Personal Web Repository
This is some handy CSS & HTML for creating a five-point response scale in Qualtrics. In terms of guiding respondents, I believe this visual representation of the response scale achieves clarity while emphasizing the important information:
Continue reading “Response scale for Qualtrics matrix table questions”
I keep myself organized while teaching many classes at once by putting a logo header at the top of everything I create. I confess that my main motivation isn’t to “brand” each class with a unique identity in a marketing sense; I’m simply trying to keep all my documents straight. These are the logos I currently use in rotation: Continue reading “Class Logos”
After exporting from Qualtrics using the “Legacy Format” and importing the CSV into Excel, this Excel formula placed to the immediate right of the “EndDate” will calculate the elapsed time for the q’re:
=(I3-H3)*1440
– Eric DeRosia
New marketing hires are often told things such as, “We have a list of people who requested a free trial subscription. Are any of them on our list of inactive customers? If so, we’d like to direct them to an enhanced offer.” The purpose of this active-learning assignment is to give students the skills necessary to perform list management tasks such as these using Microsoft Excel. The exercise uses Excel rather than relational databases for two reasons: (1) Excel is commonly available, and (2) Excel is powerful and flexible enough to accomplish these list management tasks, even for lists as large as one million people.
– Eric DeRosia
I conduct academic research as an Associate Professor at the Marriott School of Business, Brigham Young University. I also conduct professional consulting research as the principal consultant and owner of DeRosia Consulting.
For both my academic research and my consulting research, I keep all information about the participants in my studies strictly confidential in accordance with the code of marketing research conduct for the Insights Association (formerly the Marketing Research Association). Continue reading “Privacy policy for participants in research studies”
From the syllabus:
In this class, we take an expansive view of “new media” as anything digital, on-demand, and interactive. This includes social media, wireless devices, video games, and a variety of other communication platforms. We are interested in how firms can best take advantage of new media to satisfy customers. In addition to identifying new methods for promotion, we are interested in new types of businesses and new types of marketing research that are made possible by new media. Our interest encompasses established companies and entrepreneurial ventures. Continue reading “New Media Marketing — Syllabus, etc.”
When I post my PowerPoint slides on my website for my students, I sometimes remove the animations. Animations are nice for controlling when things appear on the screen during the discussion. (Does anyone remember the old technique of covering part of the overhead slide with paper?) However, my purpose in releasing my PowerPoint slides is to give students a record of what we cover in the class discussion, so animations only get in the way for students.
To make it easier for me to create a student version of the slides, I use the following VBA code to delete all the custom PowerPoint animations in a file. Continue reading “VBA code for removing all custom animations from a PowerPoint presentation”
For my “new media marketing” class, I created an active learning exercise with the goal of giving my students a better understanding of how to create, target, and bid for Facebook display ads. During class, I demonstrated how to create a Facebook display ad, including the required image size, the difference between CPC and CPM bids, and so on. Then I introduced the active learning exercise. Continue reading “Facebook Display Ads — Active Learning Exercise”
I’m not an archaeologist, but I have found a syllabus and a final exam from a marketing class in 1964.
Continue reading “Very old syllabus for marketing class”
For me, the most rewarding aspect of teaching marketing is interacting with students. It is a genuine thrill to watch a student experience a sudden flash of understanding, such as when he or she has a furrowed brow while struggling with a difficult concept and suddenly changes to a nodding smile. Similarly, it is a delight to watch a student successfully apply marketing theories to a new managerial problem, thereby demonstrating not only an accurate understanding of the theory but also an ability to apply it to novel circumstances. In essence, because I believe marketing principles are important and valuable, it is very gratifying to watch students understand marketing principles and recognize their importance and value.
– Eric DeRosia