Market Research MKTG13-303 and MKTG71-303 Qualitative Research Report Rubric
Market Research MKTG13-303 and MKTG71-303 Qualitative Research Report Rubric
Criteria & Performance Levels Weighting Outstanding (HD)
85-100 Very Good (D)
75-84 Good (C)
65-74 Acceptable (P)
50-64 Unsatisfactory (F)
0-49
Knowledge and Application The research problem is defined and explained in the context of the broader market being investigated. Secondary research is conducted to better understand the research problem theoretically and practically. 10% Comprehensively explains and applies relevant theories and concepts, integrating relevant elements of each to the research problem. Comprehensively defines and explains the problem in the context of the broader market. Considers a wide variety of factors that influence the organisation and problem being researched. Considers several relevant theories and/or concepts for the research problem, appropriately selecting the most suitable with thorough justification. Comprehensively defines and explains the problem in the context of the broader market. Considers a variety of factors that influence the organisation and problem being researched. Considers more than one (or a few) relevant theory and/or concepts for the research problem, appropriately selecting the most suitable. Defines and explains the problem in the context of the broader market. Considers a variety of factors that influence the organisation and problem being researched. Selects appropriate theory and/or concepts, applying it correctly for the research problem. Defines the problem in the context of the broader market. Considers a few factors that influence the organisation and problem being researched. Inadequate theory and/or concepts applied to understanding the research problem. Research problem is poorly defined and lacks information on factors that influence the organisation and research problem being investigated.
Research design and methodology.
Integrates appropriate research methods and techniques and explains the merits and drawbacks of the chosen techniques. 10% Chosen research methods and techniques are sufficiently complex and critically analysed in the context of the research problem and the merits and drawbacks of chosen methods are reasoned. Chosen research methods and techniques are critically analysed in the context of the research problem and the merits and drawbacks of chosen methods are reasoned. Chosen research methods and techniques are sufficient and somewhat analysed in the context of the research problem. The merits and drawbacks of chosen methods are somewhat reasoned. Chosen research methods and techniques are limited and somewhat analysed in the context of the research problem. The merits and drawbacks of chosen methods have limited reasoning. Chosen research methods and techniques are insufficient for the research problem. The merits and drawbacks of chosen methods are not reasoned.
Analysis.
Primary data is analysed with appropriate techniques. 50% Extensive analysis of qualitative data using a variety of techniques. A variety of themes are identified and presented clearly and coherently. Data is presented appropriately (e.g., word clouds, quotes, tables) Data collection is professional and adheres to BUHREC. Comprehensive analysis of qualitative data. Themes are identified and presented clearly and coherently. Data is presented appropriately (e.g., word clouds, quotes, tables). Data collection is professional and adheres to BUHREC. Thoughtful analysis of qualitative data. More than one theme is identified and presented clearly and appropriately (e.g., word clouds, quotes, tables). Data collection is professional and adheres to BUHREC. Limited analysis of qualitative data. Themes identified are limited and poorly linked to data. Acceptable presentation of data. Data collection adheres to BUHREC. Inadequate analysis of data. Themes presented do not link to data collected and little/no presentation of data to support analysis. Data collection does not adhere to BUHREC.
Insights and recommendations.
Relevant insights from the data are articulated and communicated. 15% Insights are comprehensive and clearly linked to the data with supporting evidence and quotes. Tentative recommendations are thoughtful and stem from the data. Insights are linked to the data with supporting evidence. Tentative recommendations are thoughtful and stem from the data. Limited insights with some supporting evidence. Tentative recommendations are thoughtful and stem from the data. Some insights with weak evidence. Tentative recommendations are not clearly linked to the data. Insights are poorly articulated and have little/no supporting evidence. Recommendations are weak and do not link to data.
Written report 15% The report is professionally written with no grammatical or spelling errors. Formatting is professional and all included charts and images are clear and readable. Supporting documentation (transcripts, participant consent forms, FG/interview guides, ethics, biographies) is comprehensive and included in the appendices. The report is professionally written with few grammatical or spelling errors. Formatting is professional and all included charts and images are clear and readable. Supporting documentation (transcripts, participant consent forms, FG/interview guides, ethics, biographies) is thorough and included in the appendices. The report is well written but contains grammatical and spelling errors. Formatting is professional and most charts and images are clear and readable. Supporting documentation (transcripts, participant consent forms, FG/interview guides, ethics/biographies) is included in the appendices. The report contains numerous grammatical and/or spelling errors. Formatting is inconsistent and included charts and images are only partly clear and readable. Some supporting documentation (transcripts, participant consent forms, FG/interview guides, ethics) is included in the appendices. Individual biographies are included. The report is poorly written with many grammatical and spelling errors. Formatting is poor and not suitable for a managerial reader. Supporting documentation (transcripts, participant consent forms, FG/interview guides, ethics) is not included in the appendices. Individual biographies are not included.
The final grade for the report will be determined by CATME surveys. Each persons grade may be adjusted based on peer evaluation of their contribution over the entirety of the project.
Market Research MKTG13-303 Quantitative Research Report Rubric
Criteria & Performance Levels Weighting Outstanding (HD)
85-100 Very Good (D)
75-84 Good (C)
65-74 Acceptable (P)
50-64 Unsatisfactory (F)
0-49
Survey design and sampling.
Integrates appropriate survey design tools and techniques and explains the merits and drawbacks of the chosen techniques and sample selection. 15% Chosen questionnaire methods and techniques are sufficiently complex and critically analysed in the context of the research problem and the merits and drawbacks of chosen methods are reasoned. Sample is appropriate and justified and any limitations are comprehensively explained. Chosen questionnaire methods and techniques are critically analysed in the context of the research problem and the merits and drawbacks of chosen methods are reasoned. Sample is appropriate and justified and any limitations are explained. Chosen questionnaire methods and techniques are sufficient and somewhat analysed in the context of the research problem. The merits and drawbacks of chosen methods are somewhat reasoned. Sample is appropriate and justified and any limitations are explained. Chosen questionnaire methods and techniques are limited and somewhat analysed in the context of the research problem. The merits and drawbacks of chosen methods have limited reasoning. The sample is appropriate but lacks justification. Limitations are not explained correctly. Chosen questionnaire methods and techniques are insufficient for the research problem. The merits and drawbacks of chosen methods are not reasoned.
Analysis.
Primary data is analysed with appropriate techniques. 50% Extensive analysis of quantitative data using each of the techniques taught (descriptives, chi-sq, correlation, ANOVA). Data is correctly identified and analysed with the correct technique. Data is presented appropriately (e.g., charts, tables) Data collection is professional and adheres to BUHREC. Comprehensive analysis of quantitative data using a variety of techniques taught (descriptives, chi-sq, correlation, ANOVA). Data is correctly identified and analysed with the correct technique. Data is presented appropriately (e.g., charts, tables) Data collection is professional and adheres to BUHREC. Thoughtful analysis of quantitative data using more than one technique taught (descriptives, chi-sq, correlation, ANOVA). Data is correctly identified and analysed with the correct technique. Data is presented appropriately (e.g., charts, tables) Data collection is professional and adheres to BUHREC. Limited analysis of quantitative data that does not go beyond descriptive and summary statistics. Acceptable presentation of data. Data collection adheres to BUHREC. Inadequate analysis of data. Little/no presentation of data to support analysis. Data collection does not adhere to BUHREC.
Insights and recommendations.
Relevant insights from the data are articulated and communicated. 20% Insights are comprehensive and clearly linked to the data with supporting evidence. Recommendations are managerially relevant, thoughtful, and stem from the data and analysis undertaken. Insights are linked to the data with supporting evidence. Recommendations are managerially relevant, thoughtful, and stem from the data. Limited insights with some supporting evidence. Recommendations are thoughtful and stem from the data. Some insights with weak evidence. Recommendations are brief and not clearly linked to the data. Insights are poorly articulated and have little/no supporting evidence. Recommendations are weak and do not link to data.
Written report 15% The report is professionally written with no grammatical or spelling errors. Formatting is professional and all included charts and images are clear and readable. Supporting documentation (survey, additional tables, charts, analyses, ethics, biographies) is comprehensive and included in the appendices The report is professionally written with few grammatical or spelling errors. Formatting is professional and all included charts and images are clear and readable. Supporting documentation (survey, additional tables, charts, analyses, ethics, biographies) is comprehensive and included in the appendices The report is well written but contains grammatical and spelling errors. Formatting is professional and most charts and images are clear and readable. Supporting documentation (surveys, additional tables, charts, analyses, ethics, biographies) is included in the appendices. The report contains numerous grammatical and/or spelling errors. Formatting is inconsistent and included charts and images are only partly clear and readable. Some supporting documentation (surveys, additional tables, charts, analyses, ethics, biographies) is included in the appendices. The report is poorly written with many grammatical and spelling errors. Formatting is poor and not suitable for a managerial reader. Supporting documentation (surveys, additional tables, charts, analyses, ethics, biographies) is not included in the appendices
The final grade for the report will be determined by CATME surveys. Each persons grade may be adjusted based on peer evaluation of their contribution over the entirety of the project.
MKTG13-303 Market Research
Group project September 2023
Support for National Parks, Queensland
National parks protect the best of our natural heritage: stunning landscapes, extraordinary wildlife, and majestic forests. Together with other protected areas they form the basis of our economic and social wellbeing, attract millions of visitors annually, and help to protect Australias unique wildlife by acting as a refuge for threatened species.
Although their primary purpose is the protection of biodiversity, National Parks also deliver other invaluable economic, social, cultural and health benefits to Australians. Future generations deserve the right to see these natural values intact and protected as we do today.
Management principles of national parks (Queensland Nature Conservation Act 1992)
17(1) A national park is to be managed to
(a) provide, to the greatest possible extent, for the permanent preservation of the areas natural condition and the protection of the areas cultural resources and values; and
(b) present the areas cultural and natural resources and their values; and
(c) ensure that the only use of the area is nature-based and ecologically sustainable; and
(d) provide opportunities for educational and recreational activities in a way consistent with the areas natural and cultural resources and values; and
(e) provide opportunities for ecotourism in a way consistent with the areas natural and cultural resources and values.
(2) The management principle mentioned in subsection(1)(a) is the cardinal principle for the management of national parks.
Queenslands protected area estate currently includes up to 1300 individual parks and reserves, covering approximately 17 million hectares of land. Thats about 8.5% of Queensland under some form of formal protection. The Palaszczuk Governments target is to protect 17% of terrestrial ecosystems (i.e., double the current 8.5%) by 2030.
A major survey into community park visitation across Queensland in 2012 provided the Queensland Parks and Wildlife Service (QPWS) with information to guide ongoing investment in visitor facilities and services, and to assist with planning and park management.
The 2012 survey found that:
Queenslands parks receive an estimated 51 million domestic visits per year.
Visitation to Queensland terrestrial parks is concentrated in key parks with the top 10 and top 30 parks attracting 42% and 70% of all domestic visits respectively.
Almost a quarter (24%) of Queenslanders had visited either a terrestrial or marine park managed by QPWS in the past four weeks.
Two thirds (67%) of Queenslanders surveyed said they had visited either a terrestrial or marine park managed by QPWS in the past 12 months.
Nearly half (47%) of all domestic visits to Queenslands parks were made to a marine park.
Bushwalking (40%), swimming/ snorkelling/scuba diving (23%), fishing (17%) and scenic drive/sightseeing (16%) were the most popular activities for the majority of domestic park visits.
Across all QPWS managed areas 82% of domestic visitors were very satisfied with their park visit.
The rate of visitation to Queenslands national parks and other protected areas has increased over recent years, in part due to improved visitor facilities and Covid-19 travel restrictions, and perhaps also due to other factors such as constraints on household budgets.
Parks close to urban centres receive the bulk of the visitation. While visitation to parks is a good thing for all the reasons mentioned above, visitation does not necessarily translate to Queenslanders valuing and supporting national parks. Furthermore, there are likely to be segments of the Queensland community that are more inclined to value and support national parks, whether they visit them or not (i.e., for their intrinsic value).
For this project, I want us to assume that your group has been hired by the Queensland Government to better understand the attitudes and opinions of Queenslanders towards national parks. In particular, we want to better understand park supporters (i.e., people who currently value/appreciate national parks) and non-park supporters (people who do not currently value/appreciate national parks). Park supporters can be broken down into active and passive supporters. Non-park supporters can be broken down into pending (just waiting for the right reason/time to support), refusing (choosing not to support), and unaware (never thought of offering support).
You have been asked to prepare a report for the Government including recommendations regarding how to increase the value of national parks to Queenslanders and how to potentially convert non-park supporters into park supporters.
Suggested questions appear below. Please note, you will find this research more interesting if you try and find a range of different supporters and non-supporters to give a range of perspectives. Also consider national parks in different locations across Queensland (i.e., peri-urban, regional, remote).
Research questions to answer:
What level of support/non-support is there for national parks?
Who are the supporters/non-supporters of national parks?
Why do they support/not support national parks?
What would encourage Queenslanders to support national parks?
What would discourage Queenslanders from supporting national parks?
What correlation, if any, is there between visiting national parks and supporting national parks?
What correlation, if any, is there between understanding the benefits of national parks and supporting national parks?
Any other interesting insights?
References:
Queensland Parks and Wildlife Service Community Survey 2012 - snapshot of Newspoll report summary.
PROJECT:
You are required to form groups of 3-4 people, which are to be finalized by the end of Week 2. If you are unable to find a group, please get in touch with me and I will place you into a group. A group leader should be elected, and your group given a name by Week 3.
In Week 3-4, your group should hold a meeting to discuss your approach to the project. A short research proposal is due in Week 4. The sections that are required to be completed are included in this document. This proposal will inform your entire report, so it is essential that you give thought to this. Feedback will be provided in Week 5. DO NOT collect data from anyone under the age of 18, including family members and friends, although you may speak to the parents/carers of young people.
Your qualitative report (20%) is due in Week 8, and final quantitative report (30%) is due in Week 12.
This is a time-consuming task that is designed to give you practical, hands-on experience conducting market research. You are working with an industry partner, so it is imperative that your conduct is professional, ethical, and responsible.
Timeline:
Date Week Task
Friday, 22 September Week 2 Finalise group and email details to Belinda.
Friday, 29 September Week 3 Elect team leader and name and email Belinda.
Friday, 6 October Week 4 Research proposal due.
Friday, 3 November Week 8 Qualitative report due.
Friday, 1 December Week 12 Quantitative report due.
The Qualitative Report must not exceed 20 pages, 12-point font, not less than 1.5 spacing, and including figures and exhibits (but excluding cover page, table of contents, and appendices). The final quantitative report should include the Qualitative Report and then segue into your quantitative research. Thus, the Final Report should not exceed 35 pages (excluding cover page, table of contents, executive summary, and appendices). Focus on quality, not quantity. Supporting documentation should appear in the appendix, but not key facts, graphs/figures/photos and recommendations, which should appear in the text. It is best to assume the reader will not look in the appendix, hence everything of importance must be in the body of the paper! Chapter 16 of the text suggests a report format. I suggest headers like:
Executive summary (1-2 pages) this is required for the final report only and is not included in the page limit.
Introduction (2 - 4 pages) this should include relevant secondary research and any other analysis that is relevant to the research problem.
Research objectives (less than a page. These are provided in the brief)
Research method/design (1 page, but be thorough convince the reader your insights are based on valid data)
Data Analysis and Findings (6 to 12 pages, depending on size and number of figures/photos/graphs. Keep the text in this section short but insightful.)
Recommendations (1 - 2 pages for the Qualitative report, but likely longer for the final report) Make sure these are managerially relevant.
Limitations (less than a page). If you were to do this again, what would you do differently? This section can be combined for the Qualitative and Quantitative sections in the final report.
Appendices (biographies of team members, supporting material including the moderator guide and copy of survey instruments, and meeting minutes)
Be objective: listen to what respondents/participants have to say. At no time be critical of views that are different from yours you are unbiased market researchers reporting what the data says. Make sure your recommendations are supported by your findings. It is inappropriate to make personal suggestions/recommendations - stick to what the data says.
Remember, 20% of your final grade is based on the Qualitative Report (developed from your first meeting that occurred before the end of week 4) and 30% is your Quantitative Report. The marking rubrics are on ilearn. Your mark will be adjusted based upon what the members of your group said about your contribution to each of the reports. CATME surveys will be completed on submission of the Qualitative Report in Week 8, and again on submission of the final report combined with the Quantitative research in Week 12. The results of CATME will be used as the basis for adjustment to marks in conjunction with other available evidence. Therefore, it is possible that all team members will have the same mark for both reports, or some members will have higher or lower marks for one or both reports. It is strongly recommended that you develop efficient communication strategies early on, including agreement on how contribution is defined, as well as writing and file exchange protocols.
PROPOSAL REQUIREMENTS:
Research design: A description of the research you are undertaking for the Qualitative report. For example, observation, focus groups, in-depth interviews. Focus Groups should comprise 6-10 people. The more techniques you include, the better your Qualitative findings. For this project, there is no reason not to include Observation in conjunction with either Focus Groups or in-depth interviews, or both.
Proposed sample: A description of your target sample (brief profile) and justification. Include details on how you will locate the sample.
Group guidelines: A description of the strategy the group will use to effectively manage group time and communication (including channels) to ensure completion of work according to deadlines.
A description of the strategy the group will use to effectively manage conflicts and differences in opinions.
A description of the strategy the group will use to deal with a lack of genuine contribution from a member.
Outline for project roles and responsibilities for each group member.
Communication and file exchange protocols.
Method and process for minute-taking at meetings. Minutes are a required appendix to each report and will be used to substantiate CATME surveys and grade adjustments.
IMPORTANT!
A few comments on the ethical collection of data.
Ethical issues relevant to conducting market research have attracted considerable attention. Organizations at the national level have proposed a variety of guidelines to which Bond University adheres. It is very important that you follow these guidelines. What appears below is an abbreviated list of guidelines deemed to be most relevant to you; however, should you desire, please feel free to visit Bonds webpage that addresses ethical issues in much greater detail (search Bond University Research Ethics Committee).
BEFORE collecting any data involving human subjects, be sure that you understand the relevant ethical issues (a summary is provided here). If anything is unclear, seek clarification from me before collecting data.
All data must be collected in a public place (such as on a sidewalk) OR you must have approval from the relevant person/organization. Bond University campus is a public place, so you can arrange to run focus groups here or online. Do not go into the library and bother students studying.
It is very important that potential subjects (i.e., questionnaire respondent/focus group participants) are broadly aware of the purpose of the study, for what purposes the data is being collected, that the data collected is confidential, and that their participation is voluntary and that they can quit at any time. This information must be either read verbatim or appear at the top of any questionnaire. This is called an Explanatory Statement. On the next page are two sample Explanatory Statements, one for a survey and one for a focus group. Please modify these for your purposes.
Do not approach individuals that are under 18 years old.
While not applicable to this class: Do not conduct research on sensitive topics. Obvious sensitive topics would include sexual behaviours, drug/pornography use, and crime (whether a victim or a perpetrator); but many other topics are considered sensitive. For your information, research on sensitive topics is regularly conducted, but that requires submitting a project specific ethics application and getting it approved.
All data collected must be turned in to me. The data collected is for class purposes only, and I will see to it that the data is destroyed after the end of the term. For the quantitative project, I will encourage you to use Qualtrics, which all Bond students have access to.
And finally, use common sense. You are meant to be impartial market researchers: be polite, respectful of others, and not annoying. Remember: you are representing Bond University, so please be presentable and act professional. Wear a name tag if directly interfacing with respondents.
Explanatory Statement for a survey
Thank you very much for taking the time to complete this survey. I am a student taking a Market Research class at Bond University. As part of a class project (Ethics Approval #16042), we are conducting research on opinions and attitudes towards National Parks in QLD. What follows is a short opinion survey that will take less than five minutes. This survey is voluntary, and you can stop any time. I will not collect your name. Your responses will be kept confidential and only used for market research purposes. If you have questions or concerns, please call the course instructor, Assistant Professor Belinda Barton, at (07-5595-2270).
Explanatory Statement for a focus group
Thank you for taking the time to join us here today. My name is ___ and this is ____. We are students taking a Market Research class at Bond University. Today I will be leading a (focus group/depth interview) discussing opinions and attitudes towards National Parks in QLD (Ethics Approval #16042). This discussion will last about one hour. Your participation is voluntary, and you can leave any time. Your responses will be kept confidential and only used for market research purposes. If you have questions or concerns, please call the course instructor, Assistant Professor Belinda Barton, at (07-5595-2270).
Before we begin, let me emphasize there are no right or wrong answers. We are interested in your opinions only. You will notice that this is being recorded (point to camcorder), but this is only so that we have an accurate record of what was said. Your comments will be held in the strictest confidence; the only people that will see the tape will be the researchers. I will not record your name.
There are some ground rules for todays conversation:
Please be respectful of others. If someone is speaking, please do not interrupt; wait for your turn to speak
If several people start talking at the same time, I will stop the conversation and ask you to respond one at a time.
You may withdraw your consent at any time. So, if there is something that you find uncomfortable talking about you are able to leave at any time.
And please let me repeat: there are no right or wrong answers. We just value your opinions.
Again, thank you for coming in today. Shall we begin?
