Market Research - The Commuter Bar

Premise

Your company has developed a food bar that capitalizes on recent discoveries about "brain foods" like Omega-3 fatty acids. Made with flax seed and pulped sardines, with ginseng and caffeine for an added energy boost, this food bar can serve as a nutritional snack or a total meal replacement.

Your job is to research the market for cereal bars, energy bars, and breakfast bars to better understand how to position your food bar, identify, and reach a target demographic.

Preliminary Discussion

Students can be better engaged if the librarian introduces the premise using recent news stories or images, or by playing off the fishy ingredients of the food bar. The librarian should lead a discussion in which students enumerate the kinds of information they believe would be useful in addressing the case. This provides an opportunity to discuss the distinction between primary and secondary research, and the kinds of information the library can provide and that are freely available on the Internet.

First Resource

To position this product students will need to understand consumer attitudes toward food bars. Primary research might be the best way to obtain rich data directly relevant to this product, but conducting such surveys and focus groups is expensive. Secondary sources, like those the library provides, can serve as an alternative or supplement. In particular, an increasing number of publishers of market research reports are making their products available to libraries. A prepackaged report from a source like Mintel, MarketResearch.com Academic, or the free reports available from the U.S. Commercial Service Market Research Library (http://www.buyusainfo.net/adsearch.cfm?search_type=int&loadnav=no) can provide deep insight into a market.

The librarian should select and demonstrate one source for market research. During this demonstration the librarian can impart elements of information literacy that are specific to this context, including: the need to consider the currency or timeliness of information in any particular market research report, the differences in topics covered by different publishers, differences in methodologies, the high cost of such reports, and how students can save money if purchasing such reports in the future by negotiating purchases on a page-by-page basis or purchasing older editions. Strategies should also be described for applying indirectly relevant reports, such as a report on the larger health food industry, or a report profiling health-conscious consumers.

After this demonstration students should be given several minutes to explore the resource on their own, with the objective of obtaining information that can aid in identifying a target consumer. One or two students can then share their findings with the group. Details they may uncover could include the fact that breakfast is the meal most commonly replaced by such foods, or that middle-aged consumers are more likely to be concerned about the nutritional content of food bars. A discussion can result in students arriving at a portrait of their target consumer: someone active and health-conscious, someone in their 40s, someone with higher than average income, most likely a professional who skips breakfast in order to rush to the office in the morning. Hence the case's title: The Commuter Bar.

The details students discover will vary, and the librarian should be prepared to use whatever the students find--there is no right answer. Given the constraints of the instructional context, this process will not be rigorous. The librarian should stress to the students that the purpose of the activity is not to demonstrate how to decide on a product's positioning (teaching that is their professor's job), but to gain familiarity with information sources that could help in such a project.

Second Resource

Many students, hoping for low-hanging fruit, will be disappointed when they cannot find, or the library cannot provide, reports that are both current and address their product's particular niche. The best sources for more current and more narrowly focused information are news and trade publications

Third Resource (Optional)

American Factfinder on the U.S. Census Bureau’s website (http://factfinder.census.gov/) 

Wrap Up

While the challenges presented by this case cannot be resolved in an hour-long session, it is important to remember that the purpose of using case studies in library instruction is not to discover a correct answer for the case but to discover principles of information literacy and learn research strategies. A review of the resources covered and the types of information they offer provides an opportunity to underscore these learning outcomes.

Submitted By

Andy Spackman, MBA, MLS
Business and Economics Librarian

1522 Harold B. Lee Library
Brigham Young University
Provo, UT 84602

(801) 422-3924
andy_spackman@byu.edu
http://www.lib.byu.edu/business/

Originally Submitted: February 13, 2009

• A copy of the handout created to accompany this case as conducted at Brigham Young University in January 2009 can be downloaded here.