quality research

Project: Qualitative Research

Written assignment (Case Study) Midterm Activity brief

BBA221 – Marketing Research Online campus

Professor: Dr. Petros Bouchoris | [email protected]

Description GOOD FOODS* is an FMCG company producing & selling packaged food products. Identifying the trend towards Wellness and alternative source of protein they are investigating the launch of a Plant-based meat products range.

In order to proceed they need to identify consumers’ attitudes towards this new product category. To proceed with the launch and determine how consumers feel about this type of products, they hire you to suggest a relevant qualitative research

As a marketing research consultant, you need to write a complete marketing research proposal including the following:

a. definition of the research problem

b. type of research (focus groups, in-depth interviews) etc.

c. How are the research participants will be recruited?

d. The suggested Discussion Guide

(*GOOD FOODS is a fictional company)

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: 23 August 2021 Time: 14:00

Weight towards final grade

This activity has a weight of 40% towards the final grade.

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

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

Assessment criteria

Students will be evaluated according to the following rubric

Learning outcomes

• evaluate the extent to which strategic marketing decisions or business needs of a company have an impact on the design of marketing research and the formulation of a qualitative research discussion guide

• apply the appropriate research design methods to obtain insights into the marketing research problems or opportunities

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.