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A trend towards a more competitive educational system which isobvious in several countries is expected to increase the rates at whichschools, colleges, and universities…
A trend towards a more competitive educational system which is obvious in several countries is expected to increase the rates at which schools, colleges, and universities respond to their environments and to enhance their creativity and innovativeness. To achieve these objectives, various strategies, such as open‐boundary admission policies, have been adopted. Consequently, educational institutions are beginning to adopt marketing strategies to attract students, staff, and funds. This adoption of marketing has several implications. These include harmonising a marketing philosophy with the institutional mission, creating appropriate organisational structures, and implementing marketing strategies.
This chapter provides an historical perspective on the evolution of educational marketing both as a professional field within the management and leadership of educational…
This chapter provides an historical perspective on the evolution of educational marketing both as a professional field within the management and leadership of educational organisations and as a research field for academics and practitioners. It weaves together three important strands of analysis:•The evolution of the political, economic and social ideologies which have created the context in which marketisation of education has occurred.•The development of approaches to educational marketing in schools, colleges and universities.•The development of the research arena focused on marketisation and marketing in educational institutions.
The analysis considers the challenges that market-based concepts have brought to the existing hegemonies within both education and academic research, and also the politics and sociology of academic research. This provides a perspective on the challenges of developing a ‘new’ research field as a valid and significant area of study. The chapter concludes that educational marketing has evolved very significantly over the last 30 years, but has a done so in a context of substantial intellectual and sociological challenge. Resistance to its development has at times reflected resistance to the underlying concepts of marketisation rather than a concern that its approaches and findings are not important.
This review provides a synthesis of the scholarship that has sought to expand understanding of educational marketing practice in schools. The following research questions…
This review provides a synthesis of the scholarship that has sought to expand understanding of educational marketing practice in schools. The following research questions guided this review: (1) what are the common themes and characteristics that emerge from research about marketing in schools? (2) What remains underdeveloped in the characterization of the school marketing and what are the topics for future research? Based on 25 studies identified as pertinent for the current review, the following topics are discussed: marketing perceptions, marketing planning, marketing strategies, and promotion. The chapter concludes by providing an analysis of the limitations of the current research and discussing future directions for research on school marketing.
While marketing research in the context of educational institutions continues to grow, little is known about the strategic choices associated with international student…
While marketing research in the context of educational institutions continues to grow, little is known about the strategic choices associated with international student recruitment (ISR), an important activity that, increasingly, has significant influence on the longevity and prosperity of education institutions in many countries. This study addresses a deficit in the marketing/education literature by using the Value Discipline Strategy (VDS) typology as an appropriate framework upon which to investigate and expand our knowledge of international student recruitment (ISR) strategies operating in educational institutions.
The research design comprised two stages involving both qualitative and quantitative methods. Participants were ISR practitioners in the secondary school and university sectors across two countries, i.e. Australia and New Zealand. Phase 1 involved in‐depth interviews with ISR marketing practitioners across educational sectors, while Phase 2 involved the use of an online survey to a larger sample of ISR marketing practitioners.
While the use of the VDS typology was found to be appropriate in the education sector, it was incomplete. This led to the proposal of a fourth strategy the authors label as entrenched isolation (Phase 1). Phase 2 results identified strategy commonalities and some important differences across sectors and countries.
From a theoretical perspective, the implications of this study are important as the findings lead to an expansion of the VDS typology.
From a practical perspective, ISR practitioners are provided with a valuable tool to identify the ISR marketing strategy in their institution and, furthermore, implement strategic change that can be effectively measured.
The contribution of the research is threefold. Firstly, the authors extend marketing strategy theory through the expanded VDS model. Secondly, the authors identify and validate strategies adopted by ISR departments across two countries and, finally, the authors validate the use of the self‐typing paragraph method as an appropriate mechanism for strategy identification.
This review provides a synthesis of the scholarship that has sought to expand the understanding of educational marketing practice in schools. The following research…
This review provides a synthesis of the scholarship that has sought to expand the understanding of educational marketing practice in schools. The following research questions guided this review. What are the common themes and characteristics that emerge from research about marketing in schools? What remains underdeveloped in the characterization of the school marketing and what are the topics for future research? Based on 25 studies identified as pertinent to the current review the topics of: marketing perceptions, marketing planning, marketing strategies and promotion are discussed. The paper concludes by providing an analysis of the limitations of the current research and discussing future directions for research on school marketing.
During the last two decades, education systems worldwide have been working under an increasing need to adapt to a rapidly changing postindustrial external environment with…
During the last two decades, education systems worldwide have been working under an increasing need to adapt to a rapidly changing postindustrial external environment with social, technological, economic, and political transformations. The unprecedented growth, complexity, and competitiveness of the global economy with its attendant sociopolitical and technological developments have been creating relentless and cumulative pressures on education systems to respond to the changing environment. Today, educational institutions from primary schools to universities are being forced to compete and excel in the international arena, and are thus expected to go far beyond simply providing pure knowledge and skills as before. Increasingly, more institutions in primary and secondary education are embracing innovative practices from the global business world and dedicating growing attention to strategic and marketing aspects of educational management.
The European Commission has defined innovation as the “building block of the future competitive workplace during the 21st century” and the strategy of educational institutions around the world is being affected to a large extent by this statement. This chapter focuses on the identification and definition of the future challenges in schools’ governance, and presents a novel logical framework for the arena of educational marketing. Special attention is given to innovation as a key driver for further development of educational institutions and its possible impact on marketing efforts in educational institutions. These aspects, previously overlooked by research literature, are discussed in the present chapter, adding a new dimension to the understanding of strategic facets in the educational marketing arena.
The chapter explores the growth of marketing in education with a specific focus on schools. It argues that developing a marketing orientation has become a key integral…
The chapter explores the growth of marketing in education with a specific focus on schools. It argues that developing a marketing orientation has become a key integral objective of schools and examines the leadership requirements needed to nurture this ambition. Central to this development is the need to focus on the curriculum, a key part of the mission of schools, as an organizing idea for successful and relevant school marketing. Based on the CORD model of educational marketing (Maringe, 2005), the chapter argues that school leaders need to develop a set of marketing competences in four specific areas: market contextualization competences; marketing organizational competences; marketing research competences; and marketing development competences.
It is salient to be acquainted with the key elements that determine educational tourists’ decision in selecting an overseas destination while considering the rise of…
It is salient to be acquainted with the key elements that determine educational tourists’ decision in selecting an overseas destination while considering the rise of international competition amidst nations concerning international students. There has been a growth in the number of nations committed to attracting educational tourists. This issue is evident in countries involved in higher education (HE), such as Northern Cyprus, identified as an edu-tourism destination. Northern Cyprus can attract a whopping number of tourists, and the higher population is most likely to be made up of international students regardless of its interdiction on direct flights and political pressure. This chapter centres on analysing educational tourists’ motivators in selecting a tourism education destination abroad and on revealing effective recruitment and promotion plans towards attracting them. The chapter includes the descriptions and discussions of educational tourism, the HE industry over the years, globalisation and internationalisation of educational tourism, factors influencing educational tourists’ decision-making process and key elements influencing educational tourists’ decisions in HE institutions. At the end of the chapter, a case study is presented that reports the findings of interviews with educational tourists, overseas recruitment agents and Eastern Mediterranean University staff responsible for promoting the institution. The results identified eight factors affecting educational tourists’ decisions on study destination. Those factors comprise cost, ease of access, location, social factors, quality of education, instruction language, cultural environment and communication quality. The sub-factors of the main eight factors are scholarships, destination’s scenery, safety, friends’ and relatives’ influence and cultural differences. This chapter brings a significant knowledge about the motives that affect educational tourists in selecting at a particular HE destination. Based on the study’s findings, educational institutions may consider various recommendations to redesign their strategies towards attracting educational tourists more effectively. Generally, this study promotes an apprehension about the diverse elements that affect educational tourists’ selection of a destination study. An in-depth understanding of these factors will help education institutions’ decision-makers better develop plans of action to provide desired services to educational tourists, attract and keep them in return.
In New Zealand, educational institutions at all levels are being encouraged by the nation's central government to develop international markets, largely to generate…
In New Zealand, educational institutions at all levels are being encouraged by the nation's central government to develop international markets, largely to generate revenue and to therefore decrease dependence on state funding. This chapter presents research findings which show that some managers in education are responding to this challenge by establishing and maintaining relationships to respond to international student demand, a core focus of educational marketing work. These relationships seem to allow high schools, particularly resource-constrained ones, to be able to add value to the international student experience. In this case, this includes offering language tuition and access to support people who speak the students’ languages and are familiar with their cultural frameworks as part of the experience. Given the benefits to international students, and to the schools themselves, could this kind of relational approach be considered an example of leadership in international education marketing?
The purpose of this final chapter is to draw together the conclusions and insights presented in each of the chapters throughout the book, to summarize and categorize…
The purpose of this final chapter is to draw together the conclusions and insights presented in each of the chapters throughout the book, to summarize and categorize concisely the findings, and to offer views about the next steps in the field of education marketing. The chapter is presented under key headings which emerge from the edited book chapters: market-led leadership, building relationships, and relationship marketing. The final section discusses a way forward for education marketing research and practice.
The chapter seeks to draw together and make sense of the insights from all the chapters under key headings to provide the reader of the volume with some key ideas to take forward for practice and research in the field.