Electronic sources -
Emphasize use of computer-assisted data searches to simplify time-consuming research.
A research process that may have taken several hours can be completed in a matter of minutes.
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Because of the problem of information overload, emphasize the need to apply the tips on
pp. 146-147 and shown on the visual to make Internet searches more productive.
Resource slide 15: Using the Internet Effectively
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Discuss Boolean logic and its use in Internet search engines and electronic databases. Pick a search function (Lexis-Nexis or EBSCOHost) and show students how structuring searchers differently will provide different and often better results. Also show them an advanced search function and discuss its uses.
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Assign Activity 7, which requires the collection of printed and electronic sources and the preparation of citations.
Primary Research -
Show the visual as you lead a discussion of three primary research methods.
Resource slide 16: Types of Primary Research
• Ask students to read about issues with Apple iPods and potential hearing loss by visiting Apple’s website and reading the following article:
Chen, E. (2006, March 20). U. Penn: Apple, Inc responds to hearing loss claims. The American’s Intelligence Wire, p. NA.
• Ask students to list strategies for minimizing the risk of hearing loss including:
Use volume control software and listen below the 50 percent volume level.
Be aware of surroundings even while listening to avoid difficult situations.
Use noise canceling headphones to block background noise and provide better volume quality at lower decibel levels.
Have hearing checked regularly.
• Students may discuss company policies for informing consumers about potential product dangers, taking responsibility for one’s safety, and limiting company liability issues.
Observational and experimental research -
To illustrate observation research, refer to counters on turnstiles or counters on traffic lights that help determine timing of light changes.
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To illustrate experimental research, have students recall a recent medical or nutritional study reported in the media. Discuss how that study might have been designed, implemented, etc.
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Stress the differences between primary and secondary research and discuss the need for both kinds of research. Neither is more important than the other; when conducted correctly, the two should complement each other.
Normative Survey Research -
To illustrate normative survey research, refer to election opinion polls; a poll taken two months before an election might have little similarity to one taken a week before the election.
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Project the visual as you discuss some of the methods for sampling. Give examples of each. Discuss the role of convenience sampling in business research. While it is nonscientific, why is it widely used?
Resource slide 18: Sampling: Help for the Overwhelmed Researcher
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Instruct students to discuss Activity 6 that requires students to construct a sampling procedure for a business problem. Discuss students’ answers in class.
Web Enrichment Content: Sampling Methods -
To supplement this topic, assign students to read the information on sampling methods from the companion website.
Validity and Reliability -
Show the visual as you discuss the principles of validity and reliability.
Resource slide 17: Indicators of Effective Research
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Instruct students to discuss Activity 4 in small groups and report to the class. This exercise requires students to select a research method for several business problems. Initiate a class discussion as students share their answers with the class.
Learning Objective 4
Demonstrate appropriate methods for collecting, organizing, and referencing information.
COLLECTING AND ORGANIZING DATA Collecting Secondary Data -
Refer to Figure 9-4 on page 150 in the textbook as you discuss the revolution in the research process. Talk to students about what research methods were like “back in the day” when researchers had to obtain physical copies of articles instead of accessing them electronically. Ask students: “How would you cope with research if without the Internet and electronic databases?”
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Remind students that good note taking is critical in collecting and organizing secondary data. Caution students against taking notes directly from the article without reading it through first. Also remind them that notes are paraphrases of the article’s content, not information copied directly from the article. Show the visual and discuss techniques for taking thorough notes.
Collecting Data through Surveys -
Lead a discussion of the advantages and disadvantages of the following methods for collecting survey data: mail, personal interview, telephone interview, observation, and e-polling. Refer students to Figure 9-5 on page 152 in the textbook and discuss the advantages and disadvantages of each method.
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Discuss e-polling as gaining popularity with researchers and participants. Discuss a lack of computer access for some consumers as possibly biasing e-poll results.
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Refer students to Figure 9-6 on page 154 as an example of an effective online questionnaire. Discuss the marginal notes from the figure to show what makes the questionnaire effective.
Developing an Effective Survey Instrument -
Display the visual for designing effective questionnaires. In discussing questionnaire design, emphasize that, regardless the types of questions, the responses must be counted or tallied. Design questions and questionnaire format so that tabulating will be relatively easy and contribute to report organization.
Resource slide 20: Guidelines for Designing Effective Questionnaires
Resource slide 21: Guidelines for Designing Effective Questionnaires (cont.)
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Display the visual as you discuss common item types for questionnaires.
Resource slide 22: Common Item Types for Questionnaires
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Require students to develop a survey instrument for a research study. Assign Application 5 if students were required to design a research study for one of the problems in Application 3. Chapter 10 begins with construction of tables and data analysis from questionnaire surveys.
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Assign Application 2 that requires students to develop an idea for product improvement or creation, create a questionnaire for a focus group, and report results of leading a focus group.
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