs a framework or blueprint for conducting the marketing resea

11、rch projectMalhotra, Hall, Shaw, Oppenheim: Marketing Research 3e 2006 Pearson Education Australia11Research Design for the Researcher, Decision Maker and RespondentResearcher, DM and respondent have different expectations from the resultsResearchers:Attempt to answer MROsHave regard for costs and t

12、imingEnable respondents to answer succinctly and accuratelyBe prepared to compromise with the DM as views can varyFace trade-offs the “ideal” approach versus time and moneyMalhotra, Hall, Shaw, Oppenheim: Marketing Research 3e 2006 Pearson Education Australia12Research Design for the Researcher, Dec

13、ision Maker and RespondentDecision makers expect information to be:AccurateCurrentSufficientAvailableRelevant Valid portrayal of the phenomenaAs up to date as possibleCompleteness to reflect all pertinent characteristicsTimely access to the relevant informationMatches the DMs expectationsDifficult t

14、o achieve in commercial marketing research trade-offs are commonMalhotra, Hall, Shaw, Oppenheim: Marketing Research 3e 2006 Pearson Education Australia13Research Design for the Researcher, Decision Maker and RespondentTrade-offs may be caused by what the researcher is attempting to measure or unders

15、tand:Subjects humans, societies, organisationsMeasuring or observing may change the subjects behaviourDifficult to assess affect of external variables in marketing experimentsRelevance cannot be subject to trade-offMust be able to action the resultsMalhotra, Hall, Shaw, Oppenheim: Marketing Research

16、 3e 2006 Pearson Education Australia14Research Design for the Researcher, Decision Maker and RespondentWith respect to the respondent, the researcher needs to understand the respondents interaction with the research processMethod should:Build rapport, confidence and trustProvide a conducive environm

17、entFig 4.4 levels:Top simple issues, easy to answer2nd more personal and sensitive3rd more imaginative responses expected4th questions difficult to conceptualiseRefer to Fig 4.4 p. 102 for an illustration of relationship between access, information depth and expected responseResearcher must understa

18、nd the environments influenceMalhotra, Hall, Shaw, Oppenheim: Marketing Research 3e 2006 Pearson Education Australia15TopicDeveloping the research designResearch design: classificationExploratory research designsConclusive research designs descriptive researchDescriptive research designs causal rese

19、archRelationships among exploratory, descriptive and causal researchPotential sources of errorMalhotra, Hall, Shaw, Oppenheim: Marketing Research 3e 2006 Pearson Education Australia16Research Design: ClassificationDesigns broadly classified as:ExploratorynProvides insightsnNeed to define problem mor

20、e preciselynIdentify relevant courses of actionnResearch process is flexible and unstructurednSample small/non-representativenData - qualitativeConclusivenMore formal/structurednLarge representative samplesnData subject to quantitative analysisFindings are tentative or input for further researchFind

21、ings are conclusive used for decision makingMalhotra, Hall, Shaw, Oppenheim: Marketing Research 3e 2006 Pearson Education Australia17Table 4.1 Differences Between Exploratory and Conclusive ResearchMalhotra, Hall, Shaw, Oppenheim: Marketing Research 3e 2006 Pearson Education Australia18Fig 4.6 Class

22、ification of Marketing Research DesignsResearch DesignExploratory Research DesignConclusiveResearch DesignDescriptive ResearchCausalResearchCross-sectional DesignLongitudinalDesignSingleCross-sectional DesignMultipleCross-sectionalDesignMalhotra, Hall, Shaw, Oppenheim: Marketing Research 3e 2006 Pea

23、rson Education Australia19TopicDeveloping the research designResearch design: classificationExploratory research designsConclusive research designs descriptive researchDescriptive research designs causal researchRelationships among exploratory, descriptive and causal researchPotential sources of err

24、orMalhotra, Hall, Shaw, Oppenheim: Marketing Research 3e 2006 Pearson Education Australia20Exploratory Research Designs To explore or search through a problem or situation to provide insights and understanding Used to, eg:Gain background informationDefine a problem more preciselyIdentify alternative

25、 sources of actionDevelop hypothesesIsolate key variables and relationships for further examinationGain insight for developing an approach to the problemEstablish priorities for further researchExplore sensitive or personally embarrassing issuesData-mine It is characterised by flexibility and versat

26、ility with respect to the methodsMore than just qualitativeMalhotra, Hall, Shaw, Oppenheim: Marketing Research 3e 2006 Pearson Education Australia21TopicDeveloping the research designResearch design: classificationExploratory research designsConclusive research designs descriptive researchDescriptiv

27、e research designs causal researchRelationships among exploratory, descriptive and causal researchPotential sources of errorMalhotra, Hall, Shaw, Oppenheim: Marketing Research 3e 2006 Pearson Education Australia22Conclusive Research Designs Descriptive Research Descriptive research has as its major

28、objective to describe something usually market characteristics or functions Requires clear specification of Who, What, Where, When, Why and Way are they related to the research problem Includes studies on the market, market share, sales analysis, image, product usage, distribution, pricing, advertis

29、ing Assumes prior knowledge, prior formulation of specific hypotheses, pre-planned and structured, based on large representative samples6 WsRefer to Example 4.1 p. 109 for an application of the 6WsMalhotra, Hall, Shaw, Oppenheim: Marketing Research 3e 2006 Pearson Education Australia23Cross-Sectiona

30、l Designs Collection of information from any given sample of the population elements only once a “snapshot” Often a large representative sample Can be single or multiple cross-sectionalOne sample, from target population, data obtained onceTwo or more samples, data obtained once. Allows comparison bu

31、t increases costs Malhotra, Hall, Shaw, Oppenheim: Marketing Research 3e 2006 Pearson Education Australia24Cohort Analysis Special form of multiple cross-sectional design A series of surveys conducted at appropriate time intervals, where the cohort is the unit of analysis The cohort refers to the gr

32、oup or respondents who experience the same event within the same time intervalA study on leisure time activities of Baby BoomersPredict changes in voters intentionsMalhotra, Hall, Shaw, Oppenheim: Marketing Research 3e 2006 Pearson Education Australia25Longitudinal Design A type of research design i

33、nvolving a fixed sample of population elements ie. Panel, which is measured repeatedly over time Measures changes eg market share or consumer behaviour given marketing mix changes, over time Some potential problems include respondent refusal to co-operate, mortality, response bias and possible payme

34、nt Sample of respondents who have agreed to provide information at specified intervals over an extended periodRefer to Tables 4.4 and 4.5 pp. 112-113 for an illustration on how cross-sectional data may mislead researchersMalhotra, Hall, Shaw, Oppenheim: Marketing Research 3e 2006 Pearson Education A

35、ustralia26Table 4.3 Relative Advantages and Disadvantages of Longitudinal and Cross-sectional DesignEvaluation criteriaCross-sectional designLongitudinal designDetecting change-+Large amount of data collection-+Accuracy-+Representative sampling+-Response bias+-Note: + indicates a relative advantage;

36、 whereas - indicates a relative disadvantageMalhotra, Hall, Shaw, Oppenheim: Marketing Research 3e 2006 Pearson Education Australia27TopicDeveloping the research designResearch design: classificationExploratory research designsConclusive research designs descriptive researchDescriptive research desi

37、gns causal researchRelationships among exploratory, descriptive and causal researchPotential sources of errorMalhotra, Hall, Shaw, Oppenheim: Marketing Research 3e 2006 Pearson Education Australia28Descriptive Research Designs Causal Research A type of conclusive research where the major objective i

38、s to obtain evidence regarding cause-and-effect (causal) relationships Requires a planned and structured design Independent variables are manipulated in a relatively controlled environmentMarketing experimentation is the main methodIndependent variablesDependent variablesMalhotra, Hall, Shaw, Oppenh

39、eim: Marketing Research 3e 2006 Pearson Education Australia29TopicDeveloping the research designResearch design: classificationExploratory research designsConclusive research designs descriptive researchDescriptive research designs causal researchRelationships among exploratory, descriptive and caus

40、al researchPotential sources of errorMalhotra, Hall, Shaw, Oppenheim: Marketing Research 3e 2006 Pearson Education Australia30Relationships Among Exploratory, Descriptive and Causal ResearchMarketing research project may involve more than one type of research designNature of problem key to chosen co

41、mbinationResearch design choice guidelines:When little is known start with exploratoryIf exploratory research is 1st step it is normally followed by descriptive or causalExploratory research is not mandatory depends on precision of the problem definitionResearch could begin with descriptive or causa

42、l researchExploratory and descriptive research frequently used in commercial marketing research causal research is more complex and costlierRefer to Example 4.3 pp. 116-118 for an illustration of developing a research designMalhotra, Hall, Shaw, Oppenheim: Marketing Research 3e 2006 Pearson Educatio

43、n Australia31Table 4.6 A Comparison of Basic Research DesignsMalhotra, Hall, Shaw, Oppenheim: Marketing Research 3e 2006 Pearson Education Australia32TopicDeveloping the research designResearch design: classificationExploratory research designsConclusive research designs descriptive researchDescript

44、ive research designs causal researchRelationships among exploratory, descriptive and causal researchPotential sources of errorMalhotra, Hall, Shaw, Oppenheim: Marketing Research 3e 2006 Pearson Education Australia33Potential Sources of ErrorThere are several potential sources of errorGood design att

45、empts to control the various sourcesTotal error is the variation between the true mean value in the population of the variable of interest and the observed mean value obtained in the marketing research project:Composed of random sampling error and non-sampling errorA breakdown of all potential error

46、 sources is shown on the next slideMalhotra, Hall, Shaw, Oppenheim: Marketing Research 3e 2006 Pearson Education Australia34Fig 4.8 Potential Sources of Errorin Research DesignTotal ErrorRandom sampling errorNon-samplingerrorResponseerrorNon-response errorResearchererrorsInterviewererrorsRespondent

47、errorsSurrogate information errorMeasurement errorPopulation definition errorSampling frame errorData analysis errorRespondent selection errorQuestioning errorRecording errorCheating errorInability errorunwillingness errorMalhotra, Hall, Shaw, Oppenheim: Marketing Research 3e 2006 Pearson Education

48、Australia35Error Sources Random sampling error when selected sample not representative of population Non-sampling error - reasons other than sampling, eg questionnaire design, data preparation, etc Non-response error target respondents not contribute, eg refusals, not-at-homes Response error source

49、could be the researcher, interviewer or respondentMalhotra, Hall, Shaw, Oppenheim: Marketing Research 3e 2006 Pearson Education Australia36Error Sources - Researcher Surrogate information:Variation between information needed and information sought by the researcher Measurement:Variation between info

50、rmation needed and information generated by the measurement processInformation on consumer choice (needed) but preference information obtained as choice process not easily observedSeeks to measure consumer preferences but uses a scale that measures perceptionsMalhotra, Hall, Shaw, Oppenheim: Marketi

51、ng Research 3e 2006 Pearson Education Australia37Error Sources - Researcher Population definition:Variation between actual population and the one defined by the researcher Sampling frame:Variation between population defined by the researcher and the population implied by the sampling frameDefinition

52、 of households with children children can be any ageTelephone directory omits silent numbers, disconnected numbers and new numbers not yet in serviceMalhotra, Hall, Shaw, Oppenheim: Marketing Research 3e 2006 Pearson Education Australia38Error Sources - Researcher Data analysis:Errors that occur whi

53、le raw data transformed into research findingsUse of an inappropriate statistical technique resulting in incorrect interpretation and findingsMalhotra, Hall, Shaw, Oppenheim: Marketing Research 3e 2006 Pearson Education Australia39Error Sources - Interviewer Respondent selection:Select respondents n

54、ot specified by the researcher Questioning:Errors in questioning or not probing when more information neededSurvey of middle management readership of the Financial Review but a 16 year old reader selected to meet quotaInterviewer does not use the exact words in the questionnaireMalhotra, Hall, Shaw,

55、 Oppenheim: Marketing Research 3e 2006 Pearson Education Australia40Error Sources - Interviewer Recording:Errors in hearing, interpreting or recording answers Cheating:Interviewer fabricates answersA neutral response recorded as a favourable oneCompletes section on highly sensitive issue based on pe

56、rsonal assessmentMalhotra, Hall, Shaw, Oppenheim: Marketing Research 3e 2006 Pearson Education Australia41Error Sources - Respondent Inability:Inability to provide accurate answers Unwillingness:Unwilling to provide accurate informationDue to unfamiliarity, fatigue, boredom, faulty recall, question

57、format and question contentMay intentionally misreport to provide socially acceptable answers or to avoid embarrassment or to please the interviewerUsing a larger sample will control sampling error but it may bring about an increase in non-sampling errorMalhotra, Hall, Shaw, Oppenheim: Marketing Res

58、earch 3e 2006 Pearson Education Australia42Non-Sampling Error Likely to be more problematic than sampling error:Latter can be measuredMany forms of non-sampling error defy estimation Major contributor to total error Total error is important a particular type of error is only important in terms of wh

59、at it contributes to total errorRefer to p. 121 for an example of how a researcher may deliberately increase a particular type of error to decrease total error by reducing other errorsMalhotra, Hall, Shaw, Oppenheim: Marketing Research 3e 2006 Pearson Education Australia43Topic Budgeting and schedul

60、ingThe ideal research designMarketing research proposalSummary Malhotra, Hall, Shaw, Oppenheim: Marketing Research 3e 2006 Pearson Education Australia44Budgeting and Scheduling Undertaken after research design completedHelps to ensure the project is completed within the available resources:Financial