English Language And Study Skills Education Essay

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The Purpose of this Module Guide

This guide is intended to provide you with all the basic information that you need to understand the content of the Market Research module and what is expected of you. The module is intended for Business School students who wish to make the transition from undergraduate to postgraduate study and it focuses on the role and application of marketing theories and methodologies; and learning to use English in an academic and business context.

In the guide, you will find information about the content of the module, the teaching approach, the lecture & seminar timetable and the ways in which you will be assessed to ensure that you are progressing well. There are reading lists to help you to identify the books and journals that you will be expected to use during your studies.

The module involves:

Market Research Methods

Formal lecture and seminar in-put in both Market Research and English Language & Study Skills

Independent learning and research outside the lectures and seminars, including individual and group work; and a reflective learning approach

Study and research using the formal resources available through the LRC but also through reading of marketing and business newspapers & journals, watching appropriate television programmes and listening to radio, as well as using the Internet for both research and accessing programmes.

Designing and using market research tools, and participate in market research methods within class

English Language and Study Skills

Effective and appropriate reading strategies including those based primarily on selectivity and time management

Taught and practice sessions at how to write material appropriate in the field of market research.

Listening skills: taught sessions and practice focussed on the achievement of maximum possible understanding by students of their Market Research Methods lectures.

What is a Learning Outcome?

Learning outcomes are a description of the knowledge, skills and attributes we expect you to acquire as a result of studying this module. They are expressed at a number of different levels;

Overall module outcomes

Lecture outcomes

Seminar outcomes

Practical skills outcomes in areas such as secondary research and fieldwork

Assignment outcomes

In this module handbook you will find the learning outcomes clearly stated at each level for both Market Research and English Language & Study Skills.

In addition, at the start of each lecture and seminar, the learning outcomes for that particular class will be stated so that you are clear about what is expected of you. Assignment outcomes will be stated at the top of the assignment instructions when you receive them

Examples of learning outcomes might include:

Acquiring knowledge e.g. identify the academic and theoretical underpinning of market research

Evaluating arguments and positions to show you have understood and analysed information e.g. evaluate the contribution of qualitative research in the market research process

Learning academic and research skills e.g. using secondary research to propose a marketing plan for a business

Applying practical skills e.g. designing a questionnaire, facilitating an in-class focus group, writing a set of recommendations

Applying study skills e.g. writing essays and reports, undertaking secondary research, critiquing academic papers, participating in seminars and lectures, in-class discussion and debate

Presenting written work in formats, structures and style, that is appropriate to the module content of the Market Research Methods Module

Understanding and applying techniques and strategies to deliver presentations, e.g. on market research reports, or business proposals addressing client briefs, in terms of audience relationship, delivery, voice and body language control and timing, structure, signposting and 'handovers'.

Applying techniques for one to one interview scenarios, as well as conventions of conduct within the seminar group and other group work.

Applying strategies for listening and for the taking of notes in an order and manner most suitable to Market Research Methods lectures and seminars.

Applying selective reading strategies for the assimilation of specific reading materials within this Module.


Module Aims/Objectives

The aims of this module are to enable students to:

* develop their understanding of the main methods and applications of market research, and its role in a marketing environment.

* improve their command of English to an appropriate level, and develop their knowledge and understanding of, and skills in using English in the module context.




Module Learning Outcomes

Knowledge and Understanding

Successful students will typically have a knowledge and understanding of:

- the methodologies and process of market research in the business environment;

- quantitative and qualitative market research methodologies and their relationship to one another;

- the role and limitations of research in supporting marketing (and other) management in the decision-making process

- linguistic and other conventions followed in academic English (both written and oral)

and typical of spoken and written business interactions, in particular in reports and


Skills and Attributes

Successful students will typically be able to…

- apply quantitative and qualitative methods to marketing cases and simulations;

- analyse a range of strategic research problems;

- identify and evaluate a range of options

- understand Market Research Methods lectures and relevant texts at the appropriate level

as well as cross-reference sources as part of their skills of business analysis

- communicate effectively (orally and in writing) in English at the appropriate level,

within the academic and business context of this module.


Module Content

3.1 This module is designed to provide students with a good understanding of the principles of quantitative and qualitative research, from the perspective of marketing management. We will look at the development, nature and scope of research. Identifying and refining problems, formulating objectives and setting decision criteria will be key to the learning process. We will explore the fundamentals of sampling and sample design, surveys, experimental design and methods of data collection (questionnaire design, face-to-face interviews, postal questionnaires and telephone interviewing), questionnaires, focus groups, carrying out individual secondary research using the University's considerable resources.

English language classes are fully integrated into the Business Strategy module to provide maximum support.

The module will use a variety of teaching methods, occupying a one-hour lecture followed by a one-hour seminar twice each week. The lectures will be used to give an overview of the topics and concepts being addressed. In the seminars the focus will be upon case studies, group work and/or presentations. Students are encouraged to participate (by asking questions) in lectures, but are specifically expected to take an active role in the seminars. A core, mandatory text supports the module, supported by other essential reading which students will be guided toward as the module unfolds. Lectures and seminar materials are posted on Studynet and therefore students are expected to have read the relevant material before the lecture and seminar sessions.

Provisional Module Content:

This module will usually address the following topics:

- an introduction to marketing and market research

- ethics in research and as applied to business practice

- primary and secondary data

- survey design

- sampling schemes

- the role of focus groups as a qualitative methodology

- observation and experimentation

- quantitative and qualitative data analysis

- secondary research

English language and academic skills sessions will focus on different varieties of skills to best enable you to achieve the aims of this module and the Programme as a whole. This is the range of key skills:

Academic Writing (essay writing, combining sources, summarising from notes)

Business Writing (reports, summaries, presentations, briefs, proposals)

Listening to lectures and note-taking

Reading strategies for academic study (surveying, skimming, scanning, predicting, making notes)

Speaking in academic context (taking part in seminars, interviews, presentations)

Module-specific vocabulary acquisition (incl. dictionary use, guessing meaning from context, and vocabulary building)

Grammatical accuracy in spoken and written English


Reflective learning



Teaching Methods used on this Module

Staff contact time with the student group will be 10 hours per week for 6 weeks. 4 of these hours will be taught by your Business subject lecturer and 6 by your EAP subject lecturer. Week 6 will include feedback sessions. Coursework Workshops are an integral part of the seminar programme.

The contact time will consist of two sessions of a one-hour lecture followed by a one-hour seminar. Both lectures and seminars will be interactive, with students being expected to prepare for both. Details of preparatory work expected will be given on Studynet and also at the end of each session as a reminder of what will be required for the next. Students will be expected on a regular basis to provide in-put at the start of each seminar which addresses the topic for that session.

The learning/ teaching modes will include :-

Interactive lectures

Interactive seminars


Reading and analysis of case studies; discussion and presentation of findings

Participation in research technique practice sessions e.g. carrying out a short observational study, preparing a questionnaire, participating in a focus group

Preparing research proposals

Analysing quantitative data and statistics

Guest speakers


Presentation and discussion of current media coverage of market research issues e.g. from newspapers, journals, websites, TV, radio etc

This module is intensive, therefore preparation for class sessions will be essential and it is your responsibility to contribute, not only to enhance your own learning but also to contribute to the learning opportunities of others. As postgraduate students you will all bring something valuable to the course and the style of learning will be participatory.

In particular - you will not benefit from Coursework Workshops if you have not begun your coursework and do not bring any material for Elaine and Theo to work on with you.

All students are expected to use their UH email address and the Module website on StudyNet because this is how the lecturers/tutors will communicate with you.

Module Schedule and Weekly Programme

5.1. Module overview

This module is intended to give students a sound basic understanding of the most common and important methods of market research by exploring the various methodologies and their applications in the context of current, relevant examples.

Students will be expected to do a range of reading and research outside the lectures and seminars to familiarise themselves with current issues in marketing and marketing research. They will use the examples that they find to contribute to lectures and seminars. The student contribution to lectures and seminars through the introduction and discussion of current examples will be explained in more detail in the first seminar.

Market research has a very wide, specific, technical vocabulary with which students must become familiar and which they must use in their academic work. Most good academic text books give glossaries of terms or chapter summaries that help with acquiring the vocabulary. In the set text for this module (Marketing Research - Tools & Techniques by Nigel Bradley, Oxford University Press) , there is an on-line resource centre accessible at www.oxfordtextbooks.co.uk/orc/bradley which students are strongly advised to use, as well as snapshots, review questions, further reading and references on a chapter by chapter basis; and a glossary of marketing terms on pages 514 - 520. Students should use summaries and glossaries to build their vocabulary and understanding, as well as by regularly reading the academic and trade journals available via 'Emerald' on Studynet and regularly reading the business pages of quality newspapers e.g. The Times, The Times Business News, The Guardian, The Daily Telegraph, The Economist etc.

Students are also expected to familiarise themselves with Chapter 1 of 'Foundations of Marketing' by David Jobber and John Fahy. You will be given photocopies of this chapter during induction. For those of you who have never studied marketing before, this is vital reading and you should work hard to understand these basic concepts. With this textbook, too, there is an online learning centre to develop and reinforce the learning that you have started in your reading. This can be found at www.mcgraw-hill.co.uk/textbooks/jobbertoday. Students are strongly advised to take advantage of this learning resource, particularly to reinforce their understanding of the concepts in Chapter 1.

5.2. Reflective Learning

Reflective learning is one of the core aspects of this module and central to the way that it is taught.

It is a teaching and learning approach that encourages students to take responsibility for their own learning and development through education by actively, regularly thinking about:

What is being learned (content)

How they learn (learning style and personal preferences, skills, competences)

Priorities in learning (personal & academic targets & objectives)

Using learning (application)

Strengths and weaknesses (personal development)

Reflective learning is based on the premise that, by reflecting on what you learn and how you learn in a way that is effective for you, you will develop as an effective student more quickly. It also assumes that what you learn as a student in an academic setting can often be transferred to other aspects of life, as well as bringing in your learning from those other areas. For example, working well as a member of a team as well as being able to motivate yourself to complete a piece of coursework will give you skills that can be used in many different contexts.

You will find a more detailed introduction to reflective learning on the Module Homepage on Studynet and should use it to help you to approach the reflective learning element of the coursework.

The final session of this module will be a reflective learning discussion.

5.3. Weekly Programme





Tuesday 10th November

Introduction to Marketing

Coursework Workshop (1) - guidance on the coursework requirements for Group Work

Chapter 1 'Foundations of Marketing' Jobber, D & Fahy J

Copies of this chapter will be given to you before the lecture.

Friday 13th November

An Introduction to Market Research

Coursework Workshop (2) - guidance on the coursework for the Individual academic essay

Chapter 1, Bradley, 'Introduction to Marketing Research'

Tuesday 17th November

Advertising Research

Analysis of the market research behind adverts based on TV & magazine material

Chapter 14, Bradley (pp 444 - 459)

Friday 20th November

Qualitative Research

A case study on observational techniques

Chapter 7, Bradley

pp 240 - 273

Tuesday 24th November

Focus Groups

Running a focus group - a simulation of the focus group methodology

Chapters 1 & 6 of 'Doing Focus Groups' by Rosaline Barbour.

You will be given copies of these chapters at the start of the module.

Friday 27th November

Surveys & Questionnaires

Coursework Workshop 3 - targeted feedback on group and individual coursework.

Chapters 6 (pp 194 - 237) Bradley

Tuesday 1st December

Quantitative Techniques

Presentation & interpretation of data, based on case study

Chapter 8 (pp 276 - 309) Bradley

Friday 4th December

Data Presentation

Case study based on the examination of a variety of methods of presenting data, their appropriateness and how to ensure clarity, comprehension and relevance to the audience in data presentation

Chapter 9, Bradley

Pp 311 - 351

Tuesday 8th December

An introduction to secondary research

Research Master Class from the LRC Website and a worked example. You will be advised of the room nearer to the time.

Chapter 3, Bradley,

pp 78 - 116

Friday 11th December

Ethical issues in marketing research

A case study on ethics

Chapter 4, Bradley (pp 120 - 154) and the Market Research Society Code www.mrs.org.uk/standards/codeconduct.htm

In Bradley, please note particularly the Ethical Insight example on P131 and the Research in Focus example on P142

Tuesday 15th December

Cross cultural issues marketing

Analysis of the marketing symbolism and uses of the lion in advertising

Chapter 12, Bradley (pp 412 - 428)

and Chapter 6 from 'Marketing Across Cultures by J-C Usunier (you will be given a copy of this before the seminar)

Friday 18th December

Presenting research findings

Planning the presentation of research findings

Chapter 10, Bradley

Pp 352 - 392





All assignments set on this Module will be assessed jointly by your Business subject and English language and study strategy lecturers. In addition, the School operates a system whereby samples of students' work are internally moderated by another tutor and externally moderated by a tutor from another institution (an External Examiner).

The University Student Charter states that students will normally receive feedback on their coursework not later than six weeks from handing in the work. The School will make every effort to abide by this and will inform you if any difficulty arises with this.

Tutors will give feedback on your assignments in two main ways:

By writing comments on the Business School Assignment Assessment Form' which will provide details of the strengths, weaknesses, grading rationale and points for improvement regarding your submitted work

By writing comments on the work itself

Tutors will aim to give you feedback that is summative as well as formative. Summative feedback is specific to a particular assignment, whereas formative feedback is transferable to other assignments.

The assessment for this module is divided into two pieces of work, which are centred around the theme of advertising research:

Group work - working in groups of 2 or 3, students will gather a small portfolio of the advertising of one organisation or company. They will then analyse the advertising approach to judge its effectiveness according to the Lavidge & Steiner 'Hierarchy of Effects' model (50%)

Individual work -students will write an academic essay based on market research for advertising. (50%)

Please note that the module contains workshops to support you in doing your course-work. Not attending these workshops will affect your chances of doing well.

Coursework (1) Group Work -

Please read the following instructions carefully.

This coursework carries 50% of the total marks that can be attained for the module.

It is intended that the coursework is carried out jointly between 2-3 students, each of whom must contribute equally to the work. The work should be allocated fairly, but it is not acceptable for each student to work on only one aspect of the assignment separately and for the group to submit each separate section to constitute a joint piece of work.

One copy only of coursework must be submitted by 17.00. on Friday 18th December via Studynet.

It should consist of a maximum of 1,500 words.

The coursework must have only one cover page which gives the names and student identifiers of all the students in the group.


Your group should choose an advertising campaign for a company in which you are interested.

You are required to gather a portfolio of two examples of the company's advertising. This may include:




Electronic communications e.g. mobile phones



Postal (e.g. flyers, catalogues, booklets)


Analyse and comment on each advertisement according to Lavidge & Steiner's 'Hierarchy of Effects') - including Awareness, Interest, Desire, Conviction and Action.

Suggest how the advertising approach as a whole could be assessed to judge whether it has been successful or not.

Coursework (2) - Individual work (50%)

Students are required to do this piece of work on their own.

Write an essay to:

Explain the purposes of advertising research with reference to an example with which you are familiar. (15%)

Explain how the effectiveness of advertising can be assessed. (15%)

Describe how you would select an appropriate sample to assess the impact of television advertising for toys for children aged 5 - 10 over the Christmas period (late November - December) (20%)

This coursework must be submitted via Studynet by 17.00 on Friday 4th December.

It should consist of a maximum of 1,500 words.


Plagiarism and Academic Misconduct

The following information is true and relevant for all assignments:

You must ensure that any work submitted for marking is your own work.

You must ensure that any information that has been used from books, the Internet, journals or other publications has been properly cited and included in a list of references. Any help that you have received from others (except the guidance from your tutors) must also be stated.

You must understand that failure to reference correctly could result in a charge of plagiarism and/or cheating.

UHBS reserves the right to use electronic means to identify plagiarism.

8. Reading List

A high quality general English-English dictionary. (Dictionaries which provide only a minimum of information such as single word translations are to be avoided).

A high quality dictionary of business terms, for example The A-Z of Business.

Bailey, R. (2003). Academic writing. Cheltenham: Nelson-Thornes.

Brieger, N. & Comfort, J. (1993). Developing Business Contacts. London: Prentice Hall.

Brieger, N. & Comfort, J. (1994). Advanced Business Contacts. London: Prentice Hall.

Comfort, J. (1995). Effective Presentations. Oxford: Oxford University Press.

Cotton, D., Falvey, D., & Kent, S. (2001). Market leader: Upper intermediate. London, Pearson Education Ltd

Cotton, D., Falvey, D., & Kent, S. (2001). Market leader practice file: Upper intermediate.

London: Pearson Education Ltd.

Fairfax, B. & Trzeciak, J. (1999). English for academic study series: Listening. London: Longman.

Glendinning, A., & Holmström, B. (2003). Study reading. Cambridge: Cambridge University Press.

Hamp-Lyons, L. & Heasley, B. (1987). Study writing. Cambridge: Cambridge University Press

James, K., Jordan, R. R., Matthews, A. J., & O'Brien, J. P. (1991). Listening comprehension and note taking course (new ed.). London: Collins.

Jordan, R. R. (1999). Academic writing course (3rd ed.). London: Longman.

Lynch, T. (1983). Study listening. Cambridge: Cambridge University Press.

Murphy, R. (1985). English grammar in use. Oxford: Oxford University Press.

McGovern, D. (1994). English for academic study: Reading. London: Prentice Hall.

Rignall, M. & Furneaux, C. (1997). English for academic study series: Speaking. London: Prentice Hall.

Wallace, M. J. (1980). Study Skills in English. Cambridge: Cambridge University Press.

White, R. & McGovern, D. (1994). English for academic study: Writing. Hemel Hempstead: Prentice Hall.

Market Research

Compulsory set text- students are strongly advised to buy their own copy of this text as the lecture programme is designed around it.

Bradley, N. (2007) Marketing Research - tools and techniques Oxford: Oxford University Press

Essential background reading of which you will be provided a copy - Fahy, J, Jobber D. (2006) Foundations of Marketing Maidenhead: McGraw Hill Education

N.B. Chapter 1 'The Nature of Marketing', Pages 1 - 26 ONLY.

Heavily recommended

Proctor, T. (2000) Essentials of Marketing Research. London: Prentice Hall

Usunier, J-C. (2000) Marketing across Cultures. London: Prentice Hall

Good background

Robson, C. (1997). Real World Research - a Resource for Social Scientists and Practitioner-Researchers. Oxford: Blackwell

Churchill, A. (1976). Marketing Research - Methodological Foundations. New York: Dryden Press

Recommended journals

The Journal of Business Ethics

The Journal of Consumer Psychology

The Journal of International Business Studies

The Journal of International Marketing

9. Disclaimer

All aspects of the Module can be potentially assessed.

The information given in this Module Guide is believed correct, but the Faculty reserves the right, at its discretion, and for any reason, to make changes to the guide without prior notice and in particular:

to make changes to syllabuses and modules for reasons including meeting technological or academic developments or employer's requirements particularly in specialist options;

not to offer options, specialisms or elective modules within a programme of study where there is insufficient student demand.