The document summarizes Dianne Vaughn's theory of normalization of deviance, which proposes that people exposed to deviant behavior in an organizational setting will gradually adapt to see that deviance as the norm. It uses the examples of Enron and the Challenger space shuttle disaster to illustrate how normalization of deviance can emerge from leadership or organizational culture tolerating illegal or risky behavior. In both cases, members of the organizations became so accustomed to deviant practices that they no longer saw the behaviors as deviant, leading to disasters. The theory suggests leadership must take responsibility for ensuring an organizational culture does not develop that allows deviant behaviors to be seen as acceptable.

1. Normalization of Deviance
Normalization of Deviance
Name
Class
Date
Professor
Normalization of Deviance
Dianne Vaughn developed a theory of the normalization of
deviance finding people confronted with deviant behavior in a
work setting will adapt to this deviance and it will become the
norm. When people are constantly exposed to deviance in the
organizational environment acting illegally no longer seems like
breaking the law. White collar crime can emerge in the

2. organizational environment especially if the deviant behavior is
the result of the leadership or the organizational culture. Enron
is a perfect example of the normalization of deviance in the
organizational environment.
The Enron corporation scandal involves many people in the
organization being involved with the deviant behavior. The
culture of deviance merged from the bad behavior of the upper
management and unethical business practices that became the
norm. When the management and the members of the
organization under their authority where able to get away with
their fraudulent behavior this deviant behavior became
normalized. According to Vaughn (1996) members of the
organization become so much accustomed to a deviant behavior
that they don’t consider the behavior to be deviant. The white
collar crimes committed at Enron left behind many victims but
were the results of a shared culture that developed from the bad
behavior of the leadership.
The Enron scandal is not the only example of the normalization
of deviance that can be found in the organizational
environment. In her book Vaughn discusses the normalization of
deviance that lead to the Challenger tragedy. The space shuttle
the challenger exploded shortly after takeoff due to defective o-
rings gaskets. The defective O-ring gaskets were located in one
of the solid rocket boosters (Boe, 2013). Even though engineers
from NASA in charge of designing and building the space
shuttle knew about this defect the problem was never corrected
and despite poor performance reports concerning the o-ring
gasket they were not removed from the design.
The engineers on the design team were unwilling to risk further
delays in the launch of the Challenger so the defective o-rings
gaskets were used and innocent astronauts and a school teacher
died in the explosion. The fact that every member of the design
team was aware of the flaw and the potential risks this would
pose to the passengers but none choose to speak up and warn
NASA officials of the risk (Vaughn, 1996). As a whole
everyone in the NASA organization attempted to cover-up the

3. defective part in order to lay the blame elsewhere. Once again
the normalization of deviance led to bad behavior from more
than one member of the organization.
The leadership is usually to blame when an organization
develops a culture involving deviant behavior that becomes
acceptable to everyone in the organization. The Enron scandal
was the result of an entire organization willing to engage in acts
of fraud to meet company goals while in the case of the
Challenger a whole team of engineers and members of the
leadership at NASA where willing to cover-up a defective part
despite the risk to astronauts and teacher. Normalization of
deviance occurs when acting bad becomes the norm in an
organization.
References
Boe, R. (2013). The Normalization of Deviance (If It Can
Happen to NASA, It Can Happen to
You). Retrieved August 11, 2014 from
http://lmcontheline.blogspot.com/2013/01/the-normalization-of-
deviance-if-it-can.html
Vaughan D. (1996). The Challenger Launch Decision: Risky
Technology, Culture and Deviance
at NASA. Chicago: The University of Chicago Press
MR/blob (1).jpg
MR/blob (2).jpg
MR/blob.jpg

4. MR/BSc44 MKT - MR study guide.pdf
1
UNIVERSITY COLLEGE DUBLIN
Bachelor of Science (Singapore)
MARKETING RESEARCH (MKT3003S)
STUDY GUIDE
BSc44 PT Singapore
Copyright © Jan 2015

5. 2
Author: Dr Shawn Wong (2015)
This manual was prepared for University College Dublin as a
comprehensive support for
students completing the above mentioned Degree programme.
© This publication may not be reproduced, in whole or in part
without permission in from
University College Dublin.
Module Co-ordinator: Dr Shawn Wong
Contact details

6. Email: [email protected] ([email protected])
3
TABLE OF CONTENTS
PAGE
WELCOME MESSAGE 4
1. INTRODUCTION 5
a. Background
b. Module Aims
c. Programme Goals
2. MODULE OUTLINE 8
a. Module Learning Outcomes
b. Themes and Topics
c. Learning Materials
3. MODULE DELIVERY SCHEDULE 13
a. Session Arrangements
b. Student Engagement
c. Office Hours Arrangements

7. 4. ASSESSMENT DETAILS 15
a. Assignments
b. Module Assessment Components
i. Assignment 1:
ii. Assignment 2: Individual Project
iii. Examination
5. GRADING 19
a. University Grading Policy
b. Grade Descriptors for Assessment Components
6. CONCLUDING COMMENTS 26
APPENDICES 27
4
Welcome message

8. As the coordinator of the Marketing Research module, I wish to
welcome you to the module.
Marketing research is the set of activities central to all
marketing-related decisions
regardless of the complexity or focus of the decision. It is
responsible for providing managers
with accurate, relevant, and timely information so that they can
make marketing decisions
with a high degree of confidence. Apart from the main focus on
knowledge acquisition, this
module also aims to develop your professional and personal
skills and competencies.
To successfully complete this module, several assessments are
to be completed (prior to,
and during the bloc sessions) for the attainment of the module
learning outcomes. Please do
not hesitate to contact me if you need any clarification.
Dr Shawn Wong,
Module coordinator, MKT3003S

9. 5
PART 1: INTRODUCTION
This Study Guide is designed to provide you with details of the
Marketing Research module
(MKT3003S), the learning outcomes, delivery and assessment
arrangements. The Study
Guide consists of 5 parts.
In Part 1, background details to the subject area are provided
and the broad aims of the
module are set out.
Part 2 consists of the module outline. In this part the (a) module
learning outcomes, (b) the
themes and topics to be explored are explained along with the
(c) learning supports to be
used.
Part 3 gives details of the module delivery arrangements. It sets
out the session
arrangements and the expectations in relation to your prior
preparation and student
engagement.
Part 4, provides details of the assessment techniques used in

10. this module explaining the
assessment components, their rationale.
In Part 5, the UCD grading policy is explained and grade
descriptors drawing on the
university document are given for each assessment component
(i) Assignment 1, (ii)
Assignment 2 and (iii) Examination (closed book).
In Part 6, concluding comments are presented.
6
Background
Within the context of strategic planning, marketing research is
responsible for the tasks,
methods, and procedures a firm will use to implement and direct

11. its strategic plan.
Specifically, marketing research facilitates the CRM process
through the generation of
customer/market knowledge, data integration, information
technology, and the creation of
customer profiles.
Module Aims
The aim of this module is to provide students with an overview
of the theory and practice of
Marketing Research. Marketing research is the backbone of any
relationship marketing
process through the data collection operations of the research
process.
This module focuses on the design of a project that yields the
most accurate information
possible in aiding the development of a marketing plan. The key
to successful planning is
accurate information. Information related to product
performance, distribution efficiency,
pricing policies, and promotional efforts is crucial for
developing the strategic plan.
The module draws on student prior learning and work
experience and combines insights

12. from marketing principles, strategy development, consumer
behaviour and other related
areas. The assessment tasks for this module have been designed
with this in mind as
detailed later in the study guide.
7
Programme Goals
Programme Title: Bachelor of Science Singapore (MKT3003S)
Programme Goals
Programme
Goal

13. Learning Outcome Marketing
Research
Management
specific
knowledge
Explain current theory/practice X (Exam - Essay)
Apply business models
Knowledge of qualitative and quantitative
techniques
Business
Communication
Short business presentation (written / oral) X (Assignment 2 -
Case Study)
Research / analyze business case/problems &
report
X (Assignment 2 -
Case Study)
Locate Information sources to facilitate

14. research
Personal
development /
reflective
learning
Module related team activities
Explain Essence of Subject Matter to business
managers
X (Exam - Essay)
Global / multi
cultural /
diversity
perspectives
Identify factors & variables which impact on
MNEs & firms operations
X (Assignment 1 -
Essay)

15. Recognize ethical and social responsibility
issues
Examine ethical implications on stakeholders
Strategic
thinking
Identify Business opportunities & complete
analysis & resolution
X (Assignment 1 -
Essay)
Evaluate quantitative & qualitative data from
differing perspectives
X (Assignment 2 -
Case study)
Analyze Developments in key business
sectors

16. 8
PART 2: MODULE OUTLINE
Module Title: Marketing Research
Module Code: MKT3003S
No. of ECTS: 10
Learning Outcomes
On completing the Marketing Research module, students will be
expected to be able to:
shaping marketing decisions;
business in the dynamic
business world;
research process;
interpret its data analysis;
communicate the research findings
in a group setting.

17. Main Textbook
B. (2014) Marketing
Research, Asia Pacific 2nd Edition, Thomson Learning,
Australia.
9
Themes and Topics
No. Theme /Topics Textbook
chapters
1 The Role of Marketing Research and the research process.
• The nature of marketing research
• The managerial value of marketing research for strategic
decision-

18. making
• When is marketing research needed?
• Business Trends in Marketing Research
• Stages in the research process
• The research program strategy
Chapter 1
2 Problem definition and the research process
• The nature of marketing problems
• The importance of proper problem definition
• The process of defining the problem
• Clarity in research questions and hypotheses
• Decision-oriented research objectives
• How much time should be spent defining the problem?
• The research proposal
Chapter 2
3 Exploratory research and Qualitative analysis. Digital
Research
using secondary data.

19. • The contrast between qualitative and quantitative research
• Uses of qualitative and exploratory research designs
• Orientations of qualitative research
• Qualitative research tools - advantages and limitations of their
use
• Preparing focus group outlines
• Technological advances in the application of qualitative
research
approaches
• The role of qualitative research in management decision
making
Chapter 3
4 Secondary data research
• Typical objectives for secondary data research designs
• Sources of secondary data
• Single-source data-integrated information
• Sources for global research
Chapter 4
5 Survey Research & Observation
• The nature of surveys

20. • Errors in survey research
• Respondent error + Administrative error
• Rule-of-thumb estimates for systematic error
Chapter 5
10
• What can be done to reduce survey error?
• Classifying survey research methods
• Media used to communicate with respondents
• Using interviews to communicate with respondents
• Self-administered questionnaires
• Selecting the appropriate survey research design
• Pre-testing
6 What is observation?
• What can be observed?
• Observation of human behaviour
• Direct observation

21. • Combining direct observation and interviewing
• Ethical issues in the observation of humans
• Content analysis
Chapter 6
7 Measurement
• What is to be measured?
• Rules of measurement
• Types of scales
• Index measures
• Three criteria for good measurement
• Attitudes defined
• The attitude-measuring process
• Physiological measures of attitudes
• Attitude rating scales
• Measuring behavioural intention
• Ranking
• Sorting

22. • Randomised response questions
• Other methods of attitude measurement
• Selecting a measurement scale: Some practical questions
Chapter 8
8 Questionnaire Design
• Step 1: Specify what information will be sought
• Step 2: Determine the type of questionnaire and survey
research
method
• Step 3: Determine the content of individual responses
• Step 4: Determine the form of response to each question
• Step 5: Determine the wording of each question
• Step 6: Determine questions sequence
• Step 7: Determine physical characteristics of the questionnaire
Chapter 9
11
• Step 8: Re-examine and revise steps 1-7 if necessary

23. • Step 9: How much pre-testing and revising are necessary?
• Designing questionnaires for global markets
9 Sample Design and Sample size
• Sampling terminology
• Why sample?
• Practical sampling concepts
• Random sampling and non-sampling errors
• Probability versus non-probability sampling
• Probability sampling
• Non-probability sampling
• What is the appropriate sample design?
• Internet sampling is unique
• Sample size
Chapter
10
10 Editing and coding + Statistical Analysis
• Stages of data analysis, Editing & Coding
• Introduction to Statistical Analysis & SPSS

24. Chapter
11-14
Learning Supports
For this module, please read the assigned chapters in the
prescribed text and the additional
readings assigned (see list below).
Readings from Prescribed Text:
Chapters 1-14
Other Supplementary Readings:
Marketing Research in a
Digital Information Environment (4
th
Edition), McGraw Hill International Edition
sentials of SPSS
for Windows Versions 14
and 15: A Business Approach, Thomson Learning, Melbourne,
Australia
(5
th
Edition), Prentice Hall

25. 12
Other useful sources
Students completing the Marketing Research module are
expected to participate in session
discussions and learning activities and be familiar with recent
developments in the business
world. To facilitate this, the following source material is useful:
onsumer Marketing

26. The Financial Times
13
PART 3: MODULE DELIVERY SCHEDULE
The module delivery relies on students’ ability to engage in
prior preparation, to seek
confirmation and clarification as appropriate and to be actively
engaged during the sessions.
Session Arrangements
Each student is expected to attend and be prepared for all
sessions. Table 1 below outlines
the structure for the sessions.
Table 1: Module Delivery Schedule – themes, readings, cases
No. Theme /Topic
title
Date / Time Text chapters

27. articles/ Readings*
1
The Role of Marketing
Research and the research
process.
Problem definition and the
research process
Wed 28 Jan,
6.30pm-10.30pm
Chapter 1-2
2
Digital Research using
secondary data.
Exploratory research and
Qualitative analysis
Thur 29 Jan,
6.30pm-10.30pm
Chapter 3-4
3
Survey Research

28. Observation
Tue 3 Feb,
6.30pm-10.30pm
Chapter 5-6
4
Measurement
Questionnaire Design
Wed 4 Feb,
6.30pm-10.30pm
Chapter 8-9
5
Sample Design and Sample
size
Introduction to Editing and
coding & Statistical analysis
Thur 5 Feb,
6.30pm-10.30pm
Chap 10-14
* Some chapters in the text are assigned for more than one
theme.

29. Preparation Required in Advance of Sessions / Seminars
In addition to Assignment 1, you are expected to have read the
following topics in advance
of meeting the module coordinator / course lecturer at the
seminars:
–
Chapter 1
14
– Chapters 2
Research using secondary data.–
Chapter 3 & 4
The readings detailed above have been assigned and students
are expected to be fully
familiar with them. These readings are an important learning
source and supplement the
session and text materials.
Student Engagement

30. During the sessions, students are expected to be able to discuss
issues arising from the
assigned chapters and readings for the topics as scheduled
above.
Session participation is a vital element in the design of this
module. Therefore, all students
are expected to engage in class discussion and debate in order to
facilitate the formation of
their critical judgements.
To support your learning, Power-Point slides will be available
which (on certain occasions)
may need to be upgraded / modified during or following the
sessions depending on the
issues raised.
Office Hours
I will be available on the date(s)/time(s) below should you wish
to meet me individually to
discuss any aspect of this module.
28-29 Jan: 6pm-6.30pm

31. 15
Assessment is undertaken to establish the extent of student
learning on completing a
module and according to Biggs and Tang
1
(2009) it is the senior partner of teaching and
learning. This module has three assessment components with
specific weightings and
marks awarded totalling 100
2
. The purpose of each assessment is as follows:
apply what they have read up
prior to the face to face sessions. It is also designed to focus
your learning in preparation
for the face to face sessions.
they have learned during the
face to face sessions.

32. aims to get insights on
your understanding of issues (theory and practice) addressed in
the module.
Students are expected to complete all assignments ensuring that
they are submitted by the
specified date. All submissions must be typed, be well laid out,
written in an academic style
with appropriate headings (introduction, main part and
concluding comments) and sections.
Please ensure that all submissions are entirely your own work –
for UCD’s policy on
plagiarism click on the link below (please see Appendix 2 for
further information on
Plagiarism and the policy on the Late Submission of
Coursework):
http://www.ucd.ie/registry/academicsecretariat/plag_pol_proc.p
df
The weighting assigned for each component is shown in Table 2
below. (* I = Individual; G =
Group)
Table 2 – Assessment Components

33. Assessment components Weighting Individual /
Team*
1. Assignment 1 20% I
2. Assignment 2 30% I
3. Examination 50% I
1
Biggs, J. and Tang, C. 2009, Teaching for Quality Learning at
University, Maidenhead: Open
University/McGraw Hill.
2
As the Overseas Programme modules are worth 10 ECTS they
should be graded out of 200 marks.
http://www.ucd.ie/registry/academicsecretariat/plag_pol_proc.p
df
16
Assessment Details
In the following pages, further details of each assessment
component are presented along
with expectations in relation to prior preparation and
completion.

34. 1. Assignment 1 (Individual) – 20%
A traditional Chinese medicine manufacturer in Singapore plans
to enter the Mainland
China market by Jan 2016. Discuss the importance of
conducting marketing research
for the manufacturer prior to its entry.
The aim of this assignment is to provide an opportunity for
students to have a good grasp of
the rationale behind marketing research. Students are expected
to read the textbooks,
journal articles and be able to apply the knowledge gained from
real life examples.
Specifically, students are expected to demonstrate their
competence in the following areas:
pts,
appropriate citations and
referencing.

35. Note:
: A minimum of 7 references must be used,
acknowledged and cited in
the Harvard referencing style.
size, Times New Roman
font style, 1.5 line spacing and double-side printed.
Assignment 1 must be submitted to your Programme Manager in
hard copy and in soft copy
via Blackboard. See the deadline in table 2B. It is the student’s
responsibility to retain a
copy of any submitted assessment/project work. Please read the
Grade Descriptors in
the Assignment 2 Grade Descriptor table.
17

36. Table 2B – Assignment Deadline Summary
Assignment Deadlines Date Assignment Due
Assignment 1 28th Jan 2015
Assignment 2 14th March 2015
2. Assignment 2 (Individual) – 30%
Conduct primary marketing research for the customer
acceptance of a new product
that has not been marketed to Singapore in the form of a
questionnaire survey
comprised of 15 to 20 items. You are required to submit a
formal report for this
assignment and present your findings in class.
(Each student is to work on a different product by registering it
with the lecturer by the third
session)
The aim of the main assignment is to provide an opportunity for
students to develop critical
thinking and application of the concepts and models taught in
the module. The work

37. submitted must make reference to appropriate literature
considered within the module.
Students are also expected to demonstrate their competence in
the following areas:
plication of key concepts,
appropriate citations and
referencing.
Note:
words.
acknowledged and cited in
the Harvard referencing style.
size, Times New Roman
font style, 1.5 line spacing and double-side printed.
18

38. Assignment 2 must be submitted to your Programme Manager in
hard copy and in soft copy
via Blackboard. See the deadline in table 2B. It is the student’s
responsibility to retain a
copy of any submitted assessment/project work. Please read the
Grade Descriptors in
the Assignment 2 Grade Descriptor table.
3. Examination
The examination (3 hours) will focus on module themes and the
material covered in the text,
cases, assigned readings, videos and class discussions. For this,
students are expected to
demonstrate their understanding of theory and practice
addressed throughout the module.
The examination question format will be designed to allow you
show your understanding of
the topics discussed and also reveal your learning (new and
prior). More specific guidelines
regarding the examination paper format and questions will be
provided during the final
session. In general, students are required to answer three essay

39. questions out of six based
on the topics as per the module outline.
Students will have the opportunity to ask questions about its
design and style and be
advised the type of answers expected.
A recent past examination paper is included in Appendix 3 to
this Study Guide, please be
prepared for slightly different style of question.
19
PART 5: GRADING
This section of the Study Guide provides students with details
of the UCD grading system

40. and also explains criterion referenced grading (UCD Policy).
Under criterion referenced
grading, students are graded on the quality of their work
without reference to other students
(norm referenced). For instance, the submission that meets the
required guidelines in terms
of writing style, analysis, description and / or summary will be
awarded according to the
standards set out. All students’ work is graded to indicate the
standard attained using the
criterion referenced approach.
Table 3: UCD Grading System
Grade Description Grade Point
A +
A
A-
Excellent
4.2
4.0
3.8

41. B+
B
B-
Very good
3.6
3.4
3.2
C+
C
C-
Good
3.0
2.8
2.6
D+
D
D-

42. Acceptable
2.4
2.2
2.0
E Marginal 1.6
F Fail (unacceptable, no compensation) 1.0
G Fail (Wholly unacceptable; no compensation) 0.4
NG Fail (Wholly unacceptable; no relevant attempt)
0.0
20
More specific grade descriptors are set out for your assessment
components in the following
pages. Table 4 below provides descriptors for Assignment 1 –
please read them prior to
submitting your work.

43. Table 4: Grade Descriptors – Assignment 1
Grade
Criteria
A
3
Excellent A deep and systematic engagement with the
assessment task,
with consistently impressive demonstration of a comprehensive
mastery of
the subject matter, reflecting:
extensive
reading;
literature or
theoretical, technical or professional framework
y to organise, analyse and present
arguments
fluently and lucidly with a high level of critical analysis, amply
supported by evidence, citation or quotation
thinking

44. B
Very Good A substantial engagement with the assessment task,
demonstrating:
theoretical,
technical or professional framework
-developed capacity to analyse issues, organise material,
present arguments clearly and cogently well supported by
evidence,
citation or quotation
thinking
C
Good An intellectually competent and factually sound answer
with, marked
by:
a reasonable familiarity with the relevant
literature or
theoretical, technical or professional framework

45. evidence, citation or quotation
Acceptable An acceptable level of intellectual engagement with
the
assessment task showing:
evant literature or theoretical,
technical or
professional framework
3
While the criteria detailed above refer to A – D grades
(inclusive) only, please note that all bands will be used
(A+, A and A-; B+, B and B- etc) for grading assignments.
21
D
argument

46. acity for original and logical thinking
E Marginal A factually sound answer with a partially
successful, but not
entirely acceptable, attempt to:
theoretical,
technical or professional framework.
quotation.
F Fail (unacceptable, no compensation) An unacceptable level
of
intellectual engagement with the assessment task, with:
levant literature or theoretical,
technical or
professional framework.
partially

47. successful.
strated capacity for original and logical thinking.
G Fail (Wholly unacceptable; no compensation) No intellectual
engagement
with the assessment task.
NG Fail (Wholly unacceptable; no relevant attempt) No work
was submitted
by the student, or the student was absent from the assessment,
or work
submitted did not merit a grade
22
Table 5: Grade Descriptors – Assignment 2
Grade Characteristics
A
Excellent A deep and systematic engagement with the
assessment

48. task, with consistently impressive demonstration of a
comprehensive
mastery of the subject matter, reflecting:
extensive reading;
literature or theoretical, technical or professional framework
arguments fluently and lucidly with a high level of critical
analysis,
amply supported by evidence, citation or quotation
y for original, creative and logical
thinking
B
Very Good A substantial engagement with the assessment task,
demonstrating:
theoretical,
technical or professional framework
-developed capacity to analyse issues, organise material,
present arguments clearly and cogently well supported by
evidence, citation or quotation
thinking

49. C
Good An intellectually competent and factually sound answer
with,
marked by:
literature or
theoretical, technical or professional framework
ents adequately but not well supported by
evidence, citation or quotation
D
Acceptable An acceptable level of intellectual engagement with
the
assessment task showing:
technical or professional framework
argument

50. otation
E Marginal A factually sound answer with a partially
successful, but not
entirely acceptable, attempt to:
edge into a broader literature or
23
theoretical, technical or professional framework.
quotation.
F Fail (unacceptable, no compensation) An unacceptable level
of
intellectual engagement with the assessment task, with:
technical
or professional framework.

51. ysis or critical awareness displayed or is only
partially
successful.
G Fail (Wholly unacceptable; no compensation) No intellectual
engagement with the assessment task.
NG Fail (Wholly unacceptable; no relevant attempt) No work
was
submitted by the student, or the student was absent from the
assessment, or work submitted did not merit a grade
NB All students are advised to read the UCD Business School
Code of Practice for
Group work – see Appendix 1.
24

52. TABLE 6: Grade Descriptors – Formal Closed Book
Examination
Grade
Characteristics
A
Excellent A deep and systematic engagement with the
assessment
task, with consistently impressive demonstration of a
comprehensive
mastery of the subject matter, reflecting:
extensive reading;
literature or theoretical, technical or professional framework
arguments fluently and lucidly with a high level of critical
analysis,
amply supported by evidence, citation or quotation
cal
thinking
B

53. Very Good A substantial engagement with the assessment task,
demonstrating:
theoretical,
technical or professional framework
-developed capacity to analyse issues, organise material,
present arguments clearly and cogently well supported by
evidence, citation or quotation
thinking
C
Good An intellectually competent and factually sound answer
with,
marked by:
literature or
theoretical, technical or professional framework
ported by
evidence, citation or quotation

54. D
Acceptable An acceptable level of intellectual engagement with
the
assessment task showing:
technical or professional framework
argument
reness displayed
E Marginal A factually sound answer with a partially
successful, but not
entirely acceptable, attempt to:
r
25
theoretical, technical or professional framework.

55. quotation.
F Fail (unacceptable, no compensation) An unacceptable level
of
intellectual engagement with the assessment task, with:
technical
or professional framework.
ayed or is only
partially
successful.
G Fail (Wholly unacceptable; no compensation) No intellectual
engagement with the assessment task.
NG Fail (Wholly unacceptable; no relevant attempt) No work
was
submitted by the student, or the student was absent from the

56. assessment, or work submitted did not merit a grade
26
PART 6: CONCLUDING COMMENTS
This Study Guide is designed to assist and guide your learning
for this module. It is
important that you read it regularly and do so in conjunction
with the core text, the assigned
readings and session materials. Should you need clarification on
issues covered, please let
me know during the seminar sessions.
I hope you enjoy the module and wish you good luck with the
rest of your study and for the
future.
Dr Shawn Wong,
Dec 2014
27

57. APPENDIX 1
You are advised to read the following important documents
before you commence your
studies on this module:
1. Guidelines for the Late Submission of Coursework
This document provides a detailed outline of the rules and
regulations surrounding the
presentation, submission and marking of assignments. The
guidelines provided must be
adhered at all times to avoid an unnecessary loss of marks.
Further details on
www.ucd.ie/registry/academicsecretariat/late_sub.pdf
2. A Briefing Document for Students on Academic Integrity and
Plagiarism.
The University understands plagiarism to be the inclusion of
another person’s writings or
ideas or works, in any formally presented work (including
essays, theses, examinations,
projects, laboratory reports, oral, poster or slide presentations)
which form part of the
assessment requirements for a module or programme of study,
without due

58. acknowledgement either wholly or in part of the original source
of the material through
appropriate citation. Further details please go to
www.ucd.ie/registry/academicsecretariat/plag_pol_proc.pdf
Plagiarism is a form of academic dishonesty. In any
assignment, plagiarism means that
you have presented information or ideas belonging to someone
else falsely as being your
own original thoughts on a subject.
All assessments/projects submitted must be the result of your
own work.
The following statement must be included on the cover page of
all assignments
submitted:
I declare that all materials included in this
essay/report/project/dissertation is the end
result of my own work and that due acknowledgement have been
given in the
bibliography and references to ALL sources be they printed,
electronic or personal.

59. Signed: Student name/s, student number
Date:
http://www.ucd.ie/registry/academicsecretariat/late_sub.pdf
http://www.ucd.ie/registry/academicsecretariat/plag_pol_proc.p
df
28
APPENDIX 2: SAMPLE OF EXAMINATION PAPER
Note to Students:
Providing a copy of this paper does not signify that future
papers will follow
the exact same format.
===============================================
==============
Time Allowed: 3 hours
Instructions for Candidates
Answer any THREE (3) questions
Question 1
a) Discuss the importance of a good research design
b) Discuss the difference between descriptive and causal

60. research.
Question 2
a) Discuss the chore of locating published secondary data that is
appropriate for a
researcher.
b) Discuss the advantages and disadvantages of depth interviews
and illustrate
situations in which such interviews can be fruitfully employed.
Question 3
a) Discuss the different survey methods by mode of
administration.
b) Discuss the difference between internal and external validity.
Question 4
a) Discuss the population sampling frame discrepancy and
methods of resolving it
b) Discuss the factors to consider in selecting a sampling
technique.
Question 5
Discuss in details the steps involved in the questionnaire design

61. process and how each step
affects the design.
MR/Questionnaire - Template - PT BSc44 MR.docx
Questionnaire Survey
Topic: (Write your research title here - eg A research into the
customer acceptance for Robot Maid in Singapore)
This is an anonymous survey and the findings of which will be
used to address important customer concerns in the above
product. Please answer all the questions which should take only
10 minutes to complete.
Section A: General Customer Information
1) XXXX (eg Gender etc)
2) XXXXX
3) XXXXX
Section B: Please place an “X” in the box that most closely
describes your opinion.
Statement
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
XXXX (Main Issue 1)
4)

62. XXXX (Main Issue 2)

63. XXXX (Main Issue 3)

64. XXXX (Main Issue 4)

65. Overall
18) Overall, I am interested in the product.
19) I will buy it.
20) I will recommend it to my family and friends.
Thank you for your participation.
1 | Page

66. 1
|
Page
Questionnaire Survey
Topic
:
(
Write your r
e
search title here
-
eg
A research into the customer
a
c
c
e
p
t
a
n
c
e
for
R
o
b
o
t

67. M
a
i
d
in Singapore
)
Th
is is an
anonymous survey and the findings of which
will be used to
address i
mportant
customer concerns in the above product.
Please answer all the questions
which should take
only
10 minutes
to complete.
Section A:
General
Customer Information
1)
XXXX
(eg Gender etc)

68. 2)
XXXXX
3)
XXXXX
Section B:
Please place an “X” in the box that most closely describes your
opinion.
Statement
Strongly
Agree
Agree
Neutral
Disagree
Strongly
Disagree
XXXX
(Main Issue

69. 1
)
4
)
XXXX
(Main Issue
2
)