Unit 10:

Market Research in Business

Unit code:

H/502/5427

QCF Level 3:

BTEC National

Credit value:

10

Guided learning hours: 60

Aim and purpose
The aim of this unit is to enable learners to develop an understanding of the fundamental concepts that underpin
why businesses collect data about their market, how they collect and interpret it and how it can be used to support
marketing decisions.

Unit introduction
It is generally accepted that having the appropriate information is the foundation of all good business decisions,
and marketing information is, therefore, the basis of good marketing decisions. The ability to collect information
and data about the business environment, markets and customers has been transformed by technological
advances. The main research challenge today is to find the best information amongst a large amount of data,
rather than finding scarce data, as was the case in the past.
Market research is carried out in all areas of marketing activities and the information collected concerns
customers, markets, responses to existing and planned marketing campaigns and the general business
environment. This means that the process needs to be continuous so that trends, opportunities and threats
are identified.
In this unit learner knowledge of the main types and sources of market research will be developed. They
will learn about the main research methods used to collect data and how to decide on the most appropriate
method for a given situation. This will take into account organisational objectives and the constraints that
businesses work within. Learners will also learn how data is analysed, interpreted and presented so that the
research objectives are met. Learners will have the opportunity to plan and carry out some simple market
research activities and to interpret their findings.

Learning outcomes
On completion of this unit a learner should:

Understand the main types of market research used to make marketing decisions

Be able to plan research

Be able to carry out research

Be able to interpret research findings.

Edexcel BTEC Level 3 Nationals specification in Business

Issue 2 June 2010 Edexcel Limited 2010

Unit content
1 Understand the main types of market research used to make marketing decisions
Primary research: observation; experimentation; surveys, eg face-to-face, postal, email, telephone; e-marketing
research; focus groups; panels; field trials; piloting; appropriateness of each method eg fitness for purpose,
cost, accuracy, time, validity, response rate
Secondary research: internal sources eg data records, loyalty schemes, EPOS (electronic point of sale),
website monitoring, e-transactions, accounting records, production information, sales figures, sales
personnel, Delphi technique; external sources eg internet, Government statistics, libraries, universities,
company reports, specialist agencies eg Mintel, Datastream, Dun & Bradstreet; trade journals; criteria for
selection eg checking of validity; use of ICT applications eg storing, organising, retrieving and reporting data
Qualitative and quantitative research: importance and use of each; triangulation
Marketing strategies and activities: eg strategic, technical, databank, continuous, ad hoc research

2 Be able to plan research

Stages: brief; defining the issue; setting objectives; planning data to be collected, eg methods of collection,
who is to collect it, timings; types of data, eg internal, external, secondary, primary; target population
Research stages: proposal/brief; defining objectives; planning; forecasting; collection of data; analysis and
evaluation of data; presentation of findings; making recommendations; re-evaluation of marketing activities
Purpose of research objectives: understand customer behaviour, buying patterns, preferences, satisfaction,
sales trends; brand awareness; advertising awareness; product development success; new product
opportunities; changes in the market; emergence of new markets; PESTLE (political, economic, social,
technological, legal, environmental); competitor activities

3 Be able to carry out research

Census versus sample: sample size, choosing the sample; probability sampling, eg random, systematic
random, stratified random, multi-stage, cluster; non-probability, eg quota, convenience, observation,
focus group, judgement; implications of different samples; cost and accuracy of information
Questionnaire: design, questions to be asked; types of questions eg sequencing, dichotomous, multiple
choice, scaled, open ended; length of questionnaire; bias; relevance; response; pilot stage
Survey: design; objectives, eg of what, where, when, how; difference between survey and questionnaire

4 Be able to interpret research findings

Statistical procedures: arithmetic mean; median; mode; range; inter-quartile range; scatter diagrams;
times series; trends; use of spreadsheets for analysis
Presentation of findings: oral reports; written reports eg formal, informal; visual aids eg computer graphics,
graphs, charts; presentation of conclusions and recommendations; audience; effectiveness; quality of
information; facilities
Diagrammatic analysis and presentation: pictograms; pie charts; bar charts; frequency curves; histograms;
line graphs; scattergrams; appropriate use of techniques; interpretation of results
Limitations of research: excess of information through customer databases; problems of e-business
feedback overload; reliability of sample; accuracy, bias; subjectivity

Edexcel BTEC Level 3 Nationals specification in Business

Issue 2 June 2010 Edexcel Limited 2010

Assessment and grading criteria

In order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that
they can meet all the learning outcomes for the unit. The assessment criteria for a pass grade describe the
level of achievement required to pass this unit.
Assessment and grading criteria
To achieve a pass grade the
evidence must show that the
learner is able to:

To achieve a merit grade the

evidence must show that, in
addition to the pass criteria,
the learner is able to:

To achieve a distinction grade

the evidence must show that,
in addition to the pass and
merit criteria, the learner is
able to:

P1

describe types of market

research

P2

explain how different market

research methods have been
used to make a marketing
decision within a selected
situation or business
[CT]

P3

plan market research for

a selected product/service
using appropriate methods
of data collection
[CT, SM]

M1 explain, with examples, how

different market research
methods are appropriate
to assist different marketing
situations

D1

evaluate the market research

method used by a selected
organisation

P4

conduct primary and

secondary research for a
selected product/service
making use of identifiable
sampling techniques
[IE, TW, EP]

M2 explain the reasons for

choosing the particular
method of data collection for
a selected product/service

D2

evaluate the findings from

the research undertaken.

P5

interpret findings from the

research presenting them
clearly in an appropriate
format.
[RL, TW]

M3 analyse the research findings

and make recommendations
on how marketing strategies
could be adapted or
implemented.

PLTS: This summary references where applicable, in the square brackets, the elements of the personal,
learning and thinking skills applicable in the pass criteria. It identifies opportunities for learners to demonstrate
effective application of the referenced elements of the skills.

Key

IE independent enquirers

RL reflective learners

SM self-managers

CT creative thinkers

TW team workers

EP effective participators

Edexcel BTEC Level 3 Nationals specification in Business

Issue 2 June 2010 Edexcel Limited 2010

Essential guidance for tutors

Delivery
This unit builds on and extends learners knowledge and understanding of the market research process from
original brief to presenting of findings. Learning outcome 1, allows learners to establish what market research
is about, how to categorise research data and activities (primary/secondary, quantitative/qualitative) and ways
of gathering data.
Learning outcome1 links to the aims and objectives within a selected organisation. It is vital from the outset
that learners can differentiate between bona fide market research, and salespeople who purport to be
researching the market in order to sell their product. This unit involves tutor-led delivery which will focus
on the reasons for market research and how this is ongoing and integral to the success of a business. This
will lead on to more learner-centred activities. Learners will need to understand concepts such as:

strategic research: knowledge needed to guide decisions which are likely to have long-term implications

tactical research: eg specific actions of competitors or adjustments in prices

databank research: incorporating and updating all relevant market information.

Learning outcome 2 develops the learning outcome 1 with the planning of research. An exercise could look
at the differences between primary and secondary research, the main research methods, the advantages and
disadvantages of each, how appropriate they are, and whether they produce mainly quantitative or qualitative
data. It is important that learners have access to paper-based and internet-based sources of secondary
information such as company reports, economic trends, consumer trends, and census data. The Bized
and Office for National Statistics websites are very useful here.
The importance of information and communications technology for collecting and analysing information should
be emphasised. A mind mapping exercise relating to market research objectives would encourage learner
interaction, particularly with regard to local, national or global companies and products familiar to learners.
In learning outcome 3, questionnaire design could offer opportunities for active learning such as using a brief
to find out, the lifestyle of a particular market group. By designing questionnaires in pairs, and then using
the snowball method, learners can gain constructive criticism from their peers and come up with a group
questionnaire to pilot. This can then be used for learning outcome 4.
Learners personal experiences of using the internet can be used to demonstrate how important data
is that can obtained from competitors websites (for example, their products or promotions), from their
own customers buying patterns, and customer comments on products (for example, www.thetrainline.com,
www.tesco.com, www.goski.com). It is also important to recognise the danger of drowning in data. Learners
need to be aware that selecting appropriate data is more important than volume.
Learners may need support with the statistical procedures required for learning outcome 4. The learning
outcome links well with Functional Skill requirements, and learners should be encouraged to use statistical
techniques in the context of market research so that they do not perceive it as number-crunching. Learners
should understand manual collation and the use of spreadsheets by using software such as Microsoft Excel.
The analysis of the questionnaire from learning outcome 3 will personalise the exercise.
Analysis of learners own questionnaires may be useful as the limitations of their own research can be used in
discussion to identify an organisations possible limitations. Producing individual reports can allow learners to
benefit from constructive criticism from their peers and see how they could improve their assessed assignment.

Edexcel BTEC Level 3 Nationals specification in Business

Issue 2 June 2010 Edexcel Limited 2010

Outline learning plan

The outline learning plan has been included in this unit as guidance and can be used in conjunction with the
programme of suggested assignments.
The outline learning plan demonstrates one way in planning the delivery and assessment of this unit.
Topic and suggested assignments/activities and/assessment
Introduction to the unit and the programme of learning
Substantiate understanding of types of research findings
Formal input
Group discussion about selected businesses or products
Online research about current situation of product/service/business
Assignment 1: Setting the Scene

Plan research campaign

Carry out research
Group work
Produce and analyse results
Visits and speakers to/from businesses
Assignment 2: Trailblazer

Input on interpretation of results

Research and group work
Assignment 3: They Think its All Over

Assignment completion, with review and feedback

Supervised assignment work
Non-supervised study time and completion of assignments

Assessment
For P1, learners should describe the different types of market research. For P2 they should explain how
these have been used to make a marketing decision in a given situation, for example as applied to the
market development of a selected product or service. They will need to understand how both quantitative
and qualitative data complement each other. For P3 learners need to choose an appropriate method of
data collection and plan research for a selected product or service. P4 requires learners to conduct both
primary and secondary research, making use of an identifiable sampling method. For M1 and M2, the skills
demonstrated in P1, P2 and P3 may be brought together as learners analyse the effectiveness of the research,
including appropriate data collection and sampling methods.
P5 requires learners to interpret findings from their own research and to present them verbally, diagrammatically,
graphically or in writing. Diagrams could be of established models such as the Boston or Ansoff matrices. For
M3, learners should analyse their own research findings, drawing conclusions and making recommendations
as to how marketing strategies should be adapted to accommodate research findings. Work for D1 and D2
should draw together work from M1, M2 and M3 as learners evaluate the application of selected research
methods and make recommendations for improving in research methodology based on their findings. In this
respect learners are refining their strategies for market research as well as the marketing strategies themselves.

Edexcel BTEC Level 3 Nationals specification in Business

Issue 2 June 2010 Edexcel Limited 2010

Programme of suggested assignments

The table below shows a programme of suggested assignments that cover the pass, merit and distinction
criteria in the assessment and grading grid. This is for guidance and it is recommended that centres either
write their own assignments or adapt any Edexcel assignments to meet local needs and resources.
Criteria covered

Assignment title

Scenario

Assessment method

P1, M1

Setting the Scene.

The school/college is looking

for a step-by-step guide to the
terminology and use of types of
market research.

User manual.

P2, P3, P4, M2,

M3, D2

Trailblazer.

State of the Art thinks there

is a market for a re-sealable
plastic drinks container to
replace cans. It wants a thorough
investigation into the viability of
the product before proceeding
to production, pricing and
promotion.

Questionnaires.

D1

They Think its All

Over.

Verbal presentations supported

by slideshow handouts.
Numerical and graphical images
to justify judgements.
A marketing plan.

The finance department has a

Formal report to the finance
different view and wants a report department.
outlining the lessons learned
from the research.

Links to National Occupational Standards, other BTEC units, other BTEC

qualifications and other relevant units and qualifications
This unit forms part of the BTEC Business sector suite. This unit has particular links with the following unit
titles in the Business suite:
Level 2

Level 3

Business Online

Introduction to Marketing

The Marketing Plan

Creative product Promotion

Relationship Marketing
Internet marketing in Business

This unit also links to the following draft National Occupational Standards for Marketing and Sales for
Non-Specialists Units 1 and 2.

Edexcel BTEC Level 3 Nationals specification in Business

Issue 2 June 2010 Edexcel Limited 2010

Essential resources
Access to a range of information resources to complete investigative assignments and case studies will be
essential, including relevant CD ROMs and the internet, as will be access to computers for research. This
will enhance the delivery of this unit. Also, being able to see computerised accounting packages in operation
in business would be beneficial. Learners will also need access to relevant paper-based research material
and books.

Employer engagement and vocational contexts

The unit provides rich opportunities for the use of visits, speakers and work-based projects.

Indicative reading for learners

Textbooks

Dibb S, Simkin L, Pride W M and Farrell O C Marketing Concepts and Strategies (Houghton Mifflin (Academic),
2005) ISBN 061853203X
Hall D, Jones R and Raffo C Business Studies, 3rd Edition (Causeway Press Ltd, 2004) ISBN 1902796837
Hill E Foundations in Marketing (CIM Publishing, 2001) ISBN 0902130994
Proctor T Essentials of Marketing Research (FT Prentice Hall, 2005) ISBN 0273694944
Websites

www.bized.ac.uk

Provides interactive and online models and simulations for teachers and
learners, and provides valuable direct access to company reports in the
UK and around the world

www.cim.co.uk

The Chartered Institute of Marketing

www.mintel.com

Mintel is a global supplier of consumer, media and market research

www.marketingonline.co.uk

MarketingOnlineLive.com

www.marketingteacher.com

Free marketing resources for learners, teachers and professionals

Edexcel BTEC Level 3 Nationals specification in Business

Issue 2 June 2010 Edexcel Limited 2010

Delivery of personal, learning and thinking skills

The table below identifies the opportunities for personal, learning and thinking skills (PLTS) that have been
included within the pass assessment criteria of this unit.
Skill

When learners are

Independent enquirers

investigating the characteristics of sampling techniques in data collection

Creative thinkers

generating ideas about which business/product to investigate and where suitable

research could be obtained

Reflective learners

reviewing the outcomes of the data collection and recommendations and

reflecting on whether suitable methods were used

Team workers

working with others to collect, collate and analyse data

Self-managers

planning the stages and carrying out market research

Organising resources to meet all targets set

Effective participators

collecting suitable primary and secondary research that is fit for purpose.

Although PLTS are identified within this unit as an inherent part of the assessment criteria, there are further
opportunities to develop a range of PLTS through various approaches to teaching and learning.
Skill

When learners are

Independent enquirers

planning market research

carrying out market research

Creative thinkers

processing the data collected

interpreting the research findings

Reflective learners

analysing the data collected in terms of usefulness

evaluating the methods of collection and whether they were fit for purpose

Team workers

collaborating on the production and refinement of questionnaires

taking responsibility to assist others

Self-managers

managing all resources to achieve set targets

selecting and reviewing secondary data sources for fitness for purpose

Effective participators

making valid marketing recommendations based on collected evidence

making useful recommendations for improvements.

Edexcel BTEC Level 3 Nationals specification in Business

Issue 2 June 2010 Edexcel Limited 2010

Functional Skills Level 2

Skill

When learners are

ICT Use ICT systems

Select, interact with and use ICT systems independently
for a complex task to meet a variety of needs

researching websites for secondary information for

a selected market research task

Use ICT to effectively plan work and evaluate the

effectiveness of the ICT system they have used

interpreting the data collected using software systems

using appropriate software to present findings

Manage information storage to enable efficient retrieval creating suitable file and folder structures
Follow and understand the need for safety and security
practices

ensuring data is kept safe by using passwords and/or

encryption
ensuring data is kept in a physically secure environment

Troubleshoot

creating back-up copies of data in case data is lost loss

from one source

ICT Find and select information

Select and use a variety of sources of information
independently for a complex task

collecting primary data via questionnaires

Access, search for, select and use ICT-based

information and evaluate its fitness for purpose

extracting relevant information from websites

collecting complementary secondary data for the

same task
evaluating the findings of research for suitability

ICT Develop, present and communicate

information
Enter, develop and format information independently
to suit its meaning and purpose including:

text and tables

images

numbers

records

interpreting the results of market research

presenting the results of market research
creating questionnaires

Bring together information to suit content and purpose

analysing the results of investigations

Present information in ways that are fit for purpose

and audience

presenting the results of market research

Evaluate the selection and use of ICT tools and facilities processing the data collected using software packages
used to present information
Select and use ICT to communicate and exchange
information safely, responsibly and effectively including
storage of messages and contact lists

Edexcel BTEC Level 3 Nationals specification in Business

Issue 2 June 2010 Edexcel Limited 2010

communicating with other group members on

questionnaires

Skill

When learners are

Mathematics
Understand routine and non-routine problems in a wide collecting quantitative data from market research
range of familiar and unfamiliar contexts and situations
questionnaires
Identify the situation or problem and the mathematical
methods needed to tackle it

using techniques such as addition, division and average

to arrange the data

Select and apply a range of skills to find solutions

using these techniques to create useful information

by processing the data

Use appropriate checking procedures and evaluate

their effectiveness at each stage
Interpret and communicate solutions to practical
problems in familiar and unfamiliar routine contexts
and situations
Draw conclusions and provide mathematical justifications

using software such as spreadsheets to automate

actions to improve efficiency and accuracy
creating graphical representations of data to aid
understanding
arranging and using data numerically to support
recommendations

English
Speaking and listening make a range of contributions
to discussions and make effective presentations in a
wide range of contexts

carrying out group work to create questionnaires

Reading compare, select, read and understand texts

and use them to gather information, ideas, arguments
and opinions

reading data about the task set collected from

secondary sources

making presentations about the interpretation of data

working in a team where appropriate

selecting which data to use and which to reject

Writing write documents, including extended writing writing report on research findings of the research
pieces, communicating information, ideas and opinions,
writing analyses of the findings
effectively and persuasively
using standard layouts to make recommendations
eg Boston Matrix
justifying research methods.

10

Edexcel BTEC Level 3 Nationals specification in Business

Issue 2 June 2010 Edexcel Limited 2010