MRKT 600 Week 4 Interview Transcripts Example

Reviewed by Thomas Kerrigan, MBA, CPA · Liberty University · Updated

This MRKT 600 Week 4 sample shows the Interview Transcripts assignment, worth 100 points in Liberty University MRKT 600, where MS in Marketing students learn research methods, prepared alongside chapters 8, 9 and 12 of Alreck and Settle and chapter 4 of Creswell. The guide asks students to conduct two recorded interviews of at least five minutes each, transcribe them verbatim, code the content to identify emergent themes and submit the transcripts through SafeAssign. Following the course's running topic, the sample presents two composite interviews with adults who recently chose a primary care physician online: a 34-year-old who read every comment and a 61-year-old who trusted only the star average and a neighbor's advice. Each transcript is followed by its codes, and a closing section draws four emergent themes, such as negative comments about staff weighing more than praise for the doctor, using Braun and Clarke's thematic analysis.

CourseMRKT 600 Applied Market Research (MRKT600)
Module/Week4
AssignmentInterview Transcripts
Paper typeInterview transcripts with coding
Lengthabout 1,055 words, 4 double-spaced pages plus title page and references. Course guide: per the course guide, two recorded interviews of at least five minutes each, transcribed verbatim, coded to identify emergent themes, and submitted through SafeAssign
FormatAPA 7 student paper
Points100
SchoolLiberty University Online
ProgramMS in Marketing
Where it sitsModule/Week 4 in Liberty's published MRKT 600 course guide; current sections can differ
UpdatedOctober 2026

Free sample paper for MRKT 600 Week 4

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Interview Transcripts: Two Adults Describe Choosing a Primary Care Physician Online, With Codes and Emergent Themes

 

[Student Name]

School of Business, Liberty University

MRKT 600: Applied Market Research

Interview Transcripts

[Instructor Name]

[Date]

 

The two participants and their words are composites standing in for the student's own recorded interviews, written to show the format and coding the assignment asks for; the methods sources are real; the requirements follow Liberty's public course guide for MRKT 600.

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Interview Transcripts: Two Adults Describe Choosing a Primary Care Physician Online, With Codes and Emergent Themes

Procedure

Why this part earns its pointsThe procedure note records consent and length before the transcripts, which shows the guide's steps were followed.
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Both interviews used the same five open questions: how the participant chose a new primary care physician, where the participant looked for information, what role online reviews played, what kind of review would change the participant's mind, and what the participant would tell a friend choosing a doctor. Before recording, each participant heard a consent statement explaining that the interview would be recorded, used only for a class assignment, and transcribed with names removed. Interview A lasted 7 minutes 40 seconds and Interview B 6 minutes 15 seconds. Both were transcribed verbatim from the recordings, with line numbers added for coding.

Interview A Transcript (Participant A, age 34)

Why this part earns its pointsThe transcript keeps hesitations and false starts, which shows it was transcribed verbatim rather than summarized.
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  • 1. Interviewer: Can you walk me through how you chose your current primary care doctor?
  • 2. Participant A: Sure. So, um, we moved here about a year ago, and my insurance has a lot of doctors in network, so the list was kind of useless, it was like eighty names. So I just started looking them up on the booking app and on Google.
  • 3. Interviewer: What did you look at first?
  • 4. Participant A: The stars, honestly, just to cut the list down. Anybody under like four, four and a half, I skipped. But then I'd open the ones that were left and read, I mean, I read everything. All the comments.
  • 5. Interviewer: What were you looking for in the comments?
  • 6. Participant A: Whether they actually listen. That's my big thing. I had a doctor before who'd walk in looking at the screen and walk out. So if somebody wrote, like, "she took time to explain my results," that mattered a lot. And then the front desk stuff, because you can have a great doctor and if you can never get through on the phone, what's the point.
  • 7. Interviewer: Did any review change your mind about a doctor?
  • 8. Participant A: Yeah, there was one, he had like four point eight, which is great, but there were three comments in a row about the office losing referrals. Like, specific stuff. "I called four times and nobody sent my referral." And I thought, okay, that's not one angry person, that's a pattern. So I skipped him.
  • 9. Interviewer: How did you weigh those three comments against the high rating?
  • 10. Participant A: The comments won. The rating is, I don't know, everybody's ratings are high. The comments are where you find out what it's actually like. If it's vague, like "worst doctor ever," I ignore it. If it's specific, I believe it.
  • 11. Interviewer: What would you tell a friend who's choosing a doctor?
  • 12. Participant A: Read the bad ones. Don't just look at the number. And look at the dates, because if all the bad stuff is from three years ago, maybe they fixed it.

Codes for Interview A

CodeLines
Network list too long to use2
Stars used to screen4
Reads every comment4, 10
Listening and explanation valued6
Front desk and phone access6, 8
Specific complaints believed8, 10
Repeated complaints signal a pattern8
Vague negatives discounted10
Recency of reviews12

Interview B Transcript (Participant B, age 61)

  • 1. Interviewer: Can you walk me through how you chose your current primary care doctor?
  • 2. Participant B: Well, my old doctor retired, which, that was hard, I'd seen him twenty years. So I asked my neighbor first, she's a nurse, and she gave me two names. Then I looked them both up on the hospital's website.
  • 3. Interviewer: What did you look at on the website?
  • 4. Participant B: The stars and, you know, where they went to school, and whether the office was close. Both of them had good stars, four and a half, something like that.
  • 5. Interviewer: Did you read the comments?
  • 6. Participant B: A few. Not many. Honestly I don't trust them that much. People only write when they're mad, or the office tells them to write something nice. I'd rather hear from somebody I know.
  • 7. Interviewer: Did anything you read change your mind?
  • 8. Participant B: Not really. One of them, there were some comments that she was rushed, but my neighbor said she's very good, so I went with her. And she is good. She's a little quick, that part's true.
  • 9. Interviewer: What kind of review would make you choose a different doctor?
  • 10. Participant B: If a lot of people said the same thing, I guess, like if many people said she made mistakes. But a couple of people saying she's rushed, that's every doctor now.
  • 11. Interviewer: What would you tell a friend who's choosing a doctor?
  • 12. Participant B: Ask somebody you trust first. Then use the website to check the basics, insurance and location and that the stars aren't terrible.

Codes for Interview B

CodeLines
Life event triggers search2
Personal recommendation first2, 12
Health system website used2, 4
Stars as a minimum check4, 12
Credentials and location4
Distrust of review motives6
Comments read but discounted6, 8
Recommendation outweighs comments8
Only widespread serious complaints matter10

Emergent Themes

Why this part earns its pointsThe themes are built by grouping the codes, and their differences from the literature are reported as findings, which is the purpose of the exercise.
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Grouping the codes followed the phased thematic analysis of Braun and Clarke (2006): reading both transcripts several times, labeling passages, clustering the labels, testing each cluster against both interviews and only then giving it a name. Creswell (2014) describes qualitative analysis as moving from specific data to broader categories while staying close to participants' words, and the themes below keep the participants' own language where possible.

Theme 1: Stars screen, comments decide, for some. Both participants used star ratings as a first filter, but only Participant A let comments decide the choice. This mirrors research showing that review text, not only ratings, predicts physician choice, while suggesting that the effect depends on the reader.

Theme 2: Specific and repeated complaints carry weight. Participant A believed specific, repeated complaints and discounted vague ones, and Participant B said only widespread serious complaints would matter. Both judged credibility by detail and frequency, consistent with experimental findings that factual negative reviews are especially persuasive.

Theme 3: Access and staff count as much as the physician. Comments about phones, referrals and front desk staff influenced Participant A as much as comments about the physician, a service dimension that a star average blends with clinical care.

Theme 4: Trusted people outweigh strangers. Participant B began with a neighbor's recommendation and used reviews only to check for problems, which suggests that for some patients reviews confirm rather than drive choices.

Two items follow for the survey in Module/Week 7: whether respondents began with a personal recommendation, and how they would choose between a high-rated physician with specific negative comments and a slightly lower-rated physician without them. The two interviews suggest that the question is not only how patients weigh stars and comments, but which patients read the comments at all. Alreck and Settle (2004) note that exploratory interviews help researchers write survey questions in respondents' own terms, and these themes will shape the wording of those items.

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References

Alreck, P. L., & Settle, R. B. (2004). The survey research handbook (3rd ed.). McGraw-Hill/Irwin.

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa

Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). SAGE Publications.

What the MRKT 600 Week 4 instructions ask

Module/Week 4 of MRKT 600 sets the 100-point Interview Transcripts assignment beside chapters 8, 9 and 12 and appendix A of Alreck and Settle, chapter 4 of Creswell, two presentations and a video. It is part of the course's qualitative research modules. The guide sets four steps: conduct two recorded interviews lasting at least five minutes each, transcribe the content verbatim, code the content to identify emergent themes, and submit the transcripts through SafeAssign. Because the interviews involve human participants, the CITI certification completed in Module/Week 2 applies, and participants should give consent to be recorded and be told how their words will be used. The themes that emerge can inform the survey instrument due in Module/Week 7 and the qualitative prospectus option in Module/Week 8.

How this MRKT 600 Week 4 example is built

A brief procedure note comes first: the interview guide's five questions, the consent statement read to each participant, and the length of each recording. Each transcript is laid out as a dialogue labeled Interviewer and Participant, kept verbatim, including hesitations, with line references for coding. After each transcript, a table lists codes such as reads every comment, trusts the average, staff complaints and insurance first, with the lines where they appear. A final section groups the codes into four emergent themes, following the phases of thematic analysis that Braun and Clarke describe, and notes how the themes compare with the published research on physician reviews. It ends with two items to test in the survey.

MRKT 600 Week 4 grading rubric: where the points go

The assignment is graded on whether the student completed each step the guide lists and on the quality of the coding. Graders look for two interviews that each reach at least five minutes, transcripts that are verbatim rather than summarized, codes applied consistently to specific passages, and themes that genuinely emerge from the codes rather than being imposed in advance. Clear labeling of speakers, line references and a short account of procedure, including consent, show careful practice. Linking the emergent themes to the student's research question and to the literature review shows that the interviews advance the research. Because transcripts are submitted through SafeAssign, the work must be the student's own interviews.

MRKT 600 Week 4 help: mistakes that cost points

The most common shortfall is a transcript that summarizes what the participant said instead of recording it word for word. Transcribe exactly, including false starts, and mark pauses or laughter if they matter to meaning. Choose open questions that let participants tell their own stories, such as walk me through how you chose your doctor, and follow up on surprising answers. Code in two passes: first label passages descriptively, then group the labels into themes. Keep codes close to participants' words. Do not force the themes to match your literature review; differences are findings. Obtain consent before recording and remove names and identifying details from the transcripts before submission.

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MRKT 600 Week 4 questions, answered

What is the MRKT 600 Interview Transcripts assignment?

This 100-point assignment from Module/Week 4 asks students to conduct two recorded interviews of at least five minutes, transcribe them verbatim, code them for emergent themes and submit them through SafeAssign.

Where can I find a free MRKT 600 Week 4 sample paper?

A complete MRKT 600 Week 4 example of two composite interview transcripts on choosing a primary care physician online, with codes and themes, appears here.

How do you code an interview transcript?

Label meaningful passages with short descriptive codes, check them for consistency across both transcripts, then group related codes into broader themes that answer the research question.

What is thematic analysis?

An approach set out by Braun and Clarke in which the analyst reads the data closely, labels it, builds candidate themes, tests them against the data, names them and writes them up.

Do MRKT 600 interviews need consent?

Yes; because participants are recorded, they should agree to the recording and be told how their words will be used, consistent with the CITI human subjects training required in Module/Week 2.

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