Students exploring China BPA or CBPA business activities often have a strong idea before they have evidence of demand. A short customer survey can help, but only if the questions measure a clear issue and the results are described honestly. Start with the decision you need to make, then design the questions.
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Define one research question
For an original school-project example, suppose a team is considering a reusable lunch-container service. The initial question is: “What prevents students from bringing a reusable container?” This is more useful than asking whether students support sustainability in general.
Possible barriers include forgetting the container, cleaning it, carrying it or not having access to a suitable one. The survey should allow several possibilities, including no difficulty and an open response. Do not make your preferred explanation the only available answer.
Replace leading questions with neutral questions
“Would you use our convenient and environmentally friendly service?” already tells respondents how they are expected to judge it. Instead ask: “On how many school days last week did you bring a reusable lunch container?” Include a clear range and an option for students who did not bring lunch.
Then ask: “If you wanted to use a reusable container more often, what would make that difficult?” Allow respondents to select relevant barriers or say that the question does not apply. A follow-up can ask for a recent example in their own words.
A stated preference is not the same as future behaviour. Someone saying “I would try it” does not establish that they will pay, remember to return a container or continue using the service.
Make answer options clear and compatible
If you ask about frequency, specify the period: last week, a typical school week or the past month. Avoid overlapping ranges such as “1–3” and “3–5”, where a respondent with three uses fits both.
For a five-day school week, categories could be 0, 1–2, 3–4 and 5 days, plus an appropriate not-applicable option. Explain whether respondents should select one answer or all that apply. Test the wording with a few people before distributing the survey more widely.
Describe the sample instead of exaggerating the percentage
Suppose 12 out of 20 surveyed students selected cleaning as a barrier. Report “12 of the 20 respondents selected cleaning”. The equivalent 60% describes this sample, not every student in the school or every potential customer.
If the respondents were all friends from one class, their routines may be similar. Record how you recruited them and look for groups you missed. With a small sample, counts and clear limitations can be more informative than a percentage presented with false precision.
Turn findings into a testable next step
If cleaning is frequently mentioned, consider what additional evidence would help: an interview about the cleaning process, an observation of current routines or a small permitted pilot. Do not assume that one survey proves an entire business model.
Explain the purpose of the research, obtain appropriate consent and collect only information needed for the project. Use anonymous responses where possible, and do not publish classmates' contact details or identifiable answers in a presentation.
The organiser's current programme materials should determine the actual activity requirements, deadlines and permitted research methods. This article teaches a general business-research skill; it is not an official China BPA or CBPA handbook, a prescribed submission template or a guarantee of an award.
New to the subject? Read our China BPA and CBPA Preparation: How to Choose a Path and Build Business Skills.
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