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CHAPTER 9 Marketing Research
This chapter begins with the learning outcome summaries, followed by a set of lesson plans for you to use to
deliver the content in Chapter 9.
• Lecture (for large sections) on page 3
• Company Clips (video) on page 5
• Group Work (for smaller sections) on page 6
Review and Assignments begin on page 9
 Review questions
 Application questions
 Application exercise
 Ethics exercise
 Video Assignment
 Case assignment
Great Ideas for Teaching Marketing from faculty around the country begin on page 19
Chapter 9 ♦ Systems and Marketing Research 1

LEARNING OUTCOMES
9-1 Define marketing research and explain its importance to marketing decision making
Marketing research is a process of collecting and analyzing data for the purpose of solving specific marketing problems.
Marketers use marketing research to explore the profitability of marketing strategies. They can examine why particular
strategies failed and analyze characteristics of specific market segments. Managers can use research findings to help keep
current customers. Moreover, marketing research allows management to behave proactively, rather than reactively, by
identifying newly emerging patterns in society and the economy.
9-2 Describe the steps involved in conducting a marketing research project

The marketing research process involves several basic steps. First, the researcher and the decision maker must agree on a
problem statement or set of research objectives. The researcher then creates an overall research design to specify how
primary data will be gathered and analyzed. Before collecting data, the researcher decides whether the group to be
interviewed will be a probability or nonprobability sample. Field service firms are often hired to carry out data
collection. Once data have been collected, the researcher analyzes them using statistical analysis. The researcher then
prepares and presents oral and written reports, with conclusions and recommendations, to management. As a final step,
the researcher determines whether the recommendations were implemented and what could have been done to make the
project more successful.
9-3 Discuss the profound impact of the Internet on marketing research

The Internet has simplified the secondary data search process. Internet survey research is surging in popularity. Internet
surveys can be created rapidly, are reported in real time, are relatively inexpensive, and are easily personalized. Often
researchers use the Internet to contact respondents who are difficult to reach by other means. The Internet can also be
used to conduct focus groups, to dispute research proposals and reports, and to facilitate collaboration between the client
and the research supplier.
9-4 Describe the growing importance of mobile research

Mobile survey traffic now accounts for approximately 30 percent of interview responses. Mobile surveys are designed to
fit into the brief cracks of time that open up when a person waits for a plane, is early for an appointment, commutes to
work on a train, or stands in a line. Marketers strive to engage respondents in the moment because mobile research
provides immediate feedback when a consumer makes a decision to purchase, consumes a product, or experiences some
form of promotion. Mobile research has also expanded into qualitative research.
9-5 Discuss the growing importance of scanner-based research

A scanner-based research system enables marketers to monitor a market panel’s exposure and reaction to such variables
as advertising, coupons, store displays, packaging, and price. By analyzing these variables in relation to the panel’s
subsequent buying behavior, marketers gain useful insight into sales and marketing strategies.
9-6 Explain when marketing research should be conducted

Because acquiring marketing information can be time consuming and costly, to acquire additional decision-making
information depends on managers’ perceptions of its quality, price, and timing. Research, therefore, should be
undertaken only when the expected value of the information is greater than the cost of obtaining it. Implementing a
Customer Relationship Management system is integral to deciding if marketing research should be conducted.
9-7 Explain the concept of competitive intelligence

Intelligence is analyzed information, and it becomes decision-making intelligence when it has implications for hte
organization. By helping managers assess their competition and vendors, competitive intelligence (CI) leads to fewer
surprises. CI is part of a sound marketing strategy, helps companies respond to competitive threats, and helps reduce
unnecessary costs.
2 Chapter 9 ♦ Marketing Research

TERMS
behavioral targeting (BT) experiment open-ended question
BehaviorScan field service firm primary data
big data focus group probability sample
central-location telephone (CLT) frame error random error
facility InfoScan random sample
closed-ended question mall intercept interview research design
competitive intelligence (CI) management decision problem sample
computer-assisted personal marketing research sampling error
interviewing marketing research objective scaled-response question
computer-assisted self-interviewing marketing research problem scanner-based research
convenience sample measurement error secondary data
cross-tabulation mystery shoppers social media monitoring
ethnographic research neuromarketing survey research
executive interview nonprobability sample universe
observation research
LESSON PLAN FOR LECTURE

Brief Outline and Suggested PowerPoint Slides:
Learning Outcomes and Topics PowerPoint Slides

LO1 Define marketing research and explain its 1: Marketing Research
importance to marketing decision making 2: Learning Outcomes
3: Learning Outcomes
9-1 The Role of Marketing Research 4: The Role of Marketing Research
5: The Role of Marketing Research
6: The Role of Marketing Research
7: Management Uses of Marketing Research
LO2 Describe the steps involved in conducting a 8: Steps in a Marketing Research Project
marketing research project 9: Exhibit 9.1: The Marketing Research Process
10: The Marketing Research Project
9-2 Steps in a Marketing Research Project 11: Sources of Secondary Data
12: Advantages of Secondary Data
13: Disadvantages of Secondary Data
14: Social Media and Big Data
15: Planning the Research Design
16: Primary Data
17: Disadvantages of Primary Data
18: Survey Research
19: Forms of Survey Research
20: Questionnaire Design
21: Questionnaire Design
22: Observation Research
23: Exhibit 9.5: Observational Situations
24: Observation Research
25: Ethnographic Research
26: Virtual Shopping
27: Experiments
28: Sampling Procedure
Learning Outcomes and Topics PowerPoint Slides
28: Types of Samples
30: Probability Samples
31: Nonprobability Samples
32: Types of Errors
33: Collecting the Data
34: Analyzing the Data
35: Preparing and Presenting the Report
36: Following Up
LO3 Discuss the profound impact of the Internet on 37: The Profound Impact of the Internet on Marketing
marketing research Research
38: Impact of the Internet
9-3 The Profound Impact of the Internet on 39: Advantages of Internet Surveys
Marketing Research 40: Uses of the Internet by Marketing Researchers
41: Methods of Conducting Online Surveys
42: Advantages of Online Focus Groups
43: Web Community Research
LO4 Describe the growing importance of mobile 44: The Growing Importance of Mobile Research
research 45: Mobile Research
9-4 The Growing Importance of Mobile

Research
LO5 Discuss the growing importance of scanner-based 46: Scanner-Based Research
research 47: Scanner-Based Research
48: Scanner-Based Research
9-5 Scanner-Based Research
LO6 Explain when marketing research should be 49: When Should Marketing Research be Conducted?
conducted 50: When Should Marketing Research be Conducted?
51: Exhibit 9.8: A Simple Flow Model of the Customer
9-6 When Should Marketing Research Be Relationship Management System
Conducted?
LO7 Explain the concept of competitive intelligence 52: Competitive Intelligence
53: Competitive Intelligence (CI)
9-7 Competitive Intelligence 54: Sources of Competitive Intelligence
55: Chapter 9 Video
56: Part 2 Video
Suggested Homework:
• The end of this chapter contains assignments for the Nederlander Organization video and for the Marriott
International case. There are also part-based cases and homework assignments on Four Loko and Mary Kay Inc.
• Each Chapter Prep Card contains numerous questions that can be assigned or used as the basis for longer
investigations into marketing.
LESSON PLAN FOR VIDEO

Company Clips
Segment Summary: The Nederlander Organization
The Nederlander Organization is at the forefront of using technology to understand its customers and the ways that those
theatregoers purchase tickets. This video clip discusses specific ways the Nederlander Organization collects data and
then leverages that information to the benefit of the customer.

These teaching notes combine activities that you can assign students to prepare before class, that you can do in class
before watching the video, that you can do in class while watching the video, and that you can assign students to
complete as assignments after watching the video in class.
During the viewing portion of the teaching notes, stop the video periodically where appropriate to ask students the
questions or perform the activities listed on the grid. You may even want to give the students the questions before
starting the video and have them think about the answer while viewing the segment. That way, students will be engaged
in active viewing rather than passive viewing.
PRE-CLASS PREP FOR YOU: PRE-CLASS PREP FOR YOUR STUDENTS:

• Preview the Company Clips video segment for • Have students familiarize themselves with the following
Chapter 9. This exercise reviews concepts for LO1, terms and concepts: marketing research, marketing
LO2, and LO3 research process, marketing research problem,
• Review your lesson plan. marketing research objective, management decision
• Make sure you have all of the equipment needed to problem, open- and close-ended questions, research
show the video to the class, including the DVD and a design, primary data, and secondary data.
way to project the video. • Ask students to define and provide a detailed example of
• You can also stream the video HERE a marketing research problem and a management
decision problem.
VIDEO REVIEW EXERCISE
ACTIVITY
Begin this session by asking students to explain the difference between a marketing research problem
Warm Up and a management decision problem.
• Segue into a review of the importance of marketing research to marketing decision making.
• Have students form teams of up to four members. Ask each team to brainstorm several ways they
can capture data about customers (e.g., frequent shopper program, credit card databases, internet
research, surveys, etc.).
In-class • Move from team to team and prompt them with additional questions. Examples include “How will
Preview you turn that data into useful, valuable information?” and “What are the risks of not collecting
data, or collecting the wrong data?”
• Have teams remain in place to watch the video segment about The Nederlander Organization.
• Review the Company Clips questions below and make sure students are prepared to discuss them
with their group after viewing the video.
1. What are some of the methods mentioned in the video that The Nederlander Organization
Viewing uses to gather primary data?
2. In what way does The Nederlander Organization use secondary data?
(Solutions
below.)
• Have the student teams re-form to respond to the viewing activity. Again, move from team to team
to respond to questions or redirect discussion.
Follow-up • Take-home activity: Have each student reread the book section on questionnaire design and then
design their own questionnaire on a product or service of their own choosing to be turned in later.
Solutions for Viewing Activities:
1. What are some of the methods mentioned in the video that The Nederlander Organization uses to gather
primary data? How does the company leverage that data?
The Nederlander Organization has several ways it gathers information about its theatregoers. Students could mention
monitoring activity from the Broadway direct newsletter, Audience Rewards program, as well as people opting in to
receive the newsletter.
The Nederlander Organization uses its primary data to re-target customers and send out targeted marketing messages (as
in the Evita example). It also gives its renters access to segmented information gathered from its newsletters, web site,
and audience rewards program so they can appropriately program and market shows. It also allows the Nederlander

Organization to make informed decisions about what shows to lease space to because they can evaluate what shows will
appeal to specific markets.
2. In what way does The Nederlander Organization use secondary data?

The primary use of secondary data mentioned in this clip is using the contact information gathered by Ricky Martin’s fan
club, and using that to sell tickets to Evita. The Audience rewards mailer is also considered secondary data, because
people who signed up for that program did so for a different show, but their contact information is being used by Evita.
LESSON PLAN FOR GROUP WORK
In most cases, group activities should be completed after some chapter content has been covered, probably in the second
or third session of the chapter coverage. (See “Lesson Plan for Lecture” above.)
• For “Class Activity – Pepsi/Coke Taste Test,” provide the information and the questions asked by the class
activity.
• Application questions 6, 8, and 12 lend themselves well to group work. For those activities, divide the class into
small groups of four or five people. Each group should read the question and then use their textbooks, or any
work that was completed previously, to perform the exercise. Then, each group should discuss or present their
work to the class.
Class Activity – Pepsi/Coke Taste Test

Part One
First, ask each student to select either the letter M or Q. Next, ask them to select a number from 1 to 4. Tally the results.
How did the Pepsi/Coke taste test evolve? In the late 1970s, Pepsi was looking for a creative promotion for its big
problem area: the southwestern United States. Pepsi’s national market share was 17 percent at the time but only 8 percent
in the Southwest. Pepsi decided to stage a blind taste test using a sample of loyal Coke drinkers in the Southwest. Pepsi
had the volunteers taste test two colas—one labeled M (Pepsi) and one labeled Q (Coke)—and state their preference.
In this test, more than half the Coke drinkers chose the product labeled M (Pepsi). Pepsi advertised the results in a
promotion in the Dallas-Fort Worth area, and sales of Pepsi doubled. The promotion was so successful that Pepsi
introduced it into seven other market areas.
At this point, Coca-Cola announced that Pepsi’s taste test was biased and unfair. Coca-Cola pointed out that variables
other than taste were affecting volunteers’ choices. One extraneous variable is that people have a natural preference for
the letter M over the letter Q. As a result, the preference for product M could be based on taste or could be a
subconscious preference for the letter.
In extensive testing, when people were asked to pick either Q or M, 78 percent chose M and 22 percent preferred Q.
When people were asked to chose a number from 1 to 4, 70 percent chose 2 or 3, and only 30 percent chose 1 or 4. How
do your class results compare?
Part Two
Before Coke introduced its reformulated “New Coke” in 1985, it conducted almost 200,000 blind taste tests with
consumers. The results:
New Coke (55 percent) chosen over original Coke (45 percent)
New Coke (52 percent) chosen over Pepsi (48 percent)
However, after New Coke was introduced, it failed miserably in the market. The original formula was reintroduced a few
months later as “Coca-Cola Classic.”
You can replicate the taste test comparing Coke Zero, Coca-Cola Classic, and Pepsi as follows:
1. Get 40 small paper cups and label 10 with the letter R, 10 with S, 10 with T, and 10 with the letter W.
2. Outside the room have a student volunteer randomly assign Coke Zero, Coca-Cola Classic, and Pepsi to the
letters R, S, and T. Write down which soft drink goes with which letter.
3. At the start of class, select 10 students as taste testers. The subjects should be regular consumers of non-diet
cola (at least six 12-ounce bottles in the last month). Place the students at the front of the classroom.
4. Outside the room, the student volunteer should be filling each cup with the appropriate soda. Fill the W cups
with water.
5. Put an R, S, T, and W cup in front of each student, and hand each student a copy of the Cola Taste Test Form
provided.
6. To eliminate order bias, have three of the students begin the taste test with cup R, three with cup S, and four
with cup T. Have them take a sip of water between colas and continue to sample and test in any order they
wish. They can resample as needed to fill out the questionnaire.
7. Have a student tabulate the answers during class and share the results at the end of class. The form could even
lend itself to cross-tabulations (between preferences and answers to questions 5 or 6) if the sample were larger.
Cola Taste Test Form

1. In comparing the tastes of R and S,
____ I prefer R.
____ I am indifferent between R and S.
____ I prefer S.
2. In comparing the tastes of S and T,

____ I prefer S.
____ I am indifferent between S and T.
____ I prefer T.
3. In comparing the tastes of T and R,

____ I prefer T.
____ I am indifferent between T and R.
____ I prefer R.
4. Which of the following brands are R, S, and T?

a. Coke Zero is ____
b. Pepsi Cola is ____
c. Coca-Cola Classic is ____
5. During the past month, estimate your consumption of the three colas so that they total 100 percent:
Coke Zero _______ percent
Pepsi Cola _______ percent

Coca-Cola Classic _______ percent
Total 100 percent
6. How many 12-ounce cans or bottles of sugared cola have you consumed in the past 30 days?
____ 6 or fewer ____ 13 to 24
____ 7 to 12 ____ 25 or more
REVIEW AND ASSIGNMENTS FOR CHAPTER 9
REVIEW QUESTIONS
1. The task of marketing is to create exchanges. What role might marketing research play in the facilitation of
the exchange process?
Marketing research will help a firm develop products and communication that aid in the exchange process by
ensuring that the company is meeting the needs of the customers.
2. Give an example of 1) the descriptive role of marketing research, 2) the diagnostic role, and 3) the predictive
function of marketing research.
Descriptive marketing research examples should describe gathering and presenting factual statements. Diagnostic
marketing research examples should describe projects that explain data. Predictive marketing research examples
should describe answering “what if” questions.
3. Marketing research has traditionally been associated with manufacturers of consumer goods. Today, we are
experiencing an increasing number of organizations, both profit and nonprofit, using marketing research.
Why do you think this trend exists? Give some examples.
Students will need to explain that every type of firm should be endeavoring to serve their customers better, and one
way to do this is to understand customer wants and needs. Students will come up with a variety of firms, such as
medical groups or hospitals, that are doing active market research.
4. Why are secondary data sometimes preferred to primary data?
Secondary data is readily available and much less expensive than primary data. Often the secondary data will save a
company from doing unnecessary primary research and guide the development of primary studies.
5. What is a marketing research aggregator? What role do these aggregators play in marketing research?
Companies whose role it is to acquire, catalog, reformat, segment, and resell reports already published by large and
small marketing research firms. Their databases of research reports are more comprehensive, so therefore more
useful. Their databases are easier to search and their deliveries speedier, allowing a narrower search—especially
useful for the small- and medium-sized clients, a segment that would have been unable to afford the expense of a
commissioned, full report.
6. Ethnographic research is a new (and expensive) trend in marketing research. Find an article on ethnographic
research. Read and summarize the article. What is your opinion of ethnographic research? Do you think it
will be the wave of the future? Explain your reasoning.
Students’ answers may vary widely as they express their opinions of ethnographic research.

7. Describe the advantages and disadvantages of online surveys.
Advantages of Internet surveys include speed, low cost, creation of longitudinal studies, cost effectiveness of short
surveys, the ability to reach large audiences, and eye appeal. Disadvantages include skewing of online survey results
because of the composition of people active online does not necessarily mirror the general population. Therefore,
sampling error may occur.
8. Why has scanner-based research been seen as “the ultimate answer” for marketing researchers? Do you see
any disadvantages of this methodology?
Scanner-based research provides an accurate, objective picture of the direct causal relationship between different
kinds of marketing efforts and actual sales. Many non-scanner marketing research projects involve gathering
attitudinal data—that is, asking respondents what they might do or how they think. Scanner-based research does not
rely on such subjective answers; it tracks behavior, not opinions or attitudes. One disadvantage to scanner-based
research is that it may not be appropriate for the type of information you are trying to gather. For instance, if you
wanted to know what consumers thought of a new product idea, scanner-based research would not help. Another
disadvantage is that there is no simple way of gathering information on why consumers buy certain products, only
what they buy. Scanner-based research may not be able to isolate certain marketing efforts if there are many
activities going on at once.
APPLICATION QUESTIONS
1. Write a reply to the following statement: “I own a restaurant in the downtown area. I see customers every
day whom I know on a first-name basis. I understand their likes and dislikes. If I put something on the menu
and it doesn’t sell, I know that they didn’t like it. I also read the magazine Modern Restaurants, so I know
what the trends are in the industry. This is all of the marketing research I need to do.”
Although students’ answers will vary, they should address some of these points: Making correct decisions is as
important to small firms as it is to larger ones; managers at any level need information to make better decisions; for
the small firm, the task is how to provide that information within a reasonable cost range; the owner cannot assume
he knows what customers like without asking them. There may be several reasons they do not buy a new menu item.
2. Critique the following methodologies and suggest more appropriate alternatives:

a. A supermarket was interested in determining its image. It dropped a short questionnaire into the grocery
bag of each customer before putting in the groceries.
b. To assess the extent of its trade area, a shopping mall stationed interviewers in the parking lot every
Monday and Friday evening. Interviewers walked up to persons after they had parked their cars and
asked them for their ZIP codes.
c. To assess the popularity of a new movie, a major studio invited people to call a 900 number and vote yes,
they would see it again, or no, they would not. Each caller was billed a two-dollar charge.
a. The supermarket should have short intercept interviews or phone interviews in order to get more participation.
If it does decide to hand out questionnaires, someone should explain and ask for each customer’s participation.
b. They are surely going to scare customers by casually approaching them and asking for their ZIP codes. Perhaps
uniformed security officers could do this, but it would be easier and safer to ask people their ZIP codes at the
exit doors of the mall.
c. People are not going to be willing to pay to vote for a movie. Exit interviews are the way to go for this one. Or
just wait and watch box office receipts.
4. You have been charged with determining how to attract more business majors to your school. Write an
outline of the steps you would take, including the sampling procedures, to accomplish the task.
The first step is to define the problem or questions that this research needs to examine. The next step, planning the
research design, specifies the method that will be used to collect data. Then the sampling procedures that best fit the
situation are selected. Next the data are collected, often by an outside firm. Data analysis then takes place, and the
results are interpreted. Subsequently, a report is drafted and presented to management. A follow-up on the
usefulness of the data and the report is the final step.
5. Discuss when focus groups should and should not be used.
Focus groups are used when a researcher needs detailed information or needs to brainstorm. The group dynamics of
a focus group may mean that a response from one person will stimulate ideas and more comments from others.
Focus groups should not be used if the researcher just wants standard question–answer information.
6. Divide the class into teams of eight persons. Each group will conduct a focus group on the quality and
number of services that your college is providing to its students. One person from each group should be
chosen to act as moderator. Remember, it is the moderator’s job to facilitate discussion, not to lead the
discussion. These group sessions should last approximately 45 minutes. If possible, the groups should be
videotaped or recorded. Upon completion, each group should write a brief report of its results. Consider
offering to meet with the dean of students to share the results of your research.
This is a project question and results will vary.
7. Go to http://www.strategicbusinessinsights.com/vals/presurvey.shtml and take the VALS Survey. Report on

how marketing researchers are using this information.
Students’ reports will vary.
8. Divide the class into teams. Each team should go to a different opt-in survey site on the Web and participate
in an online survey. A spokesperson for each team should report the results to the class.
This is a project question and results will vary.
9. Detractors claim that scanner-based research is like “driving a car down the road looking only in the
rearview mirror.” What does this mean? Do you agree?
This is a major disadvantage to scanner-based research: it gathers information on the past but may not be able to
predict the future. Students can argue for or against this statement:
FOR the statement: Past purchasing behavior does not necessarily predict future behavior. Consumers may be
sensitive to promotional activity, competitive activity, and even impulse purchasing. Scanner-based research does
not provide reasons why consumers purchase certain products, so inaccurate conclusions may be drawn from their
buying behavior.
AGAINST the statement: Scanner-based research can predict future buying behavior. For instance, if a consumer
purchases a certain brand of baby formula on a regular basis, it can be predicted that he or she will continue
purchasing this brand due to brand loyalty. It can also be predicted that the purchases will disappear after one year
when the baby is old enough to drink cow’s milk. It can also be predicted that, within a few months, the consumer
will be buying chunkier baby food in microwavable containers. Scanner-based research may only report what’s
happened in the past, but history often predicts the future.
10. Why do you think that competitive intelligence (CI) is so hot in today’s environment?
With the level of competition in today’s business environment, firms that are to survive and prosper must be aware
of the events and entities that will affect their profitability.
11. Prepare a memo to your boss at United Airlines and outline why the organization needs a CI unit.
Students’ responses will vary depending on the specific reasons that the student chooses to target. Some of those
factors might be safety, regulation, competition, fuels prices, and so forth.

12. Form a team with three other students. Each team must choose a firm in the PC manufacturing industry.
Next, each team will go to the Web site of the firm and acquire as much competitive intelligence as possible.
Each team will then prepare a five-minute oral presentation on its findings.
Students’ results will vary depending on the firm they have chosen. However, they should be able to glean some
product, marketing, and financial information.
13. Why do companies hire mystery shoppers?
Mystery shoppers are researchers posing as customers who gather observational data about a store. Companies also
hire these shoppers to study customer-employee interactions. Mystery shoppers also:
• Enable an organization to monitor compliance with product/service delivery standards and specifications
• Enable marketers to examine the gap between promises made through advertising/sales promotion and
actual service delivery
• Help monitor the impact of training and performance improvement initiatives
• Identify differences in the customer experience across different times of day, locations, product/service
types and other potential sources of variation in product/service quality
APPLICATION EXERCISE
For its Teens and Healthy Eating: Oxymoron or Trend? study, New York–based BuzzBack Market Research focused on
snacking. Among its findings: Teens eat an average of three snacks per day, and breakfast is the meal they skip most
often. Though scads of snacks are stacked on store shelves, when it comes to healthier treats targeting adolescents, it’s a
bit of a teenage wasteland. BuzzBack asked 532 teen respondents to conjure up new foods they’d gobble up. The
following are some of their ideas:
• “Travel fruit. Why can’t fruit be in travel bags like chips or cookies? Canned fruit is too messy. Maybe have a
dip or something sold with it, too.” –Female, age 17
• “A drink that contains five servings of fruits and vegetables.” –Male, age 16, Caucasian
• “I would invent all natural and fat-free, vitamin-enhanced cookies and chips that had great flavor.” –Female,
age 16
• “I would make fruit-based cookies.” –Male, age 16, Caucasian
• “Low-carb trail mix, because trail mix is easy to eat but it has a lot of fat/carbs.” –Female, age 15, Caucasian
• “I would create some sort of microwavable spaghetti.” –Male, age 16, Caucasian
• “Something quick and easy to make that’s also cheap. I’ll be in college next year, and I’m trying to find things
that are affordable, healthier than cafeteria food, and easy to make.” –Female, age 17
• “Good vegan mac n’cheese.” –Female, age 18, Caucasian
• “A smoothie where you could get all the nutrients you need, that tastes good, helps you stay in shape, and is
good for you. Has vitamins A, B3, B12, C, ginkgo. Packaging would be bright.” –Female, age 16, African
American
• “A breakfast shake for teens. Something easy that tastes good, not necessarily for dieters like Slim Fast, etc.
Something to balance you off in the morning.” –Male, age 18
SOURCE: Becky Ebenkamp, “The Market Is the Message,” “What If Teenagers Ruled the R&D Roost?” Brandweek, July 11, 2005, 16 and 17.
Activities
1. You are a new-product development specialist at Kraft. What guidance can you get from the BuzzBack study?
2. Choose one of the suggestions from the above list of healthy snack concepts. Imagine that your company is
interested in turning the idea into a new product but wants to conduct market research before investing in product
development. Design a marketing research plan that will give company managers the information they need before
engaging in new-product development of the idea. (Hint: Use steps 1–3 in Exhibit 8.1 as a guide.)
3. Once you have finished your plan, collect the data. Depending on the data-collection methods you have outlined in
your plan, you may need to make adjustments so that you can collect actual data to analyze.

4. Analyze the data you collected and create a report for your company either recommending that the company pursue
the idea you chose or investigate another.
Purpose: To show how marketing research supports all of the marketing functions.
Setting It Up: This exercise is well suited to small group work in class. Once groups have made their lists, have groups
come together to share their results as a class.

This exercise was inspired by the following Great Idea in Teaching Marketing:
Matthew D. Shank, Northern Kentucky University

Fred Beasley, Northern Kentucky University
UNDERSTANDING THE IMPORTANCE OF MARKETING RESEARCH

(OR WHY DO I HAVE TO TAKE THIS CLASS?)
What three words best describe how students feel about marketing research before entering the course? Do hard, boring,
and unnecessary come to mind? In order to combat these negative expectations, an in-class exercise can be used in the
first class meeting to hopefully change students’ attitudes towards marketing research.
The exercise begins by asking students to list and describe the basic functions of marketing. This task may be facilitated
by providing the students with any product or service (e.g., athletic footwear, cars, universities) and asking what
functions should be performed to successfully market this product or service. After discussing the functions, the students
are told to list all of the potential research activities needed to support each of the marketing functions. The typical list of
functions and some of the related marketing research activities are shown below:
Basic Marketing Functions Examples of Research Activities

Promotion Planning Ad Effectiveness
Media Research
Sales Promotion Effectiveness
Distribution Planning Retail Image Studies
Site Location Analysis
Price Planning Price Elasticity
Demand Analysis
Product/Service Planning Brand Image Research
Package Design Studies
Test Marketing
Scope of the Organization Concept Testing
Market Development Studies
Consumer Analysis Satisfaction Studies
Attitude and Usage Studies
Environmental Analysis Secondary Data Collection Competitive Analysis
Marketing Management Target Market Identification
Positioning Studies
Segmentation Studies
The broad purpose of this in-class exercise is to stress the importance of marketing research and set the tone for the
semester. More specifically, the exercise has the following benefits:
• Serves as a review of the basic marketing functions
• Provides the students with a basis for developing a list of questions for their initial client meeting (Note:
students conduct research for businesses in the community)
• Positions research in the context of the overall marketing discipline
• Explores the critical link between research and the basic marketing functions

ETHICS EXERCISE
John Michael Smythe owns a small marketing research firm in Cleveland, Ohio, which employs 75 people. Most
employees are the sole breadwinners in their families. John’s firm has not fared well for the past two years and is on the
verge of bankruptcy. The company recently surveyed over 2,500 people in Ohio about new-car purchase plans for the
Ohio Department of Economic Development. Because the study identified many hot prospects for new cars, a car dealer
has offered John $8,000 for the names and phone numbers of people saying they are “likely” or “very likely” to buy a
new car within the next 12 months. John needs the money to avoid laying off a number of employees.
1. Should John Smythe sell the names?
This dilemma is particularly tricky because it involves the interests of John as both a marketing research provider
and as an employer. The situation does not specifically state that the people in the survey were promised privacy as
part of their participation in the survey. That would be one reason to support John selling the names. Survey
participants surely did not participate in the project, however, expecting to hear a sales pitch from a new car dealer
shortly thereafter.
2. Does the AMA Code of Ethics address this issue? Go to http://www.marketingpower.com and review the
code. Then, write a brief paragraph on what the AMA Code of Ethics contains that relates to John Smythe’s
dilemma.
The AMA Code of Ethics does have verbiage requiring marketers to “apply confidentiality and anonymity in
professional relationships with regard to privileged information.” If the list of names and the survey results are
considered privileged, then John is bound by the Code not to sell the names. In addition, the Code prohibits
marketers from taking advantage of situations to maximize personal welfare in a way that unfairly deprives or
damages others. And it also prohibits selling under the guise of marketing research (known as sugging). Although
John did not explicitly do this, if John were to sell the list of names, sugging would be the eventual result.
VIDEO ASSIGNMENT: The Nederlander Organization
1. Using information collected for Ricky Martin’s fan club would be considered:
a. primary data
b. meeting the research objective
c. secondary data
d. survey research
ANS: C
The Nederlander organization using this information to market Evita would be considered using secondary data,
because the information was originally gathered for Ricky Martin’s fan club’s use.
2. Broadway Direct offers a collection of people who have signed up to receive a newsletter about Nederlander
theatre events. Most of these individuals also purchased tickets to see a show at a Nederlander owned theatre. If
used as a sample for a marketing research project, Broadway Direct would be a
a. judgment sample
b. probability sample
c. observation research
d. convenience sample
ANS: D
Because the sample is people who chose to sign up or already purchased tickets from one organization, and the list
would be easy to obtain, this group would be considered a convenience sample.

3. When the Nederlander Organization “retargets” recipients of email pre-sale blasts (such as the one used for Evita)
based on whether they clicked “buy tickets” and did not make the purchase, they are
a. using behavioral targeting to send follow-up messages.
b. using behaviorscan to understand why they didn’t purchase tickets.
c. performing observation research on email marketing success and failure.
d. demonstrating how virtual shopping can use personal selling techniques.
ANS: A
This type of data collection is a type of observation research that monitors consumer online activity and adds that
information to a profile—behavioral targeting—and using that profile to segment the market and send targeted
marketing messages.
4. When someone opts in to receive Broadway direct newsletters, what step in the CRM system are they fulfilling for
the Nederlander organization?
a. They are helping Nederlander understand its interactions with the current customer base.
b. They are helping Nederlander capture customer data based on interactions.
c. They are helping Nederlander identify its best customers.
d. They are helping Nederlander leverage stored information.
ANS: B
By opting in, customers are providing Nederlander with customer data based on how they interact with the
company.
CASE ASSIG NMENT: Axe
Though it has been in production since 1983, Unilever’s Axe body fragrance skyrocketed from a small European brand
to a $2.5 billion global enterprise in recent years. Axe holds 76 percent of the body fragrance market, and grew 13.6
percent in 2012 alone. Without question, the key to Axe’s success has been its excellence in marketing. As other
companies do, Axe sponsors events and places advertisements that are aimed at connecting with young men. Axe,
however, takes things a step further by tying all of its marketing efforts to an incredible level of research.
Axe’s core target demographic is men aged 20 to 25. It does not try to “age” with the group, meaning that it does
not chase its customers as they age. The company operates a relentless research system that focuses squarely on this
segment, tracking fads, trends, likes and dislikes, interests, and relationship patterns. Axe marketers know that what
appealed to the 20 to 25 demographic five years ago will not appeal to the current 20 to 25 group, and that whatever is
popular now will likely be out of style in another five years.
Axe’s research skills have led to a significant shift in its advertising strategy. Early on, marketers found that males
and females would often spend time in separate groups. This knowledge led to advertising that focused on how guys
could use Axe to get close to girls. In one commercial, a cheerleader, driven insane by Axe, tackles a football player
wearing the fragrance. Recently, however, researchers found that males and females are spending more time together.
Axe shifted its advertising strategy, playing to both men and women. The newer commercials show women being more
demanding, telling males to groom themselves better and females to take charge of the budding romance.

Jason Feifer, “Axe’s Highly Scientific Typically Outrageous and Totally Irresistible Selling of Lust,” Fast Company,
August 8, 2012, www.fastcompany.com/3000041/axes-highly-scientific-typically-outrageous-and-totally-irresistible-
selling-lust (Accessed March 26, 2013).
TRUE/FALSE
1. Axe engages in market research when it tracks fads, trends, likes and dislikes, interests, and relationship patterns.
ANS: T PTS: 1 OBJ: LO: 9-1 TOP: AACSB: Reflective Thinking

KEY: CB&E Model: Customer MSC: BLOOMS: Level I Knowledge
2. Axe relies primarily on secondary data to discover what appeals to 20- to 25-year-old males.
ANS: F
Axe uses primary data, information collected for the first time, to stay up to date on its target market.
PTS: 1 OBJ: LO: 9-2 TOP: AACSB: Reflective Thinking

KEY: CB&E Model: Customer MSC: BLOOMS: Level I Knowledge
3. If Axe surveyed students at Harvard University to represent the entire 20- to 25-year-old market, it might encounter a
random error.
ANS: T PTS: 1 OBJ: LO: 9-2

TOP: AACSB: Reflective Thinking KEY: CB&E Model: Customer
MSC: BLOOMS: Level I Knowledge
4. An effective way for Axe to reduce its research costs while improving respondent participation would be to utilize
internet surveys.
ANS: T PTS: 1 OBJ: LO: 9-3 TOP: AACSB: Reflective Thinking

KEY: CB&E Model: Strategy MSC: BLOOMS: Level I Knowledge
5. Axe likely collects data through behavior-based research, a system for gathering information from a single group of
respondents by continuously monitoring the advertising, promotion, and pricing they are exposed to and the things they
buy.
ANS: F
This defines scanner-based research.

KEY: CB&E Model: Strategy MSC: BLOOMS: Level I Knowledge
MULTIPLE CHOICE
1. Which of the following statements illustrates the predictive role of marketing research?
a. Axe holds 76 percent of the body fragrance market.
b. Online sales account for 8 percent of all sales.
c. The new television commercial will likely drive sales up 21 percent.
d. Axe’s packaging redesign resulted in a 2 percent drop in sales.
e. None of these.

ANS: C
The predictive function addresses “what if” questions.

KEY: CB&E Model: Customer MSC: BLOOMS: Level II Comprehension
2. Suppose Axe gathered eight 23-year-old males together to have a moderated discussion about what they liked and
disliked about the new Axe body spray fragrance. This is an example of a(n):
a. In-home personal interview.
b. Mail survey.
c. Focus group.
d. Executive interview.
e. Web survey.
ANS: C
A focus group is a type of personal interviewing. Often recruited by random telephone screening, seven to ten people
with certain desired characteristics form a focus group. These qualified consumers are usually offered an incentive
(typically $30 to $50) to participate in a group discussion.

KEY: CB&E Model: Strategy MSC: BLOOMS: Level II Comprehension
3. “Which fragrance of Axe body spray do you like the least?” is an example of this type of questionnaire question:
a. Open-ended.
b. Dichotomous.
c. Multiple choice.
d. Scaled-response.
e. None of these.
ANS: C
Closed-ended questions can either be dichotomous or multiple choice. This closed-ended question is multiple choice.

4. According to the case, American males age 20 to 25 represent the _____ for Axe’s market research:
a. Universe.
b. Focus group.
c. Sample.
d. Big data.
e. Competitive intelligence.
ANS: A
A universe is comprised of the population from which a sample will be drawn.

KEY: CB&E Model: Promotion MSC: BLOOMS: Level III Application
5. Which of the following represents an example of neuromarketing?

a. Posing as a customer and buying Axe body spray products in a supermarket.
b. Using cookies to track the Internet habits of individuals who visit Axe’s Web site.
c. Interviewing Axe customers at the local mall.
d. Collecting and analyzing InfoScan data to predict where and when consumers buy Axe products.
e. Measuring changes in consumers’ heart rates as they watch Axe television commercials.
ANS: E

Some companies have begun studying microscopic changes in skin moisture, heart rate, brain waves, and other
biometrics to see how consumers react to things such as package designs and ads. This neuromarketing approach is a
fresh attempt to better understand consumers’ responses to promotion and purchase motivations.


GREAT IDEAS FOR TEACHING CHAPTER 9
James S. Cleveland, Sage College of Albany
DISCUSSION BOARD TOPICS TO ENCOURAGE PARTICIPATION
Discussion board questions provided to students to encourage them to engage in thinking and writing about the content
of the Principles of Marketing course usually take the form of a provocative statement to which students are asked to
respond. An example of this would be “All PR is good PR.”
Discussion topics such as this one are abstract and often require that the instructor provide an initial reply to show
students what is expected of them in their own replies. For students with limited work experience, this approach may be
quite appropriate. For adult students with extensive experience as employees and consumers, however, the abstract
nature of such topics can be frustrating.
I have developed, therefore, a series of discussion board questions to use with experienced, adult students. These
questions are designed to encourage them to use their experiences as employees and consumers as doorways to better
understand the course material, and to make their own responses more interesting to themselves and to the other students
in the class who will read and comment on them.
Each question has three parts:

1. First, there is a sentence or two from the students’ textbook introducing the topic. By using the text author’s
own words, students are enabled to locate relevant material in the text more easily, the text content is
reinforced, and confusion resulting from use of variant terms or expressions is minimized.
2. Second, there is a reference to text pages the students should review before proceeding. Since the goal of the
exercise is for students to apply the course content to their own experiences, reviewing the content first is
important.
3. Third, there is a request for the students to think about or remember some specific situation in their experiences
to which they can apply the text material, and a question or questions for them to address in their replies.
Here are additional such discussion board questions developed for Chapter 9 of MKTG7. Each is written to fit the same
text cited above but could easily be rewritten and revised to fit another text.
Series A
1. Marketing research is the process of planning, collecting, and analyzing data relevant to a marketing decision.
2. Review the information on the role of marketing research from section 9-2 of your text.
3. Then describe how your employer uses marketing research or, if you do not think your employer does, how it
could use marketing research.
Series B
1. All forms of survey research require a questionnaire.
2. Review the information on questionnaire design from section 9-3c of your text.
3. Suppose you wished to design a questionnaire that could be used by your employer to do marketing research.
Describe what the questionnaire would be designed to find out and write one good closed-ended question that
could be used on it.

Deborah C. Calhoun, College of Notre Dame of Maryland
SECONDARY RESEARCH DATA HUNT AND MARKETING STRATEGY DEVELOPMENT
The purpose of this assignment is to acquaint the student with the many diverse business information sources available to
them in their college library as well as introduce them to the types of data marketers often use when making a strategy
decision. As you are aware, the ability to locate and analyze secondary data in an efficient and effective manner is
critical to their success as a business student as well as a future business decision maker. It has been said that “To
manage a business well is to manage its future; and to manage the future is to manage information.” Increasingly,
marketers view information not just as an input for making better decisions, but also as an important strategic asset and
marketing tool.
I write a new data hunt every year around one of the cases in the marketing principles text book and assign it relatively
early on in the semester. I have treated it as either a pass/fail or a graded assignment and both approaches seem to work. I
used to suggest to the students which sources might be consulted in completing each question but found certain logistical
problems with this approach. I now provide the students with a list of sources that includes a brief description of some of
the key sources available. A business library tour and a demonstration on accessing information through the Internet and
the various online indexes are also provided. After the students complete the data hunt, I ask them to analyze the case
using the secondary data they have gathered. The students often aren’t very excited about the assignment in the
beginning but many have indicated on course evaluations later that the data hunt was one of the strengths of the course
and a worthwhile learning assignment. The following is an example of the type of questions I include on the data hunt.
Petco Products Data Hunt

1. Who are Petco Products’ competitors in the dog-food and cat-food industry? Identify the competitors by both brand
name and manufacturer. You may wish to supplement your library research with a trip to the local grocery or pet
store. While at the store, note shelf space allocation, types of product offerings, packaging, and pricing among the
brands.
2. Ralston Purina is one of the largest competitors in the dog- and cat-food market. Develop a profile of the Ralston
Purina Company. Include information such as ownership, history, market share (both domestically and
internationally), and marketing practices such as product/brand offerings.
3. What Standard Industrial Codes (S.I.C.) do dog food and cat food fall under? What S.I.C. codes do pet stores and
dog kennels come under?
4. Before investing a significant sum of money into the “First in Show” (F.I.S.-27) dog food product, Petco Products
needs to further investigate the domestic and international pet food industry, in particular the dog food market. What
are the significant trends and what do sales and profitability forecasts look like for both the consumer market and the
pet store/kennel market?
5. Trade Associations and trade journals are excellent sources of industry specific information. The American Pet
Products Manufacturers Association supplied much of the pet ownership information in the case. What is the
address and phone number of the American Pet Products Manufacturers Association? Should Petco Products join
the Association and why or why not? Does your library carry any of the Association’s publications? Name three
other associations Petco may wish to join.
6. The case describes the characteristics of a pet owner nationally. How would you describe dog and/or cat owners in
your area? How do pet owners in your area differ from pet owners nationally?

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work is done. But he also can save us! He shall save us! Are you a
daughter of this commonwealth—a daughter of a patriot? You can
save the charter. Oh, what a glorious honor! You will let me take your
answer back?”
Garde’s color had gone again, not to return. This was a moment
that frightened her heart. No one could have lived there as she had
done and not be saturated with the hopes and fears of the colonists,
not be trembling for the government, the independence, the
manhood they had builded up on those stern rocks. In her first baby
utterances she had lisped the word “Charter.” For ten years their
charter had been their Holy Grail to those American men and women
of Massachusetts. The air was pregnant with patriotism. The Charter
had hung trembling in the balance month after month, ever since
Cromwell’s son had abdicated the English throne and Charles had
sat in power once again. Garde could not have been the true
daughter of America she was, had she not thrilled first with the
possibilities of this fateful moment, before her soul shivered at the
price she would have to pay to perform this splendid-seeming deed.
Sense of duty had been bred and ingrained in the children of that
hour. It held a sway well-nigh incredible in youthful minds. It fell
athwart Garde’s thought with appalling weight. And yet her soul
leaped to Adam’s arms for protection, as her heart bounded to his
with love. She felt as if she could crash through the window and run
away, to the woods,——anywhere, to escape even the
contemplation of this thing. Had it not been for her knitting she felt
she must have done something dreadful. As it was she seemed to tie
herself into the pattern—the wilder self—and so to gain a sense of
calmness.
“I could hardly answer this so soon,” she said. “Haste first leaves
no time for thought after.”
“Thought, child?” demanded the old man, on whom her calmness
acted as her mother’s had before her. “Can you wish to hesitate,
when the whole state stands breathless for your answer?”
“And did you hold me so lightly that you said, ‘Yes,’ the moment
this was presented to you?” said Garde. “Grandther, I was but a
young girl this morning. What has a moment done to make me such
a woman as this?”
“But our charter—our government—our liberty, child!” cried David,
raising his two shaking hands above his head. “You can save them
all!”
“And is it so light a matter for me to become the mother of our
liberty?” said Garde, on whom the spirit of wisdom had strangely
descended, no doubt from Goody Dune. “Grandther, you would wish
to think of this yourself.”
She had risen from her seat. She faced her grandfather and he
saw her eyes nearly on a level with his own. A look of her mother,
sad, appealing, forgiving, played intangibly across her face. The old
man’s look seemed to follow its transit. He passed his nervous
fingers along his brow. The fire died away in his eyes.
“Then think it over,” he said, huskily. “Think it over, my child, think
it over. I will not coerce your decision. No, I’ll not coerce her, Ruth,
no, no, I’ll not!”
He moved to the door, as one in a dream, and left the room.
CHAPTER XVI.
GARDE’S LONELY VIGIL.
David Donner was not to be deterred for long, by the shadow of a

memory which he had seen flit like a ghost of his past, across
Garde’s features. He was arriving at that age when a man’s memory
is not so strong as in years past and when the events of the day at
hand seem therefore the more important. He fretted under his
promise to go abroad, desiring this to be abrogated by his fellow-
colonists, and this could only be done when he should persuade
them that the charter would be saved, or at least his country better
served, by his remaining where he was. He had not as yet spoken to
his colleagues of Randolph’s proposition. He was waiting for Garde
to give him her answer.
The girl watched the old man narrowly, to see how long she could
wait, for her answer was no more ready after a week than it had
been on the first day. This was not entirely because her affections
were placed elsewhere. She was a little patriot, otherwise her love
for Adam would have prompted her reply at once, and from hot lips.
She was undergoing a genuine struggle with herself. If it were true
that she could save the charter, should she permit her own
happiness or Adam’s to stand before the happiness and rights of all
the Massachusetts people? Had not Adam himself written that when
there are three and only two could be happy, the one, representing
the minority, should suffer sorrow, that the greater number might
preserve their joy? Then, when she and Adam were only two, how
much more they should endure sorrow, when all the people of that
colony weighed against them in the question.
No, it was not a simple matter in which her own desires could
speak out above the clamor of duty. And yet, she could not feel the
truth of Randolph’s position and promise. Suppose he had not the
ability, so to save the charter as her grandfather believed he would.
Suppose, having the power, he should prove dishonest, when once
he had won his desire. What was there in a wife to tie him to his
obligation? If politics had prompted him to go so far, would they not
continue to prompt him further, after the marriage had given him his
way? To sacrifice herself and Adam was to Garde a mighty thing.
She was capable of any heroism, but her mind and her nature
exacted that it be not specious. No travail of motherhood ever gave a
more acute or prolonged agony than was Garde’s portion as she
strove to give birth to a wise and right resolution.
Her grandfather, in the meantime, waxed more and more
impatient. It had been his habit from early manhood to have his own
way. In avoiding precisely the difficulties into which he had fallen with
Garde’s mother, he felt that he was on the safe side in his promise
not to coerce his grandchild. This gave him the greater latitude in
which to bring pressure upon her from what he conceived to be
another standpoint. Yet that repression of his feelings and passions
which he had practised for long among the Puritans, made him more
patient with Garde’s indecision than would otherwise have been the
case. He became childishly eager, more than harshly insistent, in
this frame of mind. He coaxed her many times in a day, to see what
her bravery and loyalty could do.
Christmas and New Year were long past, and still Garde had made
no decision. In the spring, when she could make no more excuses
for delaying, she told her grandfather how gladly she would comply
with his wishes, if only she could know, absolutely, that Randolph
would keep faith with the colonists and secure them their charter
against all need for anxiety. This was her honest word. It came from
her heart as if every word had been jagged, leaving her wounded
and all but ill.
“Let Mr. Randolph prove that he will work for our good with the
King,” she said. “Let him secure us but one year of ease from this
constant worry—let him show us a year of the favor he can win from
Charles, and then I shall be content. This is not much that I ask. If
his heart is so set upon me as he says, surely he could wait this time
and do these things. A true regard could wait for as many years as
Jacob served for Rachel.”
With this decision, which he regarded as a binding promise, and
which he represented to Randolph as a betrothal, David Donner had
to be content. Randolph could not, without betraying intended
perfidy, object to conditions so wisely conceived. Argument was
precluded. Grimly shutting his jaws, the man consented to the
arrangement, for else he must have abandoned his quest altogether.
As the months wore on, he went regularly to South Church, there
to sit out the service, which he detested like poison, for the purpose
of fixing his eyes upon Garde, as if he had been a beauty-vulture,
only to be satisfied by gazing upon her until he was all but self-
hypnotized. As for Garde, conscious as she was that the man thus
stared in her direction, she never so much as once gave his eyes an
answering glance. She did not love him; there should never be any
pretense, come what might, that she did. Her thoughts and her heart
beats were true to Adam, and so should remain to the end.
David Donner told his colleagues in triumph of what he had done,
of the answer Garde had made and of the hope they had for the
future. He had justified himself in remaining in Boston.
The measure of the power wielded, even at the throne of England
by Edward, Randolph could never have been estimated in
Massachusetts, but month after month slipped away while the
charter remained intact and the men of that anxious colony breathed
with a sense of relief which none had felt before, in nearly a score of
years.
Garde, with what hope her year’s respite inspired, began her
lonely wait and watch for Adam’s return.
CHAPTER XVII.
A NIGHT ATTACK.
The night was a thing of perfection, on the sea. The moon rode
aloft and its light danced merrily on the tips of the waves. A smart
breeze pouted the sails on the “Captain Spencer” till she plowed her
way like a skimming albatross through the phosphorescence of the
southern field of ocean.
On deck the beef-eaters, Adam and William Phipps, with the mate
and a jovial boatswain, were in high spirits. They were nearing their
goal, after a run which would have awakened some sort of a
rollicking devil in a deacon. Captain Phipps had felt a spell of
bubbling coming upon him for days. It always did, the moment he
dropped Boston out of sight, over the green, serrated edge of the
riotous Atlantic. Therefore he had broken off the neck of a bottle of
good, red juice, which had lain for a year in the hold of the brig, and
this liquified comfort had circulated generously.
The beef-eaters, arm in arm, were now spraddling about the deck
in a dance of which Terpsichore had never been guilty, even in her A
B C’s of the art. The boatswain was furnishing music from a tin pipe,
the one virtue of which was that it was tireless.
At length he altered the tune, or at least, so he said, and after a
bar or two of the measure had lost itself in the sails and shrouds,
Adam cleared his throat for a song.
“In the Northern sea I loved a maid,
As cold as a polar bear,
But of taking cold I was not afraid—
Sing too rel le roo,
And the wine is red—
For a kiss is a kiss, most anywhere,
When a man’s heart goes to his head.
Ho! the heart of a man is an onion, boys,

An onion, boys, with a shedding skin.
And it never gets old, for you off with its hide,
When you meet a new love, and it’s fresh within!
In the southern sea I loved a lass,

As warm as a day in June;
And oh that a summer should ever pass—
Sing too rel le roo.
For my summer, my lads, was gone too soon,
With a man’s heart gone to his head.
Ho, the heart of a man, etc.
In the Western seas I loved a miss,

As shy as the sharks that swim;
And it’s duties we owe to the art of the kiss—
Sing too rel le roo,
If a maiden so shy should be took with a whim,
And a man’s heart gone to his head.
Ho, the heart of a man is an onion, boys,

An onion, boys, with a shedding skin.
And it never grows old, for you off with its hide,
When you meet a new love, and it’s fresh within!”
There were more of these verses, one to fit every sea, of which
there be more than seven, as the song proved. The beef-eaters and
Captain Phipps joined in the chorus, for the boatswain gave it a rare
flavor of music.
At the wheel, the second mate had jammed a marlin spike
between the spokes, to hold the brig on the wind, and sitting cosily
down had gone fast asleep. The lookout aloft had become absorbed
in the singing, to which he was bending every attention. In the midst
of a chorus, which might and might not have been the finale of
Adam’s ditty, there was a sudden alarm that rang from one end to
the other of the brig, and all too abruptly a black hulk of a ship, with
never a light, came sizzling the brine in her speed, the length of a
few anchor-chains away, and made for the “Spencer” with dire intent.
The music ceased as if it had been cut off with a knife. Scuttling
swiftly to the side of the ship and then bawling orders, and chasing to
the armory in hot haste, Phipps, Adam and the others yelled that a
pirate was upon them. The words, like an incantation of marvelous
potency, summoned men like so many gnomes, from hatches,
companion-ways and fo’castle, on the instant.
The brig’s deck suddenly swarmed with its own men, running
hither and thither, shouting, stumbling, swearing, while Phipps and
Rust came darting back with arms full of cutlasses, pistols and
muskets, gathered helter-skelter, and now thrown with a great clatter
upon the planking.
Scrambling here to arm themselves, the sailors heard a crunch,
felt the brig shudder beneath their feet and beheld half a dozen iron
hooks come flying over the gunwale from the pirate, and saw them
jerk snug up to the rail, as the raiders pulled taut on the lines that
quickly lashed the two vessels together.
A black cascade of men came leaping from the pirate, landing
heavily on the “Spencer’s” deck. Their pistols blazed yellow
exclamation points of fire, as the men struck on their feet, and then
with a clash of steel on steel, Rust, Phipps and half a score of sailors
rushed upon the invaders and a mad scuffle and melée ensued.
Rust was conscious of a few things about him in the confusion. He
thought how cold the naked blades looked, slashing in the moonlight;
he heard the yells and curses against the background of a slapping
sail that was making a sound like a weird alarm; he felt the strength
of the big rascal, who was cutting at him with that brute force and
disregard for skill which is so deadly to engage. He thought the
fellow would slice his saber in two. He lost no time in feinting. The
brute of a buccaneer lurched forward to sweep his blade clean
through Adam’s body and then suddenly a moonbeam seemed to
cleave its way through the ruffian’s neck. He dropped his sword and
spun around with his head lolling sideways and went down.
Adam rushed to the taff-rail. The pirate ship was straining at the
ropes by which her hooks secured the two black hulks together.
Smiting these taut ropes with mad fury, Rust saw the pirate drift
away and the gulf of water widen between the two vessels, while the
scoundrels aboard the robber-ship yelled a discordant chorus of
curses.
Then back into the fray, the din of which was rising, as wounded
men smarted and yelled and rushed upon one another anew, like
snarling wolves, Adam darted, pistoling a creature who came
running upon him and then heaving him overboard as the fellow
writhed on the planks.
The sailors of the “Spencer” had somewhat the best of the conflict,
which was a match in scuffling hotly all over the deck. Less than a
dozen of the pirates had been able to leap aboard before the vessels
were apart, and their bawlings for help to their ship had been
rendered vain, for the moment, by Adam’s prompt action in cutting
the lines. However, the sea-scoundrels were versed in fighting,
where the sailors were merely rough-and-tumble sons of Cain whose
rage was their principal accoutrement. They were at their
adversaries, hammer and tongs. They were wrestling with some,
hacking at others, swearing at all. It was a small pandemonium in
which it was next to impossible to distinguish friend from foe.
Phipps, like the woodsman from Maine that he was, hewed his
way from one group to another, shouting to his men, hoarsely. The
beef-eaters, as inseparable as when they were dancing, chose but
one man between them, and one such they peeled to a horrid core,
as the demon rushed upon their sharpened weapons.
Adam stepped in a crawling line of gore, its head silver-tipped in
the moonlight, and slipped till it wrenched him to hold his footing. He
saw the sailors crowding three of the pirates to the rail and, joining
them, battered the cutlasses from their fists and helped to hoist them
bodily over and into the sea.
The din had hardly abated anything of its volume. The scene was
one of the maddest activity. But the robbers not already done for,
were now at bay against the masts, the capstan or the rail. One
tripped backward over a coil of rope. The next instant he was
screaming help and murder at the top of his lungs. This he continued
even after a dreadful rattle and spluttering came in his voice.
Over the reddened decks one or two wounded creatures were
crawling, one wiping gore from his face and flinging it off his fingers.
Swords and pistols lay about. One dying human was lying on his
side, with his arm extended and his index finger slowly crooked and
straightened and crooked again, as if he beckoned to death to come
more quickly.
The sail began to slap at the mast again, as the brig swung bow
on in the wind and stopped in stays. The croaked curses of the
pirates, on their ship, which was now again drawing swiftly toward
the “Spencer,” made Adam and Phipps suddenly run to the brig’s
brass gun, which was looking dumbly forth toward the pirate.
Rust had filled his pocket with loose powder. The cannon was
already loaded. He poured a small pyramid of powder on the vent
and he and Phipps, with the combined strength of two giants, slewed
the piece around till a ball from the pirate could have been tossed
into its yawning muzzle.
From the galley, the cook came running with blazing coals on a
shovel. He had been watching the gun. The pirate missed her mark.
She came up in stays, just as the “Spencer” got again on the wind.
The bows of the robber-craft were almost in touch with the brig.
Adam saw that the cannon would fail to sweep the pirate’s decks
—that the shot would be practically wasted, if it went at the gun’s
present elevation. With a sudden impulse he leaped astride its
smooth, brass nose and bore it down, depressing the muzzle toward
the water, just as the crazy cook turned his shovel upside down on
the primed vent.
There was suddenly a deafening roar. The concussion shook
every man’s feet from under him. The gun leaped backward, like a
bucking horse, and Rust went sprawling on the decks, for he had
been left abruptly, with no support beneath him.
The shot tore a hole in the pirate the size of a hogshead, squarely
on her water-line, in her starboard bow. She came about in the wind
and the sea rushed into her hold in a torrent.
A dreadful silence ensued when the air was clear of the
detonation. Then a moan from a dying wretch on the “Spencer’s”
deck seemed to touch into being a chorus of yells from the doomed
pirate, where the murderous crew found themselves armed to the
teeth and yet sinking, defenseless, into the very jaws of death. Their
sails slackened again and shook with a sound as of funeral shrouds.
The “Spencer” scudded away into the boulevard of silver which the
moon was paving with its light. The sinking pirate gathered the
cannon’s smoke about her and settled swiftly, but not in silence, into
the grave that fitted so snugly about its body.
CHAPTER XVIII.
THE GLINT OF TREASURE.
The brig “Captain Spencer,” came duly to her goal at the green
Bahamas. What with wounds received from the pirates, who had
called so unceremoniously, and from sea-sickness, which they
always had, the beef-eaters were glad of the sight of land. Phipps
and Rust were filled with rejoicings by reason of the dreams they had
of thrusting a naked arm apiece into the sea and fetching up
handfuls of gold with which to return to two sweet women in Boston.
All hands were presently doomed to disappointment. Phipps
learned that his treasure-ship was indeed a fact, but that she was
small, both in tonnage and her burden of Spanish coins, that she lay
in many fathoms of water and that, indeed, she was scarcely worth
serious attention.
Phipps was, however, a popular man at these bits of jeweled land
in the emerald sea. He had traded there on several occasions,
making friends always. Thus it came that a hobbling old salt, whom
he had befriended in a scrimmage, consoled him with the information
of a large treasure-ship, sunk somewhere in the neighborhood of
Hispaniola. He resolved at once to pursue this matter to the end, for
which purpose the “Captain Spencer” would be wholly inadequate,
as the Spanish Main was as filled with pirates as the sky may be of
buzzards over dying caravans.
With the approval of the entire party, the brig was now headed for
England, Adam and Phipps feeling confident of their ability to secure
a larger ship for their enterprise.
On familiar soil when the “Spencer” at length came to anchor, off
the tower of London, in the Thames, Adam had little difficulty in
finding a market for the brig. With the proceeds of the sale in his
pockets, William Phipps, under Adam’s tuition, blossomed out as a
gentleman of no little personal attractiveness. Adam, as one born to
the purple, donned a handsome attire and swaggered with all the
elegance of a prince.
He was soon in the midst of his former acquaintances, with one of
whom he fought a duel at the end of the first week, requiring his
vanquished foe, who was only sufficiently wounded to be satisfied, to
kneel in humility and to wipe the victor’s blade clean of his own red
juice, on the hem of his coat.
Rust until now had never had occasion to regret the disfavor in
which Charles Stuart held him, since a certain distinguished lady had
declared the “Sachem” to be vastly more entertaining than his
Majesty with ready narratives. However, he was undismayed, for
with James, fated so soon to be king, he was amazingly friendly.
William Phipps, for his part, needed but one introduction and no
recommendation. Above all things temporal, James reveled in naval
adventure. Blunt, gallant Captain Phipps appealed to him instantly.
The tale of the treasure-ship set him aflame with eagerness to go
with this adventurous company to the western Indies, where he
could readily picture himself, Phipps and Adam fighting their way to
the rotting strongholds of the Spanish galleon, sunk there half a
century before.
With an alacrity which was of a highly complimentary character to
Phipps and Rust, the Prince procured a fine vessel, the “Rose-
Algier,” with a crew of ninety-five men and an armament of eighteen
guns, and gave her into the trust of his friends for their enterprise. It
was agreed that inasmuch as he thus found the ship and the
expenses of the venture, he should have ninety per cent. of
whatsoever treasure should be recovered, Phipps declaring for
himself and Adam how contented they would be with the remaining
one-tenth.
Late in the year, which was 1684, the “Rose-Algier” bore away for
Hispaniola, Phipps, Adam, and the faithful beef-eaters, whom
seasickness nor peril could drive from Adam’s side, soon beginning
to wonder what manner of crew it was with which they had shipped.
A few weeks later, King Charles the Second died. James ascended
the throne. Thus the treasure-seekers were backed by the English
monarch and his government.
A sunken ship has frequently proved to be a small thing, and the
ocean a large one, to the seeker, eager for its cargo. The “Rose-
Algier” dipped into all manner of harbors and her master asked all
manner of people all manner of questions, to no avail. The months
slipped by, in this tedious occupation, the crew grew weary of a
voyage so profitless and so entirely unpromising.
The grumblings of mutiny have a way of keeping below decks,
where they simmer volcanically. Nevertheless the beef-eaters heard
something of the discontent in the fo’castle, where the ruffians of the
crew were for seizing the vessel, running up the black flag and
turning pirate forthwith. The Rose was a swift, great bird upon the
waves, she was armed to the teeth, she was well provisioned. What
more could be desired for buccaneering? And piracy paid its
disciples handsomely. Spain and France, particularly, had a hundred
argosies in constant flight between the West Indies and home. Gold
was the commonest burden of all. Your pirate was a dare-devil,
whose life was reputed to be one long round of adventure, drinking
and looting. All pirates either died happy or hung, and anything was
better than this pothering about in a good ship, seeking for treasure
that was sunk admittedly, while millions of treasure was afloat and
nearly all to be had for the asking. With precious few exceptions the
crew agreed that this was true enough for every practical purpose.
CHAPTER XIX.
MUTINY.
Fortunately mutinies frequently come to a head prematurely. On

the “Rose” a jealousy hatched between rival factions of the plotters,
so that before they were any of them in actual readiness, one
faction, in order to be ahead of and therefore in command over the
other, rushed upon the quarter-deck one night and made a sudden
descent on Captain Phipps, who happened for the moment to be
there alone.
Phipps became renowned for his presence of mind and courage.
On this occasion he promptly knocked down three or four of the
ruffians, and then with a loaded revolver and a handy marlin spike,
he awed the others into submission before the alarm had even time
to spread. The malefactors being summarily placed in irons and
thrown into the hold, the insurrection below decks retired into the
dark corners, to knit itself anew into shape.
The sailors now recognized the necessity for uniting their forces.
Moreover, the faction which had been less precipitate, gained the
confidence of those half-coward, half-demon followers, or human
jackals, who were willing to urge the lions of the fo’castle on to strike
the blows of death, content if they could then sneak upon the scene
for a feast of remains. Thus a better plan was laid, while the
mutineers dissembled and lulled even the suspicious Phipps into a
sense of security that he had not possessed before the overt
outbreak, which he had been able to quell single-handed.
The plotters found no opportunity of effecting their designs for
several weeks. At length, however, Phipps steered his vessel into a
tiny harbor, bitten by the sea into the side of a small, uninhabited
island, which was even minus a name. This he did for the purpose of
reshipping the stores, in the hold, a recent storm having shifted this
cargo until the “Rose” listed to port dangerously, and leaked.
The crew, in silence and obediently enough, constructed a bridge
to shore and carried the stores to land, heaping them up in piles, on
the beach.
The unlading being accomplished, the crew desired permission to
rest in the shade of the near-by woods. This was granted. Once in
retirement here, they conceived a plan without delay whereby the
ship should fall into their hands that night.
Already they had managed to purloin a complement of arms. They
had knives, a few pistols, hatchets and several cutlasses. The stores
being ashore, the ship was at their mercy. Their plan was simple
enough. They would remain away from the shore until seven o’clock,
when they would proceed to the ship in a body, overpower Phipps,
Rust, the beef-eaters and the few other faithful souls on board, seize
the “Rose” and leave her captain and his friends on the island, to
starve. There was but one element lacking—the ship’s carpenter.
The “Rose” having sprung a leak, in the storm, was regarded by the
sailors as no longer seaworthy, until the carpenter should put her
right. He therefore became a necessary adjunct to their numbers.
The carpenter, on being summoned to appear among them by the
crew, listened to their plan with horror. However, he was not a
coward and he had his wits about him. He nodded as if in approval
of the plan, the more readily, perhaps, as he was threatened with
death if he dared refuse to become one of the murderous gang.
Then he informed them that some of his tools he would much
require, to further the plot.

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Chapter 9 ♦ Systems and Marketing Research 1

9-2 Describe the steps involved in conducting a marketing research project

9-3 Discuss the profound impact of the Internet on marketing research

9-4 Describe the growing importance of mobile research

9-5 Discuss the growing importance of scanner-based research

9-6 Explain when marketing research should be conducted

9-7 Explain the concept of competitive intelligence

2 Chapter 9 ♦ Marketing Research

LESSON PLAN FOR LECTURE

Learning Outcomes and Topics PowerPoint Slides

9-4 The Growing Importance of Mobile

LESSON PLAN FOR VIDEO

4 Chapter 9 ♦ Marketing Research

PRE-CLASS PREP FOR YOU: PRE-CLASS PREP FOR YOUR STUDENTS:

Solutions for Viewing Activities:

Chapter 9 ♦ Systems and Marketing Research 5

2. In what way does The Nederlander Organization use secondary data?

LESSON PLAN FOR GROUP WORK

Class Activity – Pepsi/Coke Taste Test

Cola Taste Test Form

2. In comparing the tastes of S and T,

3. In comparing the tastes of T and R,

4. Which of the following brands are R, S, and T?

Chapter 9 ♦ Systems and Marketing Research 7

REVIEW AND ASSIGNMENTS FOR CHAPTER 9

4. Why are secondary data sometimes preferred to primary data?

8 Chapter 9 ♦ Marketing Research

2. Critique the following methodologies and suggest more appropriate alternatives:

5. Discuss when focus groups should and should not be used.

This is a project question and results will vary.

7. Go to http://www.strategicbusinessinsights.com/vals/presurvey.shtml and take the VALS Survey. Report on

Students’ reports will vary.

This is a project question and results will vary.

10 Chapter 9 ♦ Marketing Research

13. Why do companies hire mystery shoppers?

Chapter 9 ♦ Systems and Marketing Research 11

12 Chapter 9 ♦ Marketing Research

Matthew D. Shank, Northern Kentucky University

UNDERSTANDING THE IMPORTANCE OF MARKETING RESEARCH

Basic Marketing Functions Examples of Research Activities

Chapter 9 ♦ Systems and Marketing Research 13

1. Should John Smythe sell the names?

VIDEO ASSIGNMENT: The Nederlander Organization

14 Chapter 9 ♦ Marketing Research

CASE ASSIG NMENT: Axe

popular now will likely be out of style in another five years.

Chapter 9 ♦ Systems and Marketing Research 15

August 8, 2012, www.fastcompany.com/3000041/axes-highly-scientific-typically-outrageous-and-totally-irresistible-

selling-lust (Accessed March 26, 2013).

ANS: T PTS: 1 OBJ: LO: 9-1 TOP: AACSB: Reflective Thinking