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Survey Design and Data Analysis
FRE 518
Instructor: Tim Silk
Office: Henry Angus 569
Office Hours: Tue/Thur 12:30-13:30 or by appointment
Class Schedule: Jan 9- Feb 17

Mon&Wed 12:30-14:00

Classroom: MCML 154
Important Course Pages
Lecture Notes
Course Discussion

Instructor and Contact Information

Dr. Tim Silk


Phone: 604‐822‐8362

Office: Henry Angus 569

Office Hours: Tuesday / Thursday 12:30‐1:30 (in person or via Zoom)

Class Schedule

Lecture & Discussion: Mon/Wed 12:30‐2:00 January 9th – February 17th, 2022

Classroom: Via Zoom. MCML 154

4 Labs: Fridays from 2:00‐3:20 on January 20th, January 27th, February 3rd, February 10th

Course Description

Focus groups and surveys are the two most common data collection methods used in industry. This course will teach students industry best-practices for conducting applied market research using focus groups and surveys. The purpose of the course is to give students hands-on experience with focus group and survey research so that they leave the course with the ability to design, implement and analyze data collected via focus groups and surveys. Topics include the market research process, defining research objectives, focus group design and implementation, survey design and implementation, sample selection, data analysis, and presenting research findings. Classes will be discussion-based, interactive, and will present examples of how the various research methods are used in industry. This course will be of interest to anyone who wants the ability to collect original data using focus groups and surveys.

Learning Outcomes

After this course, students will be able to:

  • Write a well‐defined research question that acts as a guide in the market research process.
  • Identify and apply the appropriate data collection technique to address the research question.
  • Design and implement effective focus groups that identify new insights about the problem domain.
  • Design and implement effective surveys that provide confirmatory data about the problem domain.
  • Analyze focus group and survey data using a variety of qualitative and quantitative techniques including narrative theme coding, descriptive analysis, crosstab analysis, t‐tests, chi‐square analysis, and cluster analysis.
  • Present research findings in a captivating manner that clearly articulates key findings and insights.

Evaluation Plan

Exams and Project Percent of Grade
Class Participation (Individual) 10%
Project Part 1: Exploratory Interview Script (teams). Due 8pm Sun Jan 22nd 15%
Project Part 2: Qualitative Coding Results (teams). Due 8pm Sun Jan 29th 15%
Project Part 3: Survey Design (teams). Due 8pm Sun Feb 5th 20%
Project Part 4: Final Presentation of Findings (teams). In class Wed Feb 15th 20%
Cluster Analysis Exercise (Individual). Due 5pm Fri Feb 17th 20%
Total 100%

Course Schedule

Class Class Topics Readings What's Due
Week 1 Week 1 (Jan 9-13): Teams choose problem domain for project.
1. Mon

Jan 9

Defining Research Objectives An Anthropologist Walks Into A Bar…

Know Your Customers Jobs to be Done

Overview of the Research Process

Be prepared to discuss articles.
2. Wed

Jan 11

Exploratory Methods: Focus Groups & Narrative Interviews Qualitative Research

Video: Exploratory Narrative Interviews

Be prepared to discuss articles &


Week 2 Week 2 (Jan 16-20): Teams meet with TA to review script for exploratory narrative interview.
3. Mon

Jan 16

Focus Group Design & Implementation Guidelines for Conducting Focus groups

Focus Group Moderator Guide

Be prepared to discuss articles.
4. Wed

Jan 18

Qualitative Data Analysis: Thematic Coding Qualitative Data Analysis: Thematic


Be prepared to discuss articles.
Lab #1

Jan 20

Lab #1: Qualitative Data Analysis: Thematic Coding. Interview Script due 8pm Sunday Jan 22nd.
Week 3 Week 3 Jan 23-27: Teams conduct 3 exploratory narrative interviews before Friday.

Jan 23

Questionnaire Design: Approaches to Asking Questions Tactics for Asking Questions Be prepared to discuss articles.
6. Wed

Jan 25

Questionnaire Design: Drafting the Questionnaire Drafting & Crafting the Questionnaire Be prepared to discuss articles.
Lab #2

Jan 27

Lab #2: Thematic coding of data from exploratory narrative interviews. Coding results due 8pm Sunday Jan 29th.
Week 4 Week 4 Jan 30-Feb 3: Teams meet with TA to review survey questions & survey design.
7. Mon

Jan 30

Survey Data Analysis Part 1:

Descriptive Statistics.

Survey Data Analysis Be prepared to discuss articles.
8. Wed

Feb 1

Survey Data Analysis Part 2:

Chi-Square, T-tests

Survey Data Analysis Be prepared to discuss articles.
Lab #3

Feb 3

Lab #3: Data Analysis of Colombia Survey Data. Qualtrics Survey due 8pm Sunday Feb 5th.
Week 5 Week 5 Feb 6-10: Teams collect survey data (members of the class respond to surveys before Friday)
9. Mon

Feb 6

Presenting Insights from Data Best Practices for Presenting Research


Be prepared to discuss articles.
10. Wed

Feb 8

Cluster Analysis Cluster Analysis Be prepared to discuss articles.
Lab #4

Feb 10

Lab #4: Cluster Analysis Exercise
Week 6 Week 6 Feb 13-17: Teams prepare final presentations
11. Mon

Feb 13

Work Period for team presentations
12. Wed

Feb 15

Team presentations in class (8 minutes per team).
Fri Feb


Upload Cluster Analysis Exercise to Canvas by 5pm Friday Feb 17th.

Textbook and Resources

All articles, cases and class notes will be posted on the course page in Canvas (no text book to purchase).

Course Policy: Missed Exams and Late Assignments

Late Assignments policy: Late submissions will not be accepted and will receive a grade of zero. Any pre-assessments missed by students who add the course during the specified add/drop period will be excluded from the students’ grade (i.e., pre-assessments missed before adding the course will not count against your grade).

Peer Evaluation

The peer evaluation form at the end of this course outline will be used to determine individual grades for the team project. Each student will be evaluated anonymously by their team members on the criteria shown on the form at the end of the project. Peer assessments will result in downward grade adjustments in cases where a student receives a score of 1 (Problematic) or 2 (Insufficient) on any criterion from more than one team member. The final question of the peer evaluation asks: all things considered, what percentage of the team’s grade does the individual deserve? I will take the average peer score for each student and multiply it by the team’s grade to arrive at the student's grade. For example, if a team receives a grade of 80% (an A‐) and a member of the team receives an average peer score of 75% from their team members, that team member’s individual grade will be 75% x 80% = 60% (a “C” rather than an “A‐”).

Academic Honesty

Academic dishonesty and plagiarism are taken very seriously in the MFRE program and can result in a range of punitive measures, which could include failing the program. It is each student’s responsibility to review and understand what constitutes academic dishonesty and plagiarism and how to avoid them.

Academic misconduct that is subject to disciplinary measures includes, but is not limited, to the following:

  • Plagiarism, which is intellectual theft, occurs where an individual submits or presents the oral or written work of another person as his or her own. In many UBC courses, you will be required to submit material in electronic form. The electronic material will be submitted to a service which UBC subscribes, called TurnItIn. This service checks textual material for originality. It is increasingly used in North American universities. For more information, review TurnItIn website online.
  • Cheating, which may include, but is not limited to falsification of any material subject to academic evaluation, unauthorized collaborative work; or use of unauthorized means to complete an examination.
  • Submitting others work as your own, may include but not limited to i. using, or attempting to use, another student's answers; ii. providing answers to other students; iii. failing to take reasonable measures to protect answers from use by other students; or iv. in the case of students who study together, submitting identical or virtually identical assignments for evaluation unless permitted by the course instructor.
  • Resubmission of Material, submitting the same, or substantially the same, essay, presentation, or assignment more than once (whether the earlier submission was at this or another institution) unless prior approval has been obtained from the instructor(s) to whom the assignment is to be submitted.
  • Use of academic ghostwriting services, including hiring of writing or research services and submitting papers or assignments as his or her own.

Student Responsibility: Students are responsible for informing themselves of the guidelines of acceptable and non‐ acceptable conduct for examinations and graded assignments as presented via FRE code of conduct guidelines; course syllabus and instructors; and UBC academic misconduct policies, Review the following web sites for details:

  • UBC Academic Misconduct and Discipline (,54,111,0)
  • UBC Learning Commons web‐based Academic Integrity (‐ integrity/).

Penalties for Academic Dishonesty: The integrity of academic work depends on the honesty of all those who work in this environment and the observance of accepted conventions. Academic misconduct is treated as a serious offence at UBC and within the MFRE program. Penalties for academic dishonesty are applied at the discretion of the course instructor. Incidences of academic misconduct may result in a reduction of grade or a mark of zero on the assignment or examination with more serious consequences being applied if the matter is referred to the Dean’s office and/or President’s Advisory Committee on Student Discipline. Note: If a student needs to extend his/her program due to a failed course or unsatisfactory progress, they will have to pay the full MFRE tuition fees for that term/s.

Peer Evaluation Form

Each student will be evaluated anonymously by their team members on the criteria below at the end of the course project. Peer assessments will result in downward grade adjustments in cases where a student receives a score of 1 (Problematic) or 2 (Insufficient) on any criterion from more than one team member.

FRE 518 Course Outline.jpg