Welcome... Simon Walls PhD Marketing School of Business Administration

Definitions up front: What is the difference between Community Based Learning and Service Learning ? Frankly, I have no idea, that is way above my pay grade... ; however: This fall I will engage some projects for our local Chamber of Commerce. These will result in greater economic activity possibly leading to more jobs leading to enhanced quality of life. In the summer I teach in Costa Rica and we engage what I tend to think of “service” in our curriculum.

You have been asked to consider a 4-point model at this conference 1. Preparation 2. Action 3. Reflection 4. Presentation

Course and Course Description MARKETING RESEARCH BA 486 WHAT YOU CAN EXPECT FROM THIS COURSE: Welcome to BA 486 This is a conceptual understanding and applied hands-on class; it is not a theory course. It is presented with a street-smart, practical what-and-how-to-do-it approach. Much of the positivistic data analysis is computer based using the a very typical marketing statistical software package you may well encounter after graduation SPSS Much of the interpretivistic data analysis will be from video and transcript analysis. Because your Professor believes the only way you can really learn marketing research is by “doing” and “experiencing” marketing research an important part of this course will be the client based project. You will either work with your instructor or a client from the community to engage an actual research project. This will be a hands on project that you will design, inaugurate, analyze, interpret, and from which you will report your findings.

Defining Goals & Objectives COURSE OBJECTIVES: Develop problem analysis skills and be able to translate a practitioners problem into a feasible research question Develop a working knowledge of the concepts and methods of research Learn how to ask the correct question – and then answer it Recognize the difference between interpretivistic and positivistic research techniques and know when and how to use them Increase sensitivity to the biases and limitations of data Develop the ability to recognize the advantages and limitations of commonly used research techniques Familiarization with basic data analysis

Assessment GRADING PROCEDURE: There is a vast amount of information in the textbook, more than class time allows for review and presentation. You will be responsible for all the material in the chapters that we cover in the textbook, additional readings assigned, and additional material presented or handed out in the classroom environment. Point structure for grading will be as follows: There will be 10 pop quizzes inaugurated as and when the instructor chooses. Each quiz will be worth 10 points for a total of 100. No quizzes may be “made up” due to delinquency. You may earn up to 200 points for the interpretivistic project. You may earn up to 200 points for the client based research project.

Peer Evaluations # Student Name Letter Grade 1____________________________________ Put your name here in the #1 spot please 2____________________________________ 3____________________________________ 4____________________________________ 5____________________________________ 6____________________________________

Existential-Phenomenology Interview Assignment Jenny Brown You have earned a “B-” for this part of the course Your interview was a learning experience for you right? This was demonstrated as you interrupted your participant and cut him off during both his dialog and thought process at times. This is a “rookie mistake” and will go away with practice as you do a few more interviews. You were in control of the interview at all times – this is good. Well done. It does get better and much easier with practice. You had a very excellent participant – he was very open and willing to share. This helped you a great deal. You lead the participant from time to time. Listening is a difficult skill to develop. I think at times that you were concentrating so hard on the interview you couldn’t pay attention to some of the participants responses and you missed important cues. Some of the questions and probes you had throughout the interview were “spot on” phenomenological technique – again, Well Done! This indicates that you settled down a bit and became comfortable with your position as the interviewer. Areas for improvement: You failed to pick up on some of the “interesting” points from your respondent. I am sure you realized this as you went back and analyzed the text. YOU lead the participant at times and introduced the ideas to the discussion – this is a critical mistake in e-p interviewing. You focused on some of the topographical structures when you analyze the data but you could have still picked up and linked the higher order themes from the dialog. You asked the “why” question from time to time, remember this is a big no-no as it infers causality. Look for the ordering of sedimentation and phenomenological structures as you work through the phenomenological reductions – you tried to do this in your model. I am just not sure that your first draft of the model is your best. Don’t bounce around in the interview – let the participant lead. You facilitate the interview – that is all you should do. Any question let me know. I am happy to help if I can. Dr. Walls

How to find a “laboratory” I mean a Community Partner (sounds like a dating game to me?) It’s not complicated, my students clients come form either: The students Or me Let’s talk about fit... lets look at a few examples