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Social Media Marketing and Insights > Lecture 6 > Flashcards

Lecture 6 Flashcards

1
Q

Marketing Research Defined

A

The process of systematically collecting and analyzing
information to address a marketing research question, and
recommending actions.

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2
Q

Marketing Research reduces

A

the risk and uncertainty of marketing decision making

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3
Q

Marketing research links

A

the consumer, customer, and public to
the marketer through information—information used to identify
and define marketing opportunities and problems; generate,
refine, and evaluate marketing actions; monitor marketing
performance; and improve understanding of marketing as a process.

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4
Q

The Marketing Research Process

A
  1. Define the problem and research objectives
  2. Develop the research plan
  3. Collect the information
  4. Analyze the information
  5. Present the findings
  6. Make the decision
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5
Q

Secondary Data Defined

A

Information that has been collected by others for a

purpose other than specifically responding to a current informational need.

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6
Q

Secondary Data Contrasts with primary data that is collected by
information user to

A

satisfy a specific informational

need

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7
Q

Uses of Secondary Research

A

 Directly answer a marketer’s informational needs

 Provide important insights prior to primary research

 Contribute to questionnaire development

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8
Q

Evaluating Secondary Information

“Goodness”

A 
 Author and source
    Unbiased, qualified individuals
 Accuracy
 Currency
 Objectivity
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9
Q

Social media mining seeks to

A

“exact meaningful
information from social media data that is not readily
apparent the process of representing, analyzing, and
extracting actionable patterns from social media data.”

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10
Q

Social Media Mining is used by

A

companies, organizations, researchers, and

government

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11
Q

Social Media Mining Legality

A

Little historical precedent regarding laws on social media mining

 Facebook settled FTC charges about user privacy

 Google paid FTC $22.5 million for a loophole to track user cookies

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12
Q

For reflection: Is it ethical to mine social media conversations?

A

The issue:
• Traditionally, researchers conducting primary research with human subjects
follow a policy of informed consent.
• But when scraping social channels for data, the data mined are residual traces
of online behavior.
• The result? People unwillingly and unknowingly may become subjects in a
research study

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13
Q

Advantages of Social Media Data

A

Cheaper - You do not pay participants

Continuity - Social media users never stop talking

Invisibility - Most consumers are not even aware their online conversations
are getting analyzed and dissected for insights

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14
Q

Social Data for Marketing Research

A

Measuring brand sentiment and comparing it with
competitors
 How is sentiment measured?

Measuring campaign outcomes

Identifying key advantages and weaknesses of company,
brand, product etc.

Crowdsourcing suggestions and ideas from customers

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15
Q

“Social listening is when you track your

A

social media
platforms for mentions and conversations related to your
brand. Then you analyze them for insights to discover
opportunities to act”. - Hootsuite

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16
Q

Qualitative advertising research entails

A

the intensive
interviewing of a small number of individuals to acquire
detailed, in-depth insights into their attitudes, beliefs, motivations,
and lifestyles.

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17
Q

Qualitative advertising research seeks to provide a better understanding of

A

why people act
as they do rather than numeric descriptions of what
people do and think.

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18
Q

Quantitative research is best used when

A

generalizability to a larger population is important, when the determination of
statistically reliable, quantifiable differences between groups
is important, and when statistical analysis of the data is required.

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19
Q

Qualitative Research: Uses

A

 To obtain information in areas where little is currently
known
 To hear consumers express ideas in their own words
 To compliment quantitative research
 To move beyond information obtained through
direct, structured, closed-ended questions
 Get closer to the data
 Get the story behind the data

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20
Q

Pros and Cons of Qualitative Research

vs. Quantitative Research

A

Pros
 Quicker
 Less costly
 More flexible

Cons
 Allows only limited generalization
 Does not permit numeric descriptions
 Is more subjective
 Do not work well to make “go – no go” decisions with
regard to copy testing and execution evaluation

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21
Q

Focus Groups and Minigroups

A

A group of eight to twelve individuals who:
 Take part in carefully planned series of discussions that last 90-120 minutes
long
 Held in a permissive, non-threatening environment
 Led by a trained moderator

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22
Q

Focus groups are larger than minigroups

A

6 to 10 people versus 3 to 6

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23
Q

When to use Focus Groups and Minigroups

A 
 New product idea generation
 Product positioning
 Product perceptions
 Creative explorations
 In-depth exploration of consumer attitudes, beliefs and behaviors
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24
Q

Pros and Cons of Focus Group (Versus

Personal Interviews)

A 
Pros
 Interactive discussion
 More stimulating for respondents
 More spontaneous
 Quicker to conduct and analyze
 Generally lower cost

Cons
 Single respondent may dominate discussion
 Group pressures can distort opinions
 Data and insights represent group, not individual, data
 Potential for moderator-introduced bias

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25
The interviewer/moderator creates an __ __ | before conducting the interview/focus group.
interview guide
26
The interview guide provides
 an ordered list of the questions to be asked |  reminders for any required probes or follow-up questions
27
General guidelines for the question wording
 Keep questions short and precise  Ask only one question at a time  Avoid questions in which the answer is either given or implied  Avoid “why” questions
28
Focus Group Planning: Moderator Selection
Personality characteristics Demographic characteristics Good advertising and business sense
29
Focus Group Planning: Moderator Briefing
```  Research problem  Research goals  Informational needs  Timing  Study parameters  Manipulatives ```
30
Focus Group Characteristics
Compatibility is the key Generally recommended to conduct at least two groups per location
31
Number of different locations reflects extent to which it is | believed that
differences in geography will cause differences in key | attitudes or behaviors
32
Focus Group Planning: Conduct the Groups
```  Prefatory remarks Introduce the moderator Explain focus group setting Explain moderator’s role Specify topic for discussion Rules for participants Monitoring Reporting ```
33
Viewing Focus Groups
```  Come prepared  Start watching from the beginning  Focus on the big picture  Listen to everyone  Don’t be biased by dominant personalities  Listen to all comments  Don’t jump to premature conclusions  Don’t let character judgments interfere with validity of comments ```
34
Online Focus Groups Characteristics
Synchronous  Closest to traditional focus groups  Everyone participates at the same time Asynchronous  Builds the discussion over time  Not everyone needs to participate at the same time Hybrid  Combines synchronous and asynchronous approaches  Begins with asynchronous communication, followed by a synchronous focus group.
35
Online groups work well when
``` Required respondents are geographically dispersed Travel to central location is difficult High need for anonymity Need for respondents to overcome inhibitions or social role constraints ```
36
Qualitative Analysis: the GOAL
Qualitative analysis attempts to reduce the vast amount of verbal or observational data to a set of well-defined and clearly explained patterns and themes
37
Qualitative Analysis complication:
no absolute rules to guide a | qualitative analysis
38
Activities Prior to Data Examination
Review research problem and informational needs Evaluation of study sample Note any limitations or deviations from initial plan
39
Data Examination Process
Review of the raw data: audio or video tapes, transcripts, notes, … Goal is not to determine what the data means ``` Goal is become more familiar with the data, to experience  Texture  Tone  Mood  Range  Content ```
40
Approaching Data Examination
 Review with open-mind  Understand reasons underlying attitudes and behaviors  Understand intensity of feeling and points of view  Understand respondent and not individual responses  Review with critical eye and ear  Keep an eye and ear open for what is not said
41
Reflection
Time of quiet contemplation Impressions “incubate” without structure or guidance Prelude period prior to formal data analysis
42
A theme is
a consistent and recurring idea found | either explicitly or implicitly in the data
43
Themes help us understand
trends and patterns | suggested by the data
44
Steps Underlying Theme Development
 Identify tentative themes Code data  Evaluate themes Develop metathemes
45
Data is coded to indicate comments which are:
Supportive of a particular theme Contrary to or disconfirming for a particular theme
46
Themes examined in light of coded data to | determine
extent to which theme should or should | not be accepted given pattern of underlying data
47
Acceptable themes accurately reflect
content
48
Unacceptable themes are
not supported and must | be revised
49
Theme Revision typically takes one of two forms
Elaborated with additional detail and specificity | Narrowed or restricted applicability
50
A metatheme is
a broader theme that shows the interrelationships among individual themes
51
A metatheme summarizes
similarities and differences | among individual themes
52
Types of Direct Questions
```  Specification  Structural  Grand tour  Idealization  Hypothetical Interaction  Third-Person ```
53
Specification Questions
An explicit request for rational or emotional information Most useful for providing back-ground information or for laying foundation for more extensive discussion Normally ask “how” or “what” – not “why”
54
Structural Questions
A step beyond specification questions to help identify the range of feelings and/or knowledge within a specific area These are the starting point for the enumeration of a long list of thoughts or feelings
55
Grand Tour Questions
Ask respondent to reconstruct a routine, procedure, activity, or event that took place at a particular time in his or her life  Respondent as the “tour guide” Provides an understanding of both what a person did, as well as  why they made certain decisions, and  the feelings associated with those decisions.
56
Idealization Questions
Ask a respondent to speculate about "the ideal” Once the ideal is described, then specific, existing instances are discussed within the context of (or compared to) the ideal
57
Hypothetical- Interaction Questions
Present a plausible situation and ask the respondent to verbalize how he or she would respond in that situation The situation can describe a respondent's interaction with other individuals or products
58
Third-Person Questions
 Used to follow-up on from the prior questions with nonthreatening challenges couched in the form of detached questions  Asks for elaboration within the context of an anonymous, absent person
59
When are Projective Techniques used?
when verbal, direct questions fail to get beneath the surface or when respondents are unable or unwilling to verbalize their thoughts and feelings
60
How are Projective Techniques used?
Get participants’ true opinion by getting them commenting on something indirectly, thus relieving inhibitions
61
When using Projective Techniques, responses are
not taken at face value but are interpreted in terms of underlying meanings  Challenge: to discover these meanings
62
Advertising research uses three types of projective | techniques:
 Techniques that use verbal stimuli and responses  Techniques that require the use of imagination or scenarios  Techniques that use pictures as stimuli.
63
Word Association
Asks an individual to quickly respond to the presentation of words or phrases with the first thing or things that come to mind
64
Sentence Completion
Requires a respondent to draw on his or her own attitudes and beliefs in order to complete an incomplete sentence or story Because of emphasis on speed of response internal defenses and self-editing tends to be greatly reduced
65
Story Completion
An expanded version of sentence completion Begins with interviewer reading part of a story to respondent. At some point the narrative ends and the respondent is then asked to provide the end of the story.
66
Personification and Anthropomorphism
The attribution of human nature to animals, inanimate objects, or abstract notions. Ask individuals to take a leap in imagination in order to relate a brand or company to a well-known person, fictional character or even an animal Used to uncover subtle image characteristics that might otherwise require unusual high verbal facility to communicate
67
Role-Playing
Rather than directly asking a person what he or she thinks, the probe is couched in terms of  "What would your neighbor think?" Works well when the area under exploration is sensitive or responses may run counter to social or other norms
68
Picture Projection
 Use visual rather than verbal stimuli  Respondent is shown a picture and is then asked to provide the dialogue, thoughts, or feelings of other individuals in the drawing
69
Picture Sorts
 Help to obtain insights into how consumers distinguish between brands based on brand image.  Ask respondents to sort pictures of individuals based on the brands they think the pictured individuals are most likely to use  Requires a wide range of pictured individuals

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