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Instructor’s Manual: Implementation
Guide
This improved Instructor’s Manual (IM) contains more than just summaries of key concepts and features from the
sixth edition of M: Marketing that can be used as springboards for class discussion; it also provides best practices for
how to utilize the full product suite (from the textbook to SmartBook® to Connect®). In addition, this manual
includes a variety of supplemental teaching resources to enhance your ability to create an engaging learning
experience for your students. Regardless of whether you teach in face–to-face traditional classrooms, blended
(flipped) classrooms, online environments, or hybrid formats, you’ll find everything you need in this improved
resource.
The IM follows the order of the textbook outline for each chapter and is divided into sections for each learning
objective. To ease your class preparation time, we’ve included references to relevant PowerPoint slides that can be
shown during class. Note that you can adjust slides as needed to ensure your students stay actively engaged
throughout each session.
AVAILABLE INSTRUCTOR RESOURCES
Within the Instructor Resources Tab, located in the Connect® Library, you will find the following Instructor
Resources:
▪ Instructor’s Manual
▪ PowerPoint Presentations (Accessible)
▪ Test Bank
▪ Author Newsletter Blog
▪ Video Library
▪ Connect Content Matrix
Instructor’s Manual
This Instructor’s Manual is posted by chapter. Within each section of the IM you will find an assortment of feature
summaries, examples, exercises, and Connect® Integration assignments intended to enhance your students’ learning
and engagement.
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PowerPoint Presentations
A set of ADA-accessible PowerPoints is available with each chapter and covers:
▪ Chapter Learning Objectives
▪ Key examples
▪ Key exhibits
▪ Key concepts and frameworks
▪ Progress checks
▪ Glossary terms
Some slides include teaching notes to guide your discussion of the content that appears on each slide.
Test Bank
Test Bank questions are posted by chapter. You will find a variety of question types within the test bank such as
Matching, Ranking, Multiple Choice, Select-All-That-Apply, True/False, Short Answer, and Essay to test student
mastery across Bloom’s Taxonomy (i.e., Understand, Apply, and Analyze). Due to the evolving needs around
generating high-quality print test experiences, McGraw-Hill Education provides a free copy of the industry-leading
test generation software TestGen® to users (more details can be found within the Instructor Resources tab under
“Test Bank”). Furthermore, due to its limitations to function with the latest browsers and operating systems,
McGraw-Hill Education has discontinued EZ-Test Online. Some of the robust new features present in TestGen®,
include:
▪ Cross-platform software compatibility with Windows and Mac
▪ Multiple LMS export formats, including Blackboard, Moodle, Desire2Learn, and Sakai
▪ Highly customizable formatting and editing option
Video Library
The Video Library provides links to all the assignable videos in Connect®, as well as legacy videos that are no
longer available as assignments, but that remain available as an additional resource. These videos can be directly
streamed from within the library that is located in the Instructor’s Resource tab. Accompanying each video is a brief
video guide that summarizes the key concepts of the video.
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McGraw-Hill Education.
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Connect Content Matrix
The Connect Content Matrix provides a brief overview of all the application exercises available in the course. It
lists the Learning Objectives, topic tags, Bloom’s levels, and difficulty levels associated with each exercise.
Connect®, McGraw-Hill’s online assignment and assessment system, offers a wealth of content for both students
and instructors. Assignable activities include the following:
USING SMARTBOOK® TO ENHANCE STUDENTS’
PERFORMANCE
The LearnSmart®-powered SmartBook® is assignable through Connect. One of the first fully adaptive and
individualized study tools designed for students, it creates for them a personalized learning experience, giving them
the opportunity to practice and challenge their understanding of core marketing concepts. The reporting tools within
SmartBook® show where students are struggling to understand specific concepts.
Typically, SmartBook® is assigned by module (chapter), and you can set which learning objectives to cover as well
as the number of probes the student will see for each assignment. You can also set the number of points a
SmartBook® module is worth in the course. Usually, applying a minimal number of points for completion of each
module is enough to encourage students to read the chapter. Many instructors assign these modules to be completed
before the class or online session.
SmartBook® provides several diagnostic tools for you to gauge which concepts your students struggle to understand.
Below is the set of adaptive assignment reports available in SmartBook®:
▪ Progress Overview: View student progress broken down by module
▪ Student Details: View student progress details plus completion level breakdown for each module
▪ Module Details: View information on how your class performed on each section of their assigned modules
▪ Practice Quiz: This gives you a quick overview of the quizzes results for your students
▪ Missed Questions
▪ Metacognitive Skills
The Module Details report shows you the results for the students in the class overall. These details reveal where in
the chapters students might be struggling. The module gives the chapter section, average time spent, average
questions per student correct/total, and the percentage of correctness (based in number of assigned items).
Information about the most challenging sections for students can help you refine the focus of the next face-to-face,
hybrid, or online session.
The Metacognitive Skills report captures students’ confidence in their competency of the materials. Below you will
find a recreation of the Metacognitive Skills report. In it, you can see that the second student is confident and mostly
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McGraw-Hill Education.
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correct (see the 91% in the Correct and Aware column) while the first student “doesn’t know what she doesn’t
know” (see the 39% in the Incorrect and Unaware column).
STUDENT
CORRECT
and
AWARE
CORRECT and
UNAWARE
INCORRECT
and
AWARE
Student 1
61%
0%
0%
Student 2
91%
0%
3%
Student 3
81%
0%
0%
Student 4
83%
0%
0%
Student 5
76%
0%
3%
Student 6
66%
0%
9%
Student 7
77%
0%
3%
Student 8
91%
0%
2%
Student 9
93%
0%
2%
Student 10
70%
0%
6%%
APPLICATION EXERCISES, QUIZZES, AND TEST BANK
Book-level Resources
Application Exercises require students to apply key concepts to close the knowing and doing gap; they provide
instant feedback for the student and progress tracking for the instructor. Before getting into chapter-level
assignments, let’s first look at the book-level assignments available.
Three exercise types are available for instructors to assign beyond the chapter materials. These are 1) Marketing
Plan Prep Exercises, 2) Marketing Analytics Exercises, and 3) Marketing Mini Simulation.
2) Marketing Analytics exercises are data analytics activities that challenge students to make decisions using
3) Marketing Mini Simulation helps students apply and understand the interconnections of elements in the
marketing mix by having them take on the role of Marketing Manager for a backpack manufacturing
company. The simulation can be assigned by topic or in its entirety.
Chapter-level Resources
Chapter-level Application Exercises are built around chapter learning objectives, so you can choose which ones to
assign based on your focus for each specific chapter. Several types of Application Exercises are available in each
chapter. These are 1) iSeeit! Animated Video Cases, 2) Case Analyses, 3) Video Cases, and 4) Click-and-Drag
exercises.
1) The iSeeit! Video series comprises short, contemporary animated videos that provide engaging
introductions to key course concepts. These are perfect for launching lectures and assigning as either pre–
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McGraw-Hill Education.
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or post-lecture activities. Each animation is accompanied by three to four multiple-choice questions to
check student attention and comprehension.
2) Case Analyses and Video Cases each feature real-world firms and industries different than those discussed
3) Click-and-Drag exercises help students actively demonstrate their understanding of the associated learning
objectives. Some require students to match examples to concepts, to place series of steps in the correct
sequence, or to group examples together under their correct categories.
Application Exercises can be assigned as preparatory exercises due before class (this is especially good for flipped
classrooms), or after class as concept comprehension checks. Consider assigning two or three Application Exercises
per chapter.
Applications Exercises will generally be assigned as homework or practice as part of the overall class grade. A
general rule of thumb would be to make application exercises worth 5 to 10 points each, since these require more
time and thought than a test bank question might.
To find the Applications in Connect®, go to “Add Assignment” and select “Question Bank.” Within this question
bank will find a drop-down menu of all the book-level assignments and chapter-level assignments. You can then
select the ones you wish to assign.
Chapter-level quizzes and full chapter test banks are also found in the Question Bank’s drop-down menu. Apply a
relatively low value to each question—for example, 1 or 2 points each—since numerous questions are typically
assigned for each chapter. You can decide when to surface the feedback to students. Selecting to display feedback
after the assignment due date helps to prevent cheating; that is, it keeps students from sharing the correct answers
with other students while the questions are still open and available. For this reason, it is suggested that no feedback
to quizzes and test bank exams be made available until after the assignment is due.
ASSIGNING EXERCISES AND GRADING POLICIES: BEST
PRACTICES
To fully utilize the power of the digital components, it is recommended that you assign the SmartBook® reading and
adaptive learning probes before class meets. Application Exercises can be completed either before or after class; if
they are completed before class, they can sometimes serve as good springboards for class discussions. The chapter
quiz makes a good check on comprehension of the material and may work best if assigned after each class period.
The test bank serves as a good resource for building mid-term or final exams.
More detailed information on SmartBook® and Connect® is available through several resources at McGraw-Hill. A
good starting point is your local Learning Technology Representative, who can be found here:
http://www.mheducation.com/highered/platforms/connect/features-educators.html
Connect® gives instructors a wide array of flexibility in making assignments and creating grading policies.
Instructors may choose to:
• assign as many assignments as appropriate given the level and time commitment expected for the class,
• determine point values for each question/application that works within the total course percentages,
• make available multiple attempts per assignment with options of accepting the highest score or averaging all the
Chapter 10 – Marketing Research M: Marketing 6th
Copyright © 2019 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
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Chapter 10
Marketing Research
Tools for Instructors
• Chapter Overview
• Brief Chapter Outline
• Learning Objectives
• Extended Chapter Outline
• PowerPoint Slides
• Additional Resources
• Connect Application Exercises
Chapter Overview
This chapter explores how information systems create greater value for the customer. The research
process is one of the main concepts in this chapter as well as introducing the student to research
vocabulary and concepts.
Brief Chapter Outline
The Marketing Research Process
Secondary Data
Primary Data Collection Techniques
The Ethics of Using Customer Information
Learning Objectives
LO 10-1 Identify the five steps in the marketing research process.
The first step is to define objectives and research needs, which sounds so simple that managers often
gloss over it. But this step is crucial to the success of any research project because, quite basically, the
LO 10-2 Describe the various secondary data sources.
External secondary data comprise information that has been collected from outside sources, such as the
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✓
Progress Check: Several questions are offered for students to check their understanding of core
concepts.
1. What are the types of quantitative research?
2. What are the advantages and disadvantages of primary and secondary research?
IV. The Ethics of Using Customer Information (PPT 10-33)
✓
Progress Check: Several questions are offered for students to check their understanding of core
concepts.
1. Under what circumstances is it ethical to use consumer information in marketing research?
2. What challenges do technological advances pose for the ethics of marketing research?
Additional Resources
This chapter is one that quite often students don’t like. They have difficulty in applying the research
vocabulary and understanding the research process. Students can often regurgitate the process but when
asked how it applies they are often confused. A teaching tip on understanding how information systems
can create value is to have students write down a product website they often visit and why they visit it (the
value they find in the website). Have them partner up in class and exchange papers. The partner will then
think of ways (using the book as an aid) that information systems can add value to that website. A
discussion between the partners after this exercise often leads to clarity of how information systems
create greater value to the customer and the instructor can write some of these on the board during
classroom discussion.
Online Tip: This exercise can be easily transferred to a discussion posting in the online forum where
students are partnered up in the same way (or perhaps they can answer anyone’s post that hasn’t had a
reply yet) resulting in a short summary paper addressing how information systems create value.
The second concept is the research process. Again, students can often regurgitate the process but can’t
apply the concepts or the research terminology. After a discussion on vocabulary and concepts led by the
instructor, students can learn this process by applying critical thinking. This can be done either in groups
or as a class (for the online forum it can be a virtual team exercise). Assign either the class or the
teams a problem to solve (usually one that is widely understood by students) that is marketing based and
has students use their critical thinking to apply each step of the research process and use 3-5 terms
(such as exploratory, causal, descriptive).
Some examples of assigned research topics: (1) Will moving the pizza from the back to the front of the
college cafeteria result in more pizza sales? (2) Will offering an additional incentive to students to return
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used book to the bookstore (instead of selling them on Amazon.com) provide more buy-back opportunity
for the college? The important aspect of this exercise is to keep the problem market-related and have
students use the vocabulary words correctly and understand how the process can lead to the solving of
marketing-related issues.
Slide 9 in the Instructor PowerPoints contains a link to a video in which an expert discusses the
importance of developing targeted questions to develop effective strategies from Big Data
(https://www.youtube.com/watch?v=CStxyj0tJ6g). What do students think about the potential uses of Big
Data?
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Connect Application Exercises
This section summarizes each Application Exercise available with this chapter. Each summary comprises
an introduction to the exercise, concept review, and follow-up activity. Associated details related to the
learning objectives, activity type, AASCB category, and difficulty levels are also included. These
summaries are intended to guide your course planning; perhaps you want to assign these exercises as
homework or practice, before or after class. For best practices on how and when to assign these
exercises, see the IM Implementation Guide at the beginning of this chapter.
Activity
Type
Learning Objectives 10–
01
02
03
04
05
Nike: Understanding Female Customers
Case Analysis
X
X
Superior Razors: The Marketing Research Process
Click & Drag
X
Kraft: Marketing Research Behind Ritz Toasted Chips
Video Case
X
X
AutoTrader.com: Using Marketing Research
Case Analysis
X
X
X
X
Dunkin’ Donuts: Market Research and Bakery
Sandwiches
Video Case
X
X
X
Using Market Research to Redefine the YMCA
Case Analysis
X
X
X
ISeeIt Video Case: Market Research Process
Video Case
X
X
X
Nike: Understanding Female Customers
▪ Activity Type: Case Analysis
▪ Learning Objectives: 10-03, 10-04
▪ Difficulty: Medium
▪ Activity Summary: This case describes Nike’s efforts to understand its female customers. Students
are asked questions applying chapter concepts to the case.
Activity
▪ Introduction: Nike is one of the most recognized brands in the world, predominantly for its apparel
and athletic shoe products. In recent years, Nike has failed to cater to the needs of its female
customers compared to smaller athletic brands. To investigate why the firm wasn’t capturing the
female market share, Nike conducted research to better understand the female market. Nike wanted
to use this research to build a better product offering that was attractive to women. Review the case
that follows and answer the questions regarding Nike’s research techniques.
▪ Concept Review: Marketing research consists of a set of techniques and principles for systematically
collecting, recording, analyzing, and interpreting data that can aid decision makers involved in
marketing goods, services, or ideas. Marketing research is a critical function of any business decision
process. When marketing managers attempt to develop their strategies, market research can provide
valuable information that will help them make segmentation and positioning decisions.
Follow-Up Activity
Visit the Nike Women YouTube channel and see how Nike has implemented the findings of their research
in its marketing communications: https://www.youtube.com/user/NikeWomen.
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One of the most popular ads is “Voices” from 2012, which can be found in the “Popular Uploads” section
of the page.
Superior Razors: The Marketing Research Process
▪ Activity Type: Click & Drag
▪ Learning Objectives: 10–01
▪ Difficulty: Medium
▪ Activity Summary: This case asks the student to classify different steps in a marketing research
project according to the step of the marketing research process each one represents.
Activity
▪ Introduction: The marketing team at Superior Razors, a producer of a national brand of men’s
shaving products, has conducted research to find out how well the company is doing in comparison to
its competition and to hypothesize how it will fare in the near future. Read about the research project
and then assemble the marketing research process as instructed.
▪ Concept Review: Firms invest billions of dollars in marketing research every year. Why do marketers
find this research valuable? First, it helps to reduce some of the uncertainty under which they
constantly operate. Successful managers know when research might help their decision making, and
they take appropriate steps to acquire the information they need. Second, marketing research
provides a crucial link between firms and their environments, which enables firms to be customer
oriented because they build their strategies using customer input and continual feedback. Third, by
constantly monitoring their competitors, firms can respond quickly to competitive moves.
Kraft: Marketing Research Behind Ritz Toasted Chips
▪ Activity Type: Video Case
▪ Learning Objectives: 10-02, 10-03
▪ Difficulty: Medium
▪ Activity Summary: This video case describes a research project that led to the introduction of Ritz
Toasted Chips, a snack product from Kraft. After the video ends, students are asked questions about
the video and related course concepts.
Activity
▪ Introduction: What is the difference between a cracker and a chip? Kraft asked that very question as
it decided to launch Ritz Toasted Chips, an extension of their Ritz cracker brand, originally launched
in 1934. Kraft needed to do market research to understand what would be the best product to create
and introduce to the market.
▪ Concept Review: Because research is both expensive and time consuming, it is important to
establish in advance exactly what information is required to answer specific research questions and
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how that information should be obtained. It is important to ensure that the potential benefits of
answering the research questions exceed the cost of conducting the research.
▪ Video: The video is presented to the student below the introductory information. The video plays
embedded on the page, after which questions are presented.
Follow-Up Activity
Internet research challenge: Have students find some websites for consulting companies that perform
marketing research for consumer packaged goods companies like Kraft. Note the wide range of different
kinds of studies performed.
AutoTrader.com: Using Marketing Research
▪ Activity Type: Case Analysis
▪ Learning Objectives: 10-01, 10-02, 10-03, 10-04
▪ Difficulty: Medium
▪ Activity Summary: This case describes a marketing research project undertaken by Autotrader.com
to understand the influences on consumers shopping for a car. Students answer questions applying
chapter concepts to the case.
Activity
▪ Introduction: Imagine you are responsible for making next year’s media buys for a large automobile
dealership. You have your choice among traditional media, like television and newspaper advertising,
and Internet-based channels, like social networking sites and automotive sites. How do you decide
which types of advertising are most likely to build sales? The online automobile dealer
AutoTrader.com recognizes that convincing car dealers to advertise on its site requires proof that
their media dollars will be well spent. To convince dealers, AutoTrader.com uses marketing research
to better understand consumers’ car buying behavior.
▪ Concept Review: Marketing research consists of a set of techniques and principles for systematically
collecting, recording, analyzing, and interpreting data that can aid decision makers involved in
marketing goods, services, or ideas. Marketing research is a five-step process. First, the research
objectives are defined. Second, the study is designed. In the third step, researchers collect the data.
There are numerous secondary data sources and various primary data collection techniques. Next is
the thorough and methodical step of analyzing and interpreting the data. In the final phase in the
marketing research process, the results are prepared and presented to the appropriate decision
makers, who undertake appropriate marketing strategies. In the research process, there are also
ethical considerations that must be examined.
Follow-Up Activity
Class discussion: Who has recently purchased a car? Do AutoTrader’s research findings match students’
own experiences?
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Dunkin’ Donuts: Marketing Research and Bakery Sandwiches
▪ Activity Type: Video Case
▪ Learning Objectives: 10-01, 10-02, 10-03
▪ Difficulty: Medium
▪ Activity Summary: Dunkin’ Donuts decided to expand its offerings by developing a line of bakery
sandwiches. This video case describes their development process. After the video ends, students are
asked questions about the video and related course concepts.
Activity
▪ Introduction: Dunkin’ Donuts saw an opportunity to expand its product mix beyond traditional
breakfast foods by offering bakery sandwiches with fillings such as ham, turkey, and chicken and tuna
salad. The company used marketing research techniques at every step of the development process
in order to ensure that the sandwiches they introduced would meet customers’ needs and could be
made and sold profitably in its locations.
▪ Video: The video is presented to the student below the introductory information. The video plays
embedded on the page, after which questions are presented.
Follow-Up Activity
• The first phase of marketing research for Dunkin’ Donuts was to learn about when people wanted to
eat, what proteins and bakery items they preferred, and what prices they wanted to pay. In small
groups, have the students choose one research method OTHER than a survey and describe how it
could be used to learn more about consumers’ sandwich preferences.
• Students sometimes have trouble understanding how experiments work. As a class, design a simple
experiment that could be used to compare three different recipes for a ham and cheese croissant
sandwich.
Using Market Research to Redefine the YMCA
▪ Activity Type: Case Analysis
▪ Learning Objectives: 10-01, 10-02, 10-03, 10-04
▪ Difficulty: Medium
▪ Activity Summary: This case describes marketing research conducted by the YMCA as a first step
in a campaign to change consumers’ perceptions of its purpose and mission. After reading the case,
students answer questions requiring them to apply chapter concepts to the case.
Activity
▪ Introduction: The YMCA conducted marketing research to gain a better understanding of how its
brand was viewed by consumers. This activity is important because marketers are frequently called
on to design and implement marketing research programs. The goal of this activity is to apply
marketing research frameworks to the YMCA’s research activities.
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ISeeIt Video Case: Market Research Process
▪ Activity Type: Video Case
▪ Learning Objectives: 10-01, 10-02, 10-03
▪ Difficulty: Easy
▪ Activity Summary: This video case explores how marketing research could be used to help to make
decisions about programs at a coffee shop.
Activity
▪ Introduction: Marketing research is a detailed process by which marketers can improve decision
making by using formal, structured approaches and information. By asking the right questions of the
right people, marketers can gain insights into the wants and needs of customers and take the
necessary actions to grow their businesses. This holds true for Martha at the Coffee Collective. She is
already successful within her local market but she wants to improve her offerings by hosting an open
mic night for local musicians, storytellers and other activities. She decides to have Gabbie and Marco
collect survey data as part of their marketing class assignment to see if her customers would want
this new feature. While Gabbie and Marco both design, collect and analyze information from potential
customers, they find mixed results from their surveys, mostly because Gabbie adopted a more
structured process. After looking at the results, Martha decides not to offer this new feature at the
Coffee Collective and instead focuses on providing the products, service and coffee drinking
experience that her customers have come to expect.
▪ Video: The video is presented to the student below the introductory information. The video plays
embedded on the page, after which questions are presented.