School of Business

200592 (UEH) Marketing

Research UEH T3 2022
 Unit Details

Unit Code: 200592 (UEH)

Unit Name: Marketing Research
Credit Points: 10
Unit Level: 2
Assumed Not Applicable
Knowledge:

Note: Students with any problems, concerns or doubts should discuss those with the Unit Coordinator as early as they can.

Unit Coordinator
Name:
Phone:
Email:

UEH Convenor
Name: Ms. Nguyen Le Xuan Doanh
Email: doanh.nguyen@isb.edu.vn
Consultation Arrangement:
Consultation arrangements: Please liaise directly with the academic teaching this unit regarding appropriate
consul-
tation times. Dedicated consultation times are posted on vUWS, However, it is usually best to make contact
with these staff via email.

Student Advisor
Name: Ms. Tuyen Nguyen
Phone: 028 39305292
Location: 41-43 Vo Van Tan, Ward 6, District 3, Ho Chi Minh City
Email: tuyen.nguyen@isb.edu.vn

Administrative Support
Name: Ms THANH Nguyen
Email: thanh.nguyenthithien@isb.edu.vn

Edition: UEH T3 2021

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Contents
1 About Marketing Research 2
1.1 An Introduction to this Unit 2
1.2 What is Expected of You 2
1.3 Changes to Unit as a Result of Past Student Feedback 3

2 Assessment Information 4
2.1 Unit Learning Outcomes 4
2.2 Approach to Learning 4
2.3 Assessment Summary 6
2.4 Assessment Details 7
2.4.1 Online quizzes 7
2.4.2 Group research
project: Part A
Proposal (10%)
Part B Final Report (20%) 9
2.4.3 Final examination 13
2.5 General Submission Requirements 15

3 Teaching and Learning Activities 17

4 Learning Resources 20
4.1 Recommended Readings 20

Note: The relevant Learning Guide Companion supplements this

document
1 About Marketing Research

1.1 An Introduction to this Unit

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

1.2 What is Expected of You

Study Load

A student is expected to study an hour per credit point a week. For example a 10 credit point Unit would
require 10 hours of study per week. This time includes the time spent within classes during lectures, tutorials
or practicals.

Attendance

It is recommended that students attend all scheduled classes in order to succeed in this unit.

UEH-ISB policy requires students to enter electronic finger print before entering the classes. Please let your
lec- turer and/or UEH-ISB know if you are unable to attend any session.

Online Learning Requirements

Unit materials will be made available on the Unit’s vUWS (E-Learning) site
(https://vuws.westernsydney.edu.au/). You are expected to consult vUWS at least twice a week, as all Unit
announcements will be made via vUWS. Teaching and learning materials will be regularly updated and posted
online by the teaching team.

Special Requirements

Essential Equipment:
Not Applicable
Legislative Pre-Requisites:
Not Applicable

Policies Related to Teaching and Learning

The University has a number of policies that relate to teaching and learning. Important policies affecting
students include:

– Assessment Policy
– Bullying Prevention Policy and
– Guidelines
– Enrolment Policy
– Examinations Policy
– Review of Grade Policy
– Sexual Harassment Prevention Policy
– Special Consideration Policy
– Student Misconduct Rule
– Teaching and Learning - Fundamental Code
– Student Code of Conduct
 Academic Integrity and Student Misconduct Rule
In submitting assessments, it is essential that you are familiar with the policies listed above and that you
understand the principles of academic integrity. You are expected to act honestly and ethically in the production
of all academic work and assessment tasks, submit work that is your own and acknowledge any contribution
to your work made by others.

Important information about academic integrity, including advice to students is available at

https://www.westernsydney. edu.au/studysmart/home/academic_integrity_and_plagiarism. It is your
responsibility to familiarise yourself with these principles and apply them to all work submitted to the University
as your own.

When you submit an assignment or product, you will declare that no part has been: copied from any other
stu- dent’s work or from any other source except where due acknowledgement is made in the assignment;
submitted by you in another (previous or current) assessment, except where appropriately referenced, and
with prior permission from the Unit Coordinator; written/produced for you by any other person except where
collaboration has been au- thorised by the Unit Coordinator.

The Student Misconduct Rule applies to all students of Western Sydney University and makes it an offence
for any student to engage in academic, research or general misconduct as defined in the Rule.

The University considers plagiarism, cheating and collusion as instances of academic misconduct. The
University also considers submitting falsified documentation in support of applications for special consideration,
including sitting of deferred examinations, as instances of general misconduct. You should be aware that
changes were made to the Student Misconduct Rule commencing 1 January 2020 that provide for minimum
sanctions that apply to certain conduct, including the provision of falsified documentation to the University.

You are strongly advised to read the Student Misconduct Rule and the Inappropriate Behaviour Guidelines at
the commencement of each session to familiarise yourself with this process and the expectations of the
University in relation to work submitted for assessment.

1.3 Changes to Unit as a Result of Past Student Feedback

The University values student feedback in order to improve the quality of its educational programs. The
feedback provided helps us improve teaching methods and Units of study. The survey results inform Unit
content and design, learning guides, teaching methods, assessment processes and teaching materials.

You are welcome to provide feedback that is related to the teaching of this Unit. At the end of the semester
you will be given the opportunity to complete a Student Feedback on Unit (SFU) questionnaire to assess the
Unit. You may also have the opportunity to complete a Student Feedback on Teaching (SFT) questionnaire to
provide feedback for individual teaching staff.

As a result of student feedback, the following changes and improvements to this subject have recently been made:

– The lecturer will clarify the benefits of group assignment in Marketing Research as some students felt
they could easily complete the task on their own
– The Unit Coordinator will ensure that mock exam questions/solutions are available earlier on in the semester
2 Assessment Information

2.1 Unit Learning Outcomes

The table below outlines the unit learning outcomes (ULOs) for this unit. Upon completion of this unit, students
will be able to:

Outcome
1 Demonstrate knowledge of the scope and function of marketing research.
2 Identify and apply the key steps involved in conducting a market research project
3 Design a scientific and analytical approach to the study of consumers and markets
4 Appreciate the importance of different types of information to marketing decision
making.
5 Apply basic statistical procedures and interpret data analysis results appropriately
6 Develop an awareness of contemporary topics in market research.

2.2 Approach to Learning

This unit incorporates theory as well as practical (lab) sessions during the semester. In order to ensure that
all students are familiar with the use of the statistical package SPSS, lab sessions will be organised. During
these lab sessions, students will undertake hypothesis-testing. This will directly assist in achieving our Learning
Outcome related to the use of statistical procedures for marketing decision-making.

All materials related to the use of statistical tests will be uploaded on vUWS, as well as discussed during the
face- to-face class sessions.

Referencing and citation requirements

This unit uses the American Psychological Association (APA) referencing style. Full details and examples are
avail- able on the Library website.

Assignment cover sheet

You are to keep a copy of all assessments submitted for marking.

Submission through vUWS and Turnitin indicates your acknowledgement and acceptance of the workbeing
your own. Some assessments may be required to be submitted with an assignment cover sheet (check the
submission require- ments section for each assessment). In these instances, links to assignment cover sheets
can belocated in your vUWS site.

Group assignments are to be submitted with a group assignment cover sheet indicating the names of all group
par- ticipants. Some units may also require you to submit a peer evaluation of group member participation.
This may be conducted online or in hard copy format. Details will be provided via the vUWS site.

Tutorials
Tutorials following the lecture in each session provide students the opportunity to apply and share knowledge
by doing a variety of in-class activities individually or in a group such as exercises, discussion, and presentation.
These ac- tivities focus on demonstrating your skills and help you build your ability to achieve the learning
outcomes for this unit.

Tutorial questions/exercises will be provided in the lecture handouts. You will be expected to have completed
specific reading and exercises from the textbook and other required materials prior to attending each lecture
and tutorial class. If you have not prepared adequately, you will not get the full benefit from this learning
opportunity.
2.3 Assessment Summary

The assessment items in this Unit are designed to enable you to demonstrate that you have achieved the Unit
learning outcomes. Completion and submission of all assessment items which have been designated as
mandatory or compulsory is essential to receive a passing grade.

To pass this Unit you must:

– Complete all assessment items

– Achieve an overall mark of at least 50%.

Item Weight Due Date ULOs Threshold

Assessed
Topic presentation 30% Session 2, 3, 4, 5, 7, 8, 10 1, 2, 3, 4, 5, 6 No
Group research project: 50% + Research proposal: Session 5 1, 2, 3, 4, 5, 6 No
+ Research proposal (10%) + Final project report &
+ Final project report & Presentation: Session 12
Presentation (40%)
Peer evaluation
Quiz 20% TBA 1, 2, 4, 5, 6 No

Feedback on Assessment

Feedback is an important part of the learning process that can improve your progress towards achieving the
learning outcomes. Feedback is any written or spoken response made in relation to academic work such as an
assessment task, a performance or product. It can be given to you by a teacher, an external assessor or
student peer, and may be given individually or to a group of students. As a Western Sydney University student,
it is your responsibility to seek out and act on feedback that is provided to you as a resource to further your
learning.

The Assessment Policy provides that assessment feedback is available to students in a timely way. Your
lecturer/ tutor will normally provide you with your mark and written feedback within two to three weeks of the
submission date, given that your assessment is submitted on the due date.

Note: Before you receive your results for each piece of assessment they may be moderated. Moderation is a
process whereby the unit coordinator regulates the marking of individual markers to achieve consistency in
the ap- plication of unit objectives, performance standards and marking criteria. You should note that,
consistent with the Criteria and Standards Based Assessment policy, the final marks for the cohort may be also
adjusted if marks are very high or low or there are inconsistencies between teams. Marks for an individual
piece of assessment will not be changed after you have your moderated results.

Note: It is required that students attempt all available assessment elements. An automatic Fail Non - Submis-
sion grade will be awarded if any assessment task is not submitted/completed as per the details specified.
2.4 Assessment Details

2.4.1 Presentation

Weight: 30%
Type of Collaboration: Group
Due: Session 2, 3, 4, 5, 7, 8, 10
Slide Submission: e-learning system
Format:
Length: 2 presentations / group – 45 min/presentation
Curriculum Mode:

Overview

This assessment aims to assess student’s knowledge of the scope and function of marketing research. The
presentation provides an opportunity for students to share their knowledge on the key concepts covered in
the unit.
There are 7 topics that help students to capture the fundamental knowledge and practice of marketing
research. Students are classified into 6 groups and each group is responsible for 2 topics. The specific schedule
for presentations is as follows:

Session Topic Group in charge

2 Topic 1: Marketing research process 1

3 Topic 2: Exploratory research design 2

4 Topic 3: Conclusive research design 3

5 Topic 4: Research proposal 4

7 Topic 5: Measurement & Scaling 5

8 Topic 6: Questionnaire design & sampling 6

10 Topic 7: Frequency distribution, Crosstabulation & T-test All groups

Students in group synthesize all the key information logically and appropriately and then, submit the ppt file
via the e-learning system before the session.
The group(s) in charge gives an intensive presentation covering all key aspects of the topic. The target
audiences of the presentation are students in the class and, thus, the presentation should help them
understand the topic thoroughly. For doing this, the group in charge is freely in preparing necessary stuffs,
designing the idea flow, organizing relevant activities, and selecting appropriate mode to deliver the
presentation. The presentation takes around 45 minutes.

Important: The group(s) in charge submits the pdf copy of Individual Contribution Rate that clearly specifies
the percentage to which each group member contributes to the presentation. This is used to evaluate the
assignment individually. The template is available in the e-learning system.

Hint: To do well in this assessment item, read the relevant textbook chapters and any other relevant materials.
2.4.2 Group research project: 50% (Research proposal_10%; Final project report & Presentation
40%)

Weight: 50%
Type of Collaboration: Group
Due: + Research proposal: Session 5
+ Final project report & Presentation: Session 12
Submission: Online
Format: Pdf copy – written report
Length: Research Proposal: 1,000 - 1,500 words
Final project report: at least 3,000 words
Curriculum Mode: Report

Overview
All groups are required to conduct a marketing research project exploring consumer characteristics and
preferences in a certain industry.

Assessment task:

Student groups of 4-5 members will be formed. Each group will work on the research project separately. The
aim of the project is to provide an opportunity to use marketing research tools and techniques to obtain
insights from the marketing situation. This will result in an understanding of the entire market research process.

Groups freely select an industry / company / brand to conduct the research project. For example: Group 1
does a marketing research project in online retailing industry in general or specifically targets to Tiki, whereas
group 2 works on iPhone or consumer preferences in using smart phone.

With the selected industry / company / brand, each group is required to conduct a marketing research project
that explores consumer characteristics and preferences (using qualitative techniques) and then examine the
characteristics and preferences found by implementing quantitative techniques.

● In the Research proposal, students in group write a research proposal for the project.

The research proposal is a document which provides a detailed description of the proposed
research project to your client. This document must be able to communicate to your client how you
plan to undertake research work. This section should include: industry overview, company overview,
research significance; research design and samples of deliverables. Submit a 1,000 - 1,500 words
report during week 5. This component is worth 5 marks.

● In the Final Project Report, students in group conduct the project for investigating consumer
preferences. Specifically,

✔ Targeting to the product / brand of the selected company, students in group invite relevant
participants to conduct some depth interviews or a focus group discussion to explore consumer
preferences and characteristics

✔ Based on the findings of the interviews / discussion, students in group conduct a quantitative
survey. By analysing the quantitative data collected, students interpret the results to conclude
consumer preferences about the product / brand
Details of the project will be provided in the first session. Information will also be posted on vUWS.

REPORT VALUE WORD LIMIT DUE

Research proposal 10% 1,000 - 1,500 words Session 5

Final project report & 40% Final report: At least 3,000 words Session 12
Presentation

Note: Reports can be submitted on vUWS using the online link.

 Marking Criteria:

Marking criteria and standards - Part A

CRITERIA STANDARDS
Industry overview & No secondary Sources are not Sources are generally Sources are well-chosen
company overview research has been appropriately identified identified and and are accurately
undertaken and acknowledged acknowledged with some identified and
minor inaccuracies in acknowledged in the
referencing approved referencing
style
0.25 0.5 1

Research significance No research objectives Research objectives are Research objectives Both research objectives
identified identified but no research identified while research and research significance
significance argued significance is unclear are clearly stated
0.25 0.5 1
Research design This section has A simple, While an effort has An appropriate
either been ignored reproduction of all been made to make research design and
by the report writers, research design the appropriate the data collection
or it simply narrates and data collection suggestion, this is not method are
the kind of research methods, from the supported by a suggested; relevant
design and data text, along with their comprehensive justifications are
collection methods pros and cons. The analysis of the provided for choosing
undertaken by the suggested research properties of the the method.
students for their design and data research design
and
research completions. collection method data collection
have not been method.
justified in view of
the given situation.
0.5 1 2
Samples of deliverables The coverage of this Predicted findings are Predicted findings are Complete predicted
section is extremely introduced but they are introduced that are findings are introduced
patchy; no predicted not appropriately linked linked to the research clearly that are tightly
findings are introduced to the research objectives. There might linked to the research
objectives be a couple of errors in objectives. The logic
the detailed connecting research
explanation objectives and
expected findings is
well argued
0.25 0.5 1

Hint: To do well in this assessment item, regularly attend lectures/tutorials and check the vUWS site of the
unit as further guidelines will be provided during lectures/tutorials and on the vUWS site to help you
understand this
Marking criteria and standards - Part B
CRITERIA STANDARDS
Report layout (including The written report has no
report structure, format, cover page, no title,
and appearance) unclear structure;
inconsistent formatting
style
0 1
Executive summary This section of the report
is either missing or has
been misunderstood as
being the introductory
section.
0 0.25
Industry overview & company No secondary research has
overview & research been undertaken
significance
No research objectives
identified
0 1
Research design This section has either been
ignored by the report writers,
or it simply narrates the kind
of research design and data
collection methods
undertaken by the students
for their research
completions.
0 1
Data analysis & research A poorly organised
results section, with no coverage
of the data analysis &
results section.
4 6
Conclusions The group has forgotten to
provide a formal ending to
the report.
0 0.25
Identify strategies and Identifies an approach for
propose solutions solving the problem that is
(Recommendations) difficult to evaluate
because it is vague or only
indirectly addresses the
problem statement.
1 2
The written report has
cover page and title but
there the structure is
unclear and there are
some inconsistencies in
formatting
A hurriedly put-together
executive summary that
does not include a
summary of some or all of
the key report sections.
Sources are not
appropriately identified and
acknowledged
Research objectives are
identified but no research
significance argued
A simple, reproduction of all
research design and data
collection methods, from the
text, along with their pros
and cons. The suggested
research design and data
collection method have not
been justified in view of the
given situation
Endeavours to describe
the problem and the
solution path using
mathematical terminology
and conversions, but with
limited success
A formal conclusion is
included in the report but
either it is too brief and
meaningless or too long
and repetitive. Does not
fulfill the main objective
behind writing the
conclusion section.
Identifies an approach for
solving the problem with
some consideration of
the contextual factors of
the problem. The
evaluation
of the solution lacks depth.
Well-designed cover
page, informative
research title, clear
structure. There are still
some minor problems
with the formatting
1.5
An attempt may have been
made at following the
relevant guidelines, even
though the summary may
need some revision; issues
with the word limit, and
coverage of content.
0.5
Sources are generally
identified and acknowledged
with some minor
inaccuracies in referencing
Research objectives
identified while research
significance is unclear
1.5
While an effort has been
made to make the
appropriate suggestion, this
is not supported by a
comprehensive analysis of
the properties of the
research design and data
collection method.
3 5
Properly describes the
problem and the solution
path, using mathematical
terminology and
conversions successfully
8 10
While the conclusion
section is
well-documented, there
might be a few lapses in
terms of introducing a new
topic, which has not been
discussed before; or this
section may include
quotations or suggestions
which should not be
included here.
0.5
Identifies multiple
approaches for solving the
problem and proposes a
solution that indicates a
comprehension of the
problem. Includes a
rationale of the solutions
that consider the history of
the problem,
logic/reasoning, feasibility,
and impacts
3 4
Well-designed cover
page, informative
research title, clear
structure, consistent
formatting.
2
Excellent writing of an
executive summary on a
separate page, which is
approximately 5-10% of
the original report; it is a
summary of the entire
report and, therefore,
introduces the topic of
your report, indicates your
main findings, states the
conclusions and your
recommendations.
1
Sources are well-chosen
and are accurately identified
and acknowledged in the
approved referencing style
Both research objectives and
research significance are
clearly stated
2
An appropriate research
design and the data
collection method are
suggested; relevant
justifications are provided for
choosing the method.
Proficiently describes the
problem and the solution
path, using mathematical
terminology and
conversions successfully
A well-written conclusion
section which wraps up the
report by summarising all
the key findings and
answers all the key
questions introduced in the
earlier sections; this
section includes the
summary of the important
findings from the data
analysis section; should
not be more than 5-10% of
the report.
1
Identifies multiple
approaches for solving the
problem and proposes a
solution that indicates a
deep comprehension of
the problem. Includes an
elegant rationale for the
solutions that deeply and
thoroughly consider the
history of the problem,
logic/reasoning, feasibility,
and impacts
Hint: To do well in this assessment item, regularly attend tutorials and check the vUWS site of the unit as further
guidelines will be provided during tutorials and on the vUWS site to help you understand this assessment.
2.4.3 Quiz

Weight: 20%
Type of Collaboration: Individual
Due: TBA
Submission:
Format:
Length: 60 minutes
Curriculum Mode:

Overview
The quiz will be conducted as the formal exam. This will be a closed-book one-hour exam covering all topics.
The quiz will consist of both theoretical and application-type questions. Examination questions will cover
materials from the text, lectures, cases, tutorials, practicals and project-work. You are not allowed to take any
resources (books, calculators etc.) into the examination room.
Marking Criteria:

Marking criteria and standards

GRADE (/10) STANDARD DESCRIPTION

0.0-3.0 Question is not attempted.A ’brain dump’ inspired by the words in the
question but not really connected in any way to the task.

3.5-4.5 The question is not tackled appropriately. The answer has most of the
following characteristics:Does not or incorrectly identifies the relevant
theoretical framework Does not or incorrectly describes the relevant
theoretical framework Does not or incorrectly relates the theory to the
questions Sometimes a response may appear quite sophisticated but
may be a complicated, but not related, set of ideas!

5.0-6.0 Answers at this level will make simple and obvious connections but their
significance may not be fully articulated. This type of response only
meets one part of the task. Sometimes, this type of response deals with
terminology but doesn’t develop further. The answer has most of the
following characteristics: Correctly describes relevant facts from the
case, but...may or may not identify the relevant theoretical framework
may or may not describe the relevant parts of the theory Does not or
incorrectly applies the theory to the object of the question Does not or
incorrectly relates the theory to the questions

6.5-7.0 Responses at this level outline the influences of a number of factors, but
may not bring together and balance their influence. Straight-forward
connections between theory and evidence sets may be made, but the
meta-connections between them are missed, as is their significance for
the whole. The answer has most of the following characteristics:Correctly
and proficiently describes relevant parts of the question and...correctly
identifies the relevant theoretical framework correctly describes the
relevant parts of the theory May or may not apply the theory to the
object of the question May or may not relate the theory to the question,
but uses question material well to support their argument

7.5-8.0 A response at this level describes the question/s and the theoretical
frameworks and demonstrates good appreciation of how they are
integrated. The answer demonstrates an appreciation of the significance
of the parts of the question in relation to the whole. The overall answer
has a coherent and appropriate structure where the parts of the answer
and the connections between them are clearly demonstrated. The answer
has most of the following characteristics:Correctly and proficiently
describes relevant material from the question and...correctly identifies the
relevant theoretical framework correctly describes the relevant parts of
the theory correctly applies the theory to the object of the question
correctly relates the theory to the question, and uses question material
well to support their argument.

8.5-10.0 A response at this level has all the characteristics of the previous level
(7.5-8.0) and in addition demonstrates further insight, extending concepts
and theoretical ideas into new but clearly related areas - across a number
of areas. The response demonstrates connections not only within the
given subject area of the question, but also beyond it. Answers at this
level generalise and transfer the principles and ideas underlying the
specific instance to a number of contexts.
2.5 General Submission Requirements

Submission

– All assignments must be submitted by the specified due date and time.
– Complete your assignment and follow the individual assessment item instructions on how to submit. You
must keep a copy of all assignments submitted for marking.

Turnitin

– The Turnitin plagiarism prevention system may be used within this Unit. Turnitin is accessed via logging
into vUWS for the Unit. If Turnitin is being used with this Unit, this means that your assignments have
to be submitted through the Turnitin system. Turnitin from iParadigms is a web-based text-matching
software that identifies and reports on similarities between documents. It is also widely utilised as a tool
to improve academic writing skills. Turnitin compares electronically submitted papers against the
following:
– Current and archived web: Turnitin currently contains over 24 billion web pages including archived pages
– Student papers: including Western Sydney University student submissions since 2007
– Scholarly literature: Turnitin has partnered with leading content publishers, including library
databases, text-book publishers, digital reference collections and subscription-based publications
(e.g. Gale, Pro- quest, Emerald and Sage)

– Turnitin is used by over 30 universities in Australia and is increasingly seen as an industry standard. It is
an important tool to assist students with their academic writing by promoting awareness of plagiarism.By
submitting your assignment to Turnitin you will be certifying that:
– I hold a copy of this assignment if the original is lost or damaged
– No part of this assignment has been copied from any other student’s work or from any other
source except where due acknowledgement is made in the assignment
– No part of the assignment has been written for me by any other person/s
– I have complied with the specified word length for this assignment
– I am aware that this work may be reproduced and submitted to plagiarism detection software
programs for the purpose of detecting possible plagiarism (which may retain a copy on its database
for future plagiarism checking).

Self-Plagiarising

– You are to ensure that no part of any submitted assignment for this Unit or product has been submitted
by yourself in another (previous or current) assessment from any Unit, except where appropriately
referenced, and with prior permission from the Lecturer/Tutor/Unit Coordinator of this Unit.

Late Submission

– If you submit a late assessment, without receiving approval for an extension of time, (see next item),
you will be penalised by 10% per day for up to 10 days. In other words, marks equal to 10% of the
assignment’s weight will be deducted from the mark awarded.
– For example, if the highest mark possible is 50, 5 marks will be deducted from your awarded mark for each
late
day.
– Saturday and Sunday are counted as one calendar day each.
– Assessments will not be accepted after the marked assessment task has been returned to students.
– This is consistent with Western Sydney University’s Assessment Policy
 Extension of Due Date for Submission

A student may apply for an extension of the due date for an assessment task if extenuating circumstances
outside their control, and sufficiently grave in nature or duration, cause significant disruption to their capacity
to study effectively.

To apply for an extension of assessment, please go to

https://www.westernsydney.edu.au/currentstudents/current_ students/forms for guidance on how to lodge a
request for consideration by the Unit Coordinator/Convenor. Extension requests can be lodged before, on or
no later than 5.00pm two working days after the due date of the assessment task.

Resubmission

Resubmission of assessment items will not normally be granted if requested.

Application for Special Consideration

It is strongly recommended that you attend all scheduled learning activities to support your learning. If you
have suffered misadventure, illness, or you have experienced exceptional circumstances that have prevented
your attendance at class or your completion and submission of assessment tasks, you may need to apply for
Special Consideration via the Western Sydney University website.
http://www.westernsydney.edu.au/currentstudents/current_students/services_
and_facilities/special_consideration2 or the Student Centre/Sydney City Campus Reception. Special
Consideration is not automatically granted. It is your responsibility to ensure that any missed content has been
covered. Your lecturer will give you more information on how this must be done.

Supplementary Assessments

A student may be eligible to apply for a supplementary assessment after the official notification of final unit
results. Please see the Procedures Section of the WSU Assessment Policy for details of eligibility and the
application process.
 3 Teaching and Learning Activities

Weeks Topic Preparation Assessments Due

Session 1 Introduction: The importance of marketing Reading: Chapter 1 of Malhotra (2010) N/A
research
Session 2 Topic 1: Marketing research process Reading: Presentation
Chapter 1 of Malhotra (2010)
Chapter 2 of Malhotra (2010)
Chapter 3 of Malhotra (2010)
Chapter 8 of Malhotra (2010)
Chapter 9 of Malhotra (2010)
Chapter 10 of Malhotra (2010)
Chapter 11 of Malhotra (2010)
Chapter 13 of Malhotra (2010)
Chapter 14 of Malhotra (2010)
Chapter 23 of Malhotra (2010)
Session 3 Topic 2: Exploratory research design Reading: Presentation
Chapter 1 of Malhotra (2010)
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Chapter 3 of Malhotra (2010)

Chapter 4 of Malhotra (2010)
Chapter 5 of Malhotra (2010)
Chapter 6 of Malhotra (2010)
Chapter 7 of Malhotra (2010)
Session 4 Reading: Presentation
Topic 3: Conclusive research design
Chapter 1 of Malhotra (2010)
Chapter 3 of Malhotra (2010)
Chapter 4 of Malhotra (2010)
Chapter 5 of Malhotra (2010)
Chapter 6 of Malhotra (2010)
Chapter 7 of Malhotra (2010)
Session 5 Topic 4: Research proposal Reading:
Research project coaching: research proposal Chapter 1 of Malhotra (2010)
sharing & feedback Chapter 2 of Malhotra (2010)
Chapter 3 of Malhotra (2010)
Chapter 4 of Malhotra (2010)
Chapter 5 of Malhotra (2010)
Chapter 6 of Malhotra (2010)
Chapter 7 of Malhotra (2010)
Chapter 8 of Malhotra (2010)
Chapter 9 of Malhotra (2010)
Chapter 10 of Malhotra (2010)
Chapter 11 of Malhotra (2010)
Chapter 13 of Malhotra (2010)
Chapter 14 of Malhotra (2010)
 Chapter 23 of Malhotra (2010)

All 6 groups prepare a research proposal and

bring to class on session 5

Session 6 Research project coaching: Qualitative design Each group work with lecturer separately: 25 – 30
(discussion guide, moderator…) minutes per group
Session 7 Topic 5: Measurement & scaling Reading: Presentation
Chapter 8 of Malhotra (2010)
Chapter 9 of Malhotra (2010)
Session 8 Topic 6: Questionnaire design and sampling Reading: Presentation
Chapter 10 of Malhotra (2010)
Chapter 11 of Malhotra (2010)

Session 9 Research project coaching: Qualitative data Each group work with lecturer separately: 25 – 30
analysis minutes per group
Session 10 Topic 7: Frequency distribution, Crosstab & T-test Reading: Chapter 15 of Malhotra (2010) Presentation
Additional topics: Practice: Sample dataset analysis & interpretation
● ANOVA & ANOVA Reading: Chapter 16 of Malhotra (2010)
● Factor analysis Practice: Sample dataset analysis & interpretation
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● Correlation & Regression

● Common research types Reading: Chapter 17 of Malhotra (2010)
Practice: Sample dataset analysis & interpretation
Reading: Chapter 19 of Malhotra (2010)
Practice: Sample dataset analysis & interpretation
Session 11 Research project coaching: Final research report Draft written research report
sharing
Session 12 Presentation Final project written report

The above timetable should be used as a guide only, as it is subject to change. Students will be advised of any changes as they become known on the Unit’s vUWS site.
4 Learning Resources

4.1 Recommended

Readings Prescribed

Textbook

Malhotra NK. (2010). Marketing research: An applied orientation, 6th ed. New Jersey: Prentice-Hall Publishing.

Additional Reading

Aaker, D. A., et al. (2007). Marketing research, the second Pacific Rim edition, John Wiley & Sons Australia

Ltd. Aaker, D. A., et al. (2013). Marketing research, 11th edn, John Wiley, Hoboken, NJ.

Churchill, G. A., Brown, T. J. & Suter T. A. (2010). Basic marketing research, 7th edn, Cengage

Learning. Coakes, S. (2013). SPSS: analysis without anguish: Version 20.0 for windows, John Wiley &

Sons, Australia. Hair, J. F. et al. (2012). Marketing research, 3rd edn, McGraw-Hill Australia Pty Ltd.

Levine, D. M., Stephan, D. F. & Szabat, K. A. (2014) Statistics for managers using Microsoft Excel, 7th edn,
Pearson, Upper Saddle River, NJ.

McDaniel, C. Jr. & Gates, R. (2013). Marketing research essentials, 8th edn, Wiley.

Zikmund, W. G. et al. (2011). Marketing research, Second Asia Pacific edn, Cengage Learning Australia Pty
Ltd.

Journals

– Australasian Journal of Market Research

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

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