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Marketing Research Project: Quantitative Research Written assignment (Case Study) Final Activity brief BBA221 – Marketing Research Online campus P

Marketing Research Project: Quantitative Research

Written assignment (Case Study)
Final Activity brief

BBA221 – Marketing Research
Online campus

P

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Marketing Research Project: Quantitative Research

Written assignment (Case Study)
Final Activity brief

BBA221 – Marketing Research
Online campus

Professor: Dr. Petros Bouchoris | petros.bouchoris@euruni.edu

Description You are a marketing researcher at the SPORTS sport apparel brand. The
relevant market is very competitive with many international players. In the
context of its new product development strategy, the management
investigates the launch of a sustainable new sneakers range.

In this context you are asked to design a product test to evaluate and
refine the relevant concept and to identify the potential of this new
product

Following this, you must design a questionnaire to identify consumers’
interest, purchase intention to the new range, possible extensions, pricing
strategy, positioning etc.

The report should include:

• A Marketing Research brief, for the product test, the relevant
research objectives, possible marketing actions, testing material,
timing and budget. (25%)

• A Marketing Research proposal for the product test (quantitative)
including the population under study, sample size and selection.
(25%)

• A detailed proposed 12-15 questions Questionnaire (excluding
demographics) for the product test. Questionnaire should be in
final format, including the appropriate descriptions, wording,
scales, etc.(40%)

• A statistical analysis plan (10%)

Format This activity must meet the following
formatting requirements:

• Font size 12

• Double-spaced

• Harvard Referencing System

• pdf only

• 2000-2500 words

Due date Date: 20 September 2021
Time: 14:00 CEST

Weight towards
final grade

This activity has a weight of 60% towards
the final grade.

Assessment
criteria

Students will be evaluated according to the
following rubric

Goal(s) • Learn how to develop a marketing research brief

• Learn how to develop a data collection instrument for quantitative
research

Learning
outcomes

• design the marketing research questions for questionnaires.

• identify the sampling methods and procedures and determine the
sampling sizes

Rubric: written assignment

Criteria Accomplished (A) Proficient (B) Partially proficient (C) Borderline (D) Fail (F)

Problem
identification

The business issue has been
correctly identified, with a
competent and comprehensive
explanation of key driving
forces and considerations.
Impact on company operations
has been correctly identified.
Thorough analysis of the issue
is presented.

The student correctly identified
the issue(s), taking into account
a variety of environmental and
contextual drivers. Key case
information has been identified
and analyzed.

The student correctly identified
the case (issues), considering
obvious
environmental/contextual
drivers. There is evidence of
analysis, but it lacks depth.

The student correctly identified
the issue(s) but analysis was
weak. An absence of context –
the work is basically descriptive
with little analysis.

The student failed to correctly
identify the issue(s); analysis
was incorrect or too superficial
to be of use; information was
misinterpreted.

Information
gathering

The student showed skill in
gathering information and
analyzing it for the purposes of
filling the information gaps
identified. Comprehensive and

relevant.

Relevant information gaps were
identified and additional
relevant information was found
to fill them. At least two different
types of sources were used.
The student demonstrates
coherent criteria for selecting
information but needs greater
depth.

The student correctly identified
at least one information gap
and found relevant information,
but which was limited in scope.
Some evidence of sound
criteria for selecting information
but not consistent throughout.
Needs expansion.

An information gap was
identified and the student found
additional information to fill it.
However, this was limited in
scope. Weak criteria for the
selection of necessary
information.

Information was taken at face
value with no questioning of its
relevance or value. Gaps in the
information were not identified
or were incorrect.

Conclusions The student evaluated,
analyzed, synthesized all
information provided to create a
perceptive set of conclusions to
support the decisions and
solutions.

The student evaluated,
analyzed and synthesized to
create a conclusion(s) which
support decisions and

solutions.

The student reached
conclusions, but they were
limited and provided minimal
direction for decision-making

and solutions.

The conclusion was reasonable
but lacked depth and would not
be a basis for suitable strategy
development.

The student formed a
conclusion, but it was not
reasonable. It was either
unjustified, incorrect or

unrelated to the case in hand.

Solutions The student used problem
solving techniques to make
thoughtful, justified decisions
about difficult and conflicting
issues. A realistic solution was
chosen which would provide
maximum benefit to the
company. Alternative solutions
were explored and ruled out.

The student used problem
solving techniques to make
appropriate decisions about
complex issues. Relevant
questions were asked and
answered. A realistic solution
was chosen. Alternatives were
identified, explored and ruled
out.

The student used problem-
solving techniques to make
appropriate decisions about
simpler issues. The solution
has limited benefit but does
show understanding of
implications of the decision.
Alternatives were mentioned
but not explored.

The student used problem
solving techniques to make
decisions about simpler issues
but disregarded more complex
issues. Implications of the
decision were not considered.
Alternatives were not offered.

The student formed a
conclusion, but it was not
reasonable. It was either
unjustified, incorrect or
unrelated to the case in hand.

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