Getting the best out of the BBC for licence fee payers
Here you can find the Trust's published audience research

We regularly carry out research to help us understand what the public think about the BBC, its services and content
This section has our annual tracking reports on the BBC's Public Purposes as well as research conducted on Digital Britain and media literacy.
This section contains quantitative and qualitative research which examines various aspects of the television sector including research carried out for the service reviews of BBC One, Two, Four and the BBC's children's services.
This section contains quantitative and qualitative research which examines various aspects of the radio sector including research carried out for the service reviews of BBC Radio 2 and BBC 6 Music and the BBC World Service.
This section contains quantitative and qualitative research we have commissioned to explore audience attitudes to various aspects of online services and output including bbc.co.uk, Canvas (YouView) and the Local Video proposal.
This section contains the research commissioned as part of the Trust’s annual performance review of the World Service, including BBC Hausa, BBC Urdu and Arabic TV.
This section contains quantitative and qualitative research which examines various aspects of the UK's nations and English regions.
This section contains quantitative and qualitative research which examines various aspects of the BBC's editorial values and standards. This includes research from our impartiality reviews and the Editorial Guidelines review.
This section highlights research which helps provide a better understanding of the many diverse audiences of the BBC. This includes research relating to children and lesbian, gay and bisexual people.
A part of our work is guided by our responsibilities to licence fee payers. This section includes research on the way that the BBC Trust engages with the public and the ways that the licence fee is collected.
© 2012
The BBC is not responsible for the content of external sites. Read more.
This page is best viewed in an up-to-date web browser with style sheets (CSS) enabled. While you will be able to view the content of this page in your current browser, you will not be able to get the full visual experience. Please consider upgrading your browser software or enabling style sheets (CSS) if you are able to do so.