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ERIC Number: EJ1060100
Record Type: Journal
Publication Date: 2014-Feb
Pages: 7
Abstractor: As Provided
ISSN: ISSN-1941-3394
Bringing Marketing Research to Life via Secret Shopping
Geissler, Gary L.
Journal of Instructional Pedagogies, v13 Feb 2014
A key challenge in marketing courses is to stimulate student curiosity and interest in marketing research. Depending on how the material is presented, student perceptions are often favorably or unfavorably polarized on this subject. That is, research can be perceived as either intriguing and intellectually stimulating or uninteresting and uninspiring. Understanding and appreciating marketing research is an essential part of learning about consumer behavior, service quality, market segmentation, targeting, and positioning, marketing strategy, and other important marketing concepts. Many of today's marketing managers appreciate the inherent value of quality research in making better decisions. Students also need to understand the critical role that marketing research plays in the decision-making process. To help students gain a greater understanding and appreciation of marketing research methods, the author has effectively utilized students as secret shoppers in numerous client-based, class projects. This observational research method is a great way to involve students in the subject matter. It also ensures a high level of student participation throughout the course. An online survey was conducted among 102 students who participated in secret shopping research in two different marketing courses. Key results reveal that the secret shopping method increased students' interest in marketing research. The students found the research to be fun and relatively easy to conduct. Most importantly, using this observational research technique increased students' understanding of marketing research.
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A