2. Some topics that you might want to point out to students to illustrate the impact of
technology on marketing research are the following: (1) single source data where purchases
of a family’s (such as grocery products) are captured across several weeks, (2) focus groups
that take place over the Internet using video cameras and chat software, or (3) handheld
computers that administer customer satisfaction questionnaires to existing customers at (for
example) automobile dealership service centers.
3. To delve into the “Honomichl Top 50” look at the Marketing News Marketing Research
Report. Unless there is a change in policy, the Marketing Research Report appears annually
in a June issue, and it can be used to update the figures. The Report also profiles each of the
50 top companies, and has an introduction to the industry. Have students select companies
and summarize the profiles in class presentations or discussion.
4. The Honomichl Top 50 and references to some marketing research companies in Chapter 2
include the website addresses of the top marketing research companies. If you have
multimedia capability with Internet capability in your classroom, use one or a number of
them to show students the number and variety of products and services that these companies
offer. Alternatively, have student volunteer to visit top company websites and “show and tell”
some interesting products and/or services that they find.
5. Students may not understand the distinctions between the three internal research suppliers:
(a) formal department, (b) single individual, and (c) no one responsible. If possible, have a
representative from each organizational type come to the class and discuss how marketing
research takes place in his/her company. Alternatively, describe the situations based on your
knowledge of representative companies.
6. Most students will think that all marketing research companies are full service. One way to
help them understand about the limited service companies is to say that they are practicing
niche marketing. They have found niches in the research industry, and they specialize in
performing their functions very well.
7. Save copies of Marketing News or Quirk’s Marketing Research Review and bring them to
class. After reviewing full-service and limited-service marketing research firms, hand out the
newspapers and have students look at the marketing research company ads. Let selected
students summarize the services of companies they have singled out. Alternatively, select the
ads yourself, make overhead transparencies, or PowerPoint slides, and use them when you
cover this topic in your class presentation. Another approach, if you have multimedia
classroom capability, is to find the Internet sites for various types of marketing research firms
and illustrate the products and services of these different firms during class.
8. The chapter indicates that formal marketing research departments are typically only found in
large companies, and often they are very small. Ask students what this implies about a career
in marketing research. You might tie this discussion in with the careers in the marketing
research appendix. Points to be made are: (1) it will probably take a master’s degree to break
into the management level; (2) you will probably have to locate in a major metropolitan area;
but (3) there will be opportunities for sharp managers who know something about marketing