Marketing research Essay Example

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This paper entails in-depth research on how RMIT university need to manage, and improve students and alumni experiences across the University. As such, RMIT university partners with the Customer Experience (CX) team under the establishment of Experience Design Center. The core purpose of CX team is to undertake marketing research purposefully to inform RMIT University on how to improve customer, students, and alumni experiences across the university. The CX marketing research for RMIT University is geared under the following research objectives:

  • To understand, concern with, and document the showcased experiences of second, third, and final year undergraduate and postgraduate students

  • To identify moments and opportunities that fosters remarkable experiences for second, third, final year undergraduate and post graduate students.

  • To identify if it exists a relationship between RIMT alumni and RMIT University after graduating

Question 1

1.0 Evaluation of the Draft Moderation Guide

The draft moderation guide will address the research objectives of this phase of the research. It is clear and precise and thus comprehendible to the student who will respond to it.

The below matrix exhaustively examines each aspect in the moderation guide.

How they running the focus group

Critical Review (AT least 1 Author for each segment where possible)


The questioning technique used in this aspect presented in this section offer a bird’s eye view on historical perspective in the college, a general perspective of the stay while at the college and aspects of student social life. With relation to the research objectives of documenting the second year and third year experience.

Current Study Situation

The current study situation basically entails a scoping and analysis of the broad context in which the RMIT project operate. As per the current study situation questions, the researcher is able to identify the state and the condition of the students in RMIT university, and major issues affecting students at RMIT university. The current study situational questions will enable the CX team stay relevant to the research objectives by ensuring the project addresses the right issues. In project management, current situation study equips managers with information required to respond more effectively to emerging issues, to monitor and measure the showcased changes at all phases of the project (Global M&E Initiative 2017).

Year 1(or 2) recap

Through a recap, the project manager is able to generalize and summarizes year 1 and year 2 student experiences across the University. As such, the project manager will recapitulate several studies regarding previous student’s experiences and how the experiences have changed overtime. The summary will be alluded to the project objective and questionnaire so as to come up with core reasons as to why students undergo such experiences. Though project recap is associated with extending the timeline for the project, the practice plays a pivotal role in coming up with major points as per the research objectives before closing up the research (Moeller 2013).

Expectations of Uni

Queries regarding student expectation plan plays a pivotal role in realizing the project objectives by gathering information regarding student perceptions of value across the university, student expectation of the learning environment, and the student expectation of employability through future focus. A cross examination of the previous expectation and current experiences will enable the research manager to understand, empathize, identify core moments, and if the students will have any relationship with university after graduation. In this segment, questionnaire plays an important role by collecting relevant information regarding student past expectation and current experiences. According to Rhonda, the ability of assessing research participants perceptions to the field of study provides valuable measures for the experiences (Rhonda 2011).

Pain/Delights Points

Basically, natural environment associated with academic studies impacts can inflict pain or delight across students. Pain or delight is fostered by the kind of university facilities such as open space for studies, the cultural teaching style, school entertainment, and diet the type of diet offered at school. Based on the questionnaire, the project manager and CX team will be able to identify reasons for pain or delights and allude to the research objectives. For example, delight student’s remarkable experiences are most likely to be associated with school entertainment, teaching style at the RMIT university, and the School facilities. Contrarily, students inflicted with pain are most likely to associate the school with bad experience. Ap advocates that an environment fosters automatically fosters normative behavior across students (Ap 2003). This implies that pain and delight across RMIT university highly associates with RMIT environment.


Assign students past experience at RMIT university plays a pivotal role in capturing students past experience across the university. Students responses regarding learning at RMIT university will be insightful in attaining the research objectives. To grasp in-depth information, the learning information will range from first year students, final year students, and post graduate’s students. In this concept, the project manager will advocate for ongoing and interactive learning experience which is appropriate to the project length. For Kiisel, grasping learning experiences from project participants should not be a one-time activity (Kiisel, 2011).

Spare Time

Understanding how students spend free time is geared toward understanding is RMIT students engage into constructive activities or repairs are required to foster remarkable experiences for the students. Some of the constructive experiences entails engaging into part-time work, and sporting activities among other activities. It is important to note that when students have remarkable experience in University, chances are high that students will associate with University, once they become Alumni’s.

Journal Activity

The project journey will entail 2 phases. In Phase one, the project will entail explanatory study purposefully to address research objectives 1 and 2. Consequently phase one intend to address research questions, the nature of the research problem, identify key issues, key project variables, and attain a better approach of measuring specific variable.

In phase 2, the research journey focuses on qualitative study which will address research objective 3 and Alumni’s after completing undergraduate degree. The qualitative study stages will entail stating the research problem, review of the related literature, specifying a purpose and research questions, collection of the data, analyzing of the findings, determining the quality of data, and reporting the research.

Conclusive remarks and recommendations will play an important role for future projects at RMIT university

1.1 PART B

1.1.1Data Collection Method

why you recommend the interviews and why they become focus group

The MRIT CX project team settled for the use of interview as an approach for data collection. The project situation based on the research objectives and the scope of the project, interview process will play a pivotal role in accessing detailed information across the research participants based on their thoughts and behaviors, so as to explore the issues in depth. Additionally, the interview process will be applicable to provide context to the existing outcome data thus enabling the researcher as to why specific outcomes are associated with the MRIT university program.

Based on the university settings, varied aspects fosters the project team to undertake the interviewing process through a focus group. Firstly, potential participants are most likely not to be included during interviewing process due to personal reasons such as psychological behaviors and lack of motivation. Secondly, chances are that majority of the students would prefer to openly talk across the group hence giving more insightful information. It is important to note that interviewing process lacks confidentiality hence majority of students will avoid single interviewing process. Lastly, the interviewing process is conducted through focus group purposefully to distinguish individual opinions based on the research objectives. of Interview

According to Schostak, interview aims at getting in-depth information based on different topics, or a subject (Schostak 2005). Essentially, Berg advocates that interview plays a pivotal role in building a holistic snapshot, in-depth report because the interviewees are free to express their own thoughts and feelings (Berg 2007). This implies that interview process will enable the CX team to get in-depth information as per the research questions hence improving on the research reliability and validity.

Interviewing is presumed to offer researchers vast scope of opportunities to uncover information that could not be attained through technique such as observation (Blaxter 2006). The ability to uncover in-depth information is alluded to interviewing process that create mutual understanding between the interviewer and the respondent, interviewer might rephrase questions that are not easily understood by the respondents. As such, more accurate data are attained during the interviewing process. By using interviewing RMIT respondents, the CX project team are expected to uncover relevant information for the research.

Lastly, the interviewing process pose opportunity for additional questions to collect detailed information for the project (Hamza 2014). This implies that during the interviewing process, interviewer has the chance to ask respondents questions that could have been left out.

Interviewing process is presumed to be time-consuming process as part of data collection process. Ho argues that time-consuming process arises during transcribing, coding, and translating the respondent’s data to the present study (Ho 2006). Since interviewing process is not 100% anonymous, chances are high that respondents are most likely to shape their responses hence misleading the interviewer from accessing relevant data (Hammersley 2008). This advocates that the interviewer will give information that they are prepared to reveal based on their perception and their opinions. For RMIT project, the students are most likely to give wrong information due to lack of confidentiality during interviewing process. Lastly, Potter argues that interviewing process is exposed to incomplete knowledge or memory faulty between the interviewer and the respondents (Potter 2005). This implies that both interviewer and the interviewee are most likely to encounter faulty memory during the interviewing process. At this phase, critical data for RMIT university id most likely to be missed hence exposing the research to have weaknesses in project validity and reliability.

Conclusively, as a researcher al commend the use of interview process and applying the use of questionnaire as a supplement so as to inhibit chances of disadvantages associated interviewing process. According to Ho, the use of more than one data collection technique fosters richer data collection and validating the research findings (Ho 2006).

1.2 Part C

1.2.1Systematic Sampling

Technically, systematic sampling is operationally more convenient when it comes to equal probability of inclusion regarding each sample unit. This implies that the chosen 100 units will be selected automatically through predetermined pattern. Critically, the results attained from the systematic sampling will be a presentative population of RMIT university without the possibility of repeating n’th individual during sampling process. The 100 respondents from RMIT University are not likely to be selected twice during systematic random sampling. Practically, the RMIT CX team can apply the use of systematic sampling by using a modified systemic random sampling technique by firstly identifying the needed sampling size, which is 100 respondents. The CX team will further identify the RMIT university student total population and divide with the sample size so as to come up with sample fraction. As such, the sample fraction will be applied as a constant difference between the subject.


Firstly, systemic sampling is renowned for assurance that the target population will be evenly sampled during selection processes (Gibson 2014). This implies that no larger part of the population will fail to be presented in the sample. As such. All the year one, two, three, and post graduate’s students will evenly be selected during systemic sampling procedure.

Secondly, the collection procedure is systemic sampling is less costly (Fiarfax 2012). The collection of units is simpler hence the CX team does not need to undergo in-depth training to collect units through systemic sampling. As such, RMIT CX team will save enough resources at this phase of the project.

Lastly, Systemic sampling advocates for easier execution of data without making mistakes (Cochran 2014). This implies that the process is faster especially during analysis process hence substantial saving of time is commended for systemic sampling. This will ensure that the project is completed as per the research timeline.


Systemic sampling arises as a disadvantage when the selection process can interact with a hidden periodic trait within the chosen population for the research (Explorable 2017). Critically, if the sample technique tends to coincide with the periodicity of the trait, the sample technique is presumed to have breached random selection process hence the chosen representatives of the sample is presumed to have been compromised.

QUESTION 2(20 marks, at least 2 pages, the lecture said it is not enough)

2.0 Descriptive Quantitative Research Method

The descriptive research suits as the quantitative research method for the RMIT University. This is because the subjects of the study are already mastered at once, thus the Alumni of RMIT University. Secondly, the purpose of the study is to establish a relationship between variables that is to determine the extent of relationship that the Alumni have with the RMIT university after graduating. Additionally, descriptive research entails a sample population of more than hundred which is similar to RMIT research sample size purposefully to ensure a valid estimate of the generalized relationship between variables have been effectively identified.

Through marketing research theory, the data collection approach will entail the use of questionnaire as a survey instrument for the project. RMIT use of questionnaire can be done through internet survey, telephone interview, mall intercepts and interactive voice response. The chosen data collection processes are based on cost effectiveness, time-friendly, and appears to embrace more oversight role for the project.

The sampling plan is to apply the use of systemic sampling purposefully to ensure all units are evenly represented. Technically, systemic sampling is highly applicable when the identified sampling population is arranged in specific order (Elsayir 2014). This is highly applicable in RMIT university whereby the sampling population ranges from year 1, year 2, final grade, undergraduate and post graduate students. For advantage purposes, systemic sampling will oversee equal representation of the entire sampling population (Elsayir 2014). Additionally, systemic sampling is renowned as a cheaper and easier sampling technique hence saving project resources (Paula 2017). Lastly, the systemic sampling technique enables projects to attain more precise estimates through actual representation. For RMIT university, the chosen 100 participants are basically to ensure that the sampling population gets a fair representation of the entire population. The entire population for RMIT University records at 45,000 students. As such, the first process for sampling plan is to assign a number of a letter across the entire population. The second process is the determinant of the population size, whereby the project settled for a sample size of 100 participants. The third process entails the division of the entire population, thus 45,000 by the chosen sample size which is 100. As such, the identified sample digit for RMIT university which is renowned as nth 450 implying that the sample process will choose every 450th item. The next process is to determine the sample point for the participants. The sampling point based on the nth is renowned as the judgmental call. The judgmental call is to determine at what stage will the first phase of systemic sampling stop. Though the last phase will still entail judgmental call, the sampling process will switch to a different starting point and progress with the sampling process with the nth digit. This process will ensure that the collect data will not be biased nor skewed hence of much relevant to the research project. Theoretically, it is advocated that sampling bias can be inhibited by performing repeated systemic sampling whereby the researcher is advised to perform several samples from the identified population (Statistics 2017). Essentially, it is important to note that during the labeling or assigning of every element across the population, the technique needs to be applied through shuffling purposefully to avoid statistical biasness that can foster data meaningless towards the project.

The recommendation of phase two will create a foundation of phase one as a determining factor for student’s alumni students to associate with the university. This implies that if Alumni’s have positive relationship with the university, chances are that student have a greater experience and memorable opportunities at the university.

Explain more about sampling plan(s).

Question 3

3.0 Design of Data Collection Instrument

The questionnaires will be designed to effectively maximize the portions of the subjects answering the requirements, i.e. the response rate and obtaining accurate relevant information for the study. In achieving this, the researchers will carefully consider how the questionnaires are administered, how rapport will be established with respondents and clear explanation of the research purpose, to name a few. Below highlights the key design employed:

3.0.1 Open Ended Questionnaire

Structured open ended questionnaires will be used given that it allows the researcher to explore a range of the possible themes that emanate from the need to analyze the student’s experience at RMIT, among other objectives. The researcher is able to acquire significant information from different respondents, hence will not limit the extent of additional information provided.

3.0.2 Wording of Individual Questions

  1. Short Questions

Short simple questions will be used, since they are generally less confusing and ambiguous as opposed to lengthy and complex questions. As a rule of thumb, most questionnaires should contain only one or two clauses, where lengthy clauses of more than three will be rephrased.

  1. One piece of information at a time

Lengthy questionnaires that require two related responses will be divided into two distinct but related questions. For instance in one questionnaire: What was the biggest surprise for you last year? What did you least expect?

  1. Level of Detail

It is imperative to ask exact details needed, where irrelevant questions will be avoided at all cost. Participants are usually less inclined to sensitive and personal information.

Arranging of the Questions

The questions will be done through general approaches such as :

  1. Go from General to particular

  2. From Factual to abstract

  3. Start with questionnaires attuned to the research objectives

3.1 Layout and Structure

The questionnaire attached in the appendix 1 section is divided into topics relevant to this study. This makes is easy to obtain straight forward answers from the respondents. The questionnaire’s layout and structure is explained in details as shown in Appendix 2.


Relationship to the University

This section enables the researcher to determine whether the respondent is directly or indirectly attached to the university hence the nature of relationships can be well laid down. This is specifically important in collecting information when dealing with alumni.

First year experience

Regardless of whether the responding student is currently under study session or an alumni the first year experience should help to map out how the University’s curriculum assist students to transition into life within the University as suggested by Rahman & Areni, (2016. Pg63). Smooth transition would be recommended where it does not exist.

Students current experience

This allows a platform to map out the kind of activities in progress that the student would want to be upheld. Based on how a student explain his experience it is possible to obtain data that can be useful when proposals for improvements ae being tabled as suggested by Martin et al, (2016. Pg 88). This section helps to determine specifically the areas that capture the interest of the student most. Any proposed improvement are weighted against the finding here before they can be approved.

Students expectations

Every student in one way or the other goes to a school because they expect something of that particular school as shown by Li, (2016). It is important that a mechanism is put to place to help determine whether such expectations are being met or not. This will therefore make it easy to tell what to improve so as to meet the expectations of the students. When this is done it is possible to count on some students recommending their colleagues to the university. This is an aspect that suggests that the student have or have had a fulfilling experience.

Question on whether they would make recommendations about the university to others.

This section further aids in determining whether or not the students are contented with what is being offered to them in the university. A contented client is likely to make a recommendation as suggested by Givoly et al, (2016). Reasons for discontent can thus be determined and swiftly dealt with

Personal improvement

This section helps to determine whether the student’s lives have been impacted upon by their study in the university. The impact should be positive as contrary will suggest a malfunction of a part of the university’s systems. This section thus allows the researcher to tell the level of impact on the student the University has made.


For the alumni specifically it will be almost impossible to have them come answer the questionnaire if there does not exist some sort of a relationship .For the purposes of the research and as had been requested by the Customer Experience team, this section provides room for the discovery of any type of relationships.

Question 4

4.0 Data Analysis

4.0.1 Regression Method

The relationships between the students and alumni and the University will be modeled and charted on a scatter plot. With the aid of the regression line relationship between any two of these variable can be deemed a either strong or weak. This method is also helpful in the determination of the trend of the variables in terms of their behavior over time as shown by Kruschke & Liddell, ( 33). The regression method is preferred due to its accuracy in modeling the relationships between sets of variable.

4.0.2 Hypothesis Testing Method

This method comes in handy where the researcher has taken the initiative of coming up with his own speculations about the research he is taking. It works to compare the hypothesis to the findings of the research as discussed by Silverman, (2016. Pg 55). It is taken to have been successfully applied where certain premise of the hypotheses are actually true as determined by the data found during the research. When using this method researchers have to be wary of errors as the process is very rigorous.

4.0.3 The Chi-square value method

Since this method tests the statistical significance of the observation and data collected, it can be used to measure how closely the observed frequencies fit the pattern of the projected frequencies. It can for instance measure the frequency at which students from the same family get admitted into the University. If the frequency is low the reason behind the low frequency can be obtained mathematically and solutions presented for implementation.

4.1 How to report data

A data analysis report will be used to report the data. The report will be divided into four sections,

  • Introduction

  • Conclusion

  • Appendix.

The introduction will familiarize the reader with the nature, type and extent of the research. The body will explain the various mechanisms that have been used to collect data and analyze it. Various statistical representative tools will be used to represent the data retrieved from the respondents. The conclusion part serves as a way of communicating the findings of the research to the reader as discussed by Draghici, (2016. Pg .22). It reports the implications of what is currently the situation at the University, the established student experiences and moments of delight and the relationships that exist between the students and alumni and the University. The language and structure of the report will be simple and with no complex equations or values.

4.2 Inferential Statistical Test

4.2.1 Independent T-Test

This test helps to determine the differences between two variables. It will thus be used to tell the differences between the student’s expectations and what they are actually experience. It will also tell the difference between the student’s experiences in the first year, second year and final year. The study will equally tell the difference between the experience the students are having now and what they experienced some time back. Finally the difference between what the alumni are experiencing outside the University and what they experienced while at the University.

4.2.2 Regression Test

These test asses if the change of one variable has some effect on another variable. It can thus be used to explain how the experiences of the alumni have changed due to the act that they havefinished school. This test also helps in determining the nature of dependence between two sets of variables as suggested by Szewranski et al, (2017. Pg13)

4.2.3 Correlation Test

This test gives the strength of association between two variables and can thus be used to tell whether their exists strong or weak relationships between the University and its students and alumni and hence help map out the direction the relationships are taking as explained by Wickham, (2016. Pg54)

2 variables of relationship between students and uni.

Appendix 1

Questionnaire(should related to 3 tests above, the lecture said it is too simple and didn’t approach to the test analysis)

marketing researchmarketing research 1Consent: Are you willing to participate in this survey that intends to justify your previous experiences at RMIT University so as to provide best possible experience at RMIT University? Yes No


marketing research 2

  1. Are you an alumni or a continuing student? (TICK WHERE APPLICABLE)

marketing research 3Student Alumni

  1. Which year did you enroll in MRIT University___________

  1. marketing research 4What is your year of study?

marketing research 5marketing research 6marketing research 7Second year Third year Final grade Postgraduate

  1. Topic of your Study_______________________________

  1. How often do you use RMIT library facility?

marketing research 8marketing research 9marketing research 10marketing research 11Regularly Moderately Slightly Not at all

  1. Have the library resources been helpful to your studies?

marketing research 12marketing research 13marketing research 14Yes Somehow No

marketing research 15

  1. marketing research 16What are some of the challenges experienced in library?

marketing research 17

  1. Limited number books, journals, and articles for references? Yes No

    marketing research 18

  2. Poor arrangement of the resources? Yes No

    marketing research 19marketing research 20

  3. Overcrowding? Yes No

    marketing research 21marketing research 22

  4. Lack of comparative assistance from the librarians? Yes No

marketing research 23marketing research 24

  1. Are the Lectures content corresponding to your job specialization? Yes No

  1. What do you intend to do after completing your studies in MRIT University?

  1. Search for job________

  2. Re-join MRIT University for further studies_________

  3. Seek for further studies in different university________

  4. Other(s) (Please specify) _______________

  1. Which of the following factors creates your memorable moments in RMIT University?

  1. Lectures________

  2. Lectures________

  3. Exchange programs_____

  4. Fellow students______

  5. Sports__________

  6. Entertainment________

  7. Diet__________

  8. Café_________

Other(s) (please specify) _______________________________________

  1. How would you describe the RMIT University employees personality towards students?

Extremely well

Very well

Moderately well

Slightly well



  1. Please rate RMIT University setting


marketing research 25marketing research 26

  1. Since your enrolment in MRIT University, have your experiences change over time? Yes No

a). If yes, which of the following factors spearheaded delight changes in your experience

MRIT Employees_______

Your studies__________

MRIT University collectively_______

Other(s) Please specify______________

b). What are some of the pain experienced ever since you joined RMIT University?

Psychological trauma_________


Academic complexity___________

Time management ____________

If non, Specify (if any) ___________

  1. How have you been spending your free time as a student in MRIT University

  1. Sports________

  2. Par time work___________

  3. Entertainment___________

If other(s) specify_____________________________________

  1. In less than 100 words, tell us your previous learning experiences in RMIT University_____________________________________________________________________________________________________________________________________________________________________________________________

  2. Lastly, how often do you spend your free time between classes?

  1. Library____________

  2. Group discussions____________

  3. Sleeping___________

  4. In Cafes____________

  5. Revising____________

If other(s) specify______________________________

Appendix 2

Draft moderation guide



This will enable the researcher to have some facts about the respondent like their topics of study and how they finding the going in the university.

School experience recap

This will help in establishing the kind of experience the students have been subjected to or are subjected to. The experiences can be improved for instance through the acquisition of recent technologies


With knowledge about the students expectations, it is easy to make adjustments where shortcomings have been detected based on how students respond to the University’s ability to meet their expectations

Relationship with the University

As demanded by the third objective, this question will help determine the effectiveness the existing relationships between the university and its students and alumni.


This final part is important because it is open and provides the researcher with the chance of learning about what the students want to be improved. Likewise it tells the university about its strong holds and the university can uphold such practice or improve them.

Reference list

Ap, D., The Silence of the Library: Environment, Situational Norm, and Social Behavior. Journal of Personality and Social Psychology, vol. 84, no. 1, p. 18.

Berg, L., 2007. Qualitative Research Methods for Social Sciences. London: Person.

Blaxter, L., 2006. How to Research. (3rd Ed.) New York: McGraw-Hill Education.

Cochran, W. G., 2014 Sampling Techniques. Second Edition. JohnWiley & Sons, Inc. New York. 1953-1963. Library Of Congress Catalog Card Number: 63-7553.

Elsayir, H., 2014. Comparison of Precision of Systemic Sampling with some other Probability Sampling. American Journal of Theoretical and Applied Statistics, vol. 3, no. 4, p. 111.

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Hamza, A., 2014. Interviewing as Data Collection Method: A Critical Review. English Linguistics Research, vol. 3, no. 1, p. 41.Hammersley, M., 2008. Assessing the radicalcritiques of interviews. In: M. Hammersley, (Ed.), Questioning Qualitative Inquiry: Critical Essays(pp. 89-100) London: Sag

Ho, D., 2006. The focus group interview: Rising the challenge in qualitative research methodology. Australian Review of Applied Linguistics, 29(1): 5. 1-19.

Kiisel, T., 2011. Project Management: Learning from Experience. Available at—learning-from-experience.html.[Accessed on 1st/June/2017].

Kruschke, J.K. and Liddell, T.M., 2017. Bayesian data analysis for newcomers. Psychonomic Bulletin & Review, pp.1-23.

Li, X., 2016. Emerging-Market Research: New Bottles AND New Wine?. Journal of Travel Research, 55(4), pp.419-426.

Martin, G., Rentsch, L., Höck, M. and Bertau, M., 2017. Lithium market research–global supply, future demand and price development. Energy Storage Materials, 6, pp.171-179.

demand and price development. Energy Storage Materials, 6, pp.171-179.

Moeller, L., 2013. Strategy Execution. P. 210. Birgit Rostrup. Copenhagen, Denmark.

Paula, L., 2017. Population and Sample. Sampling Techniques. Available at [Accessed on 7th/June/2017].

Potter, J., 2005. Qualitative interviews in psychology: Problems and possibilities. Qualitative Research in Psychology, 2: 281–307. Available at[Accessed on 1st/June/2017].

Rahman, K. and Areni, C., 2016. The benefits of quantifying qualitative brand data: A mixed-method approach for converting free brand associations to a brand equity index. International Journal of Market Research, 58(3), pp.421-450.Rhonda, G., 2011. Assessing Research Participants’ Perceptions of their Clinical Research Experiences. Clinical and Translational Science, vol. 4, no. 6, p. 403.Silverman, D. ed., 2016. Qualitative research. Sage.

Schostak, J., 2005. Interviewing and Focus Groups. In: B. Somekh & C. Lewin, (eds.) Research Methods in the Social Sciences, p. 42-48.

Statistics., 2017. Statistics How TO. Available at [Accessed on 7th/June/2017

Szewrański, S., Kazak, J., Sylla, M. and Świąder, M., 2017. Spatial Data Analysis with the Use of ArcGIS and Tableau Systems. In The Rise of Big Spatial Data (pp. 337-349). Springer International Publishing

Wickham, H., 2016. ggplot2: elegant graphics for data analysis. Springer