MARKETING AND STUDENT RECRUITMENT

Participant Workbook

Presented by : Mathieu Aebi Source : http://rbmsystems.net

June 2013

ContentMarketing Plan...........................................................................................................................................3

Activity #1 – What is your College Brand Identity...................................................................................4

Activity #2 – SWOT Worksheet.................................................................................................................5

SWOT Chart................................................................................................................................................6

Activity #2 -The Positionning (perception) Map.....................................................................................7

Benefit/Motivation Segmentation Educational Consumer Market.........................................................9

2

Marketing Plan

3

Planning

1. Understanding Students “Needs”

a. Marketing Research2. Market Selection Decisions

a. Market Segmentationb. Target Marketsc. Positioning

3. Marketing Mix Decisionsa. Serviceb. Pricingc. Promotiond. Place/Location

Implementation Control

EXTERNAL CONTINGENCES

Competition

Legal/Political

Demographics

Technology

Culture

Physical Environment

Economy

(SWOT Analysis)

INTERNAL CONTINGENCES

Vision

Mission

Objectives&Goals

Strategy

Culture

(SWOT Analysis)

Fit Fit

Activity #1 – What is your College Brand Identity

Instruction: In pairs Read each question and answer

Question Answer1.1

Write and explain your mission statement for your college

1.2

Write and explain your vision for your College

2.1

Describe the service that you are providing

2.2

Describe how the community may contribute to the college curriculum

2.3

Describe a personal service experience in your high school

3 How do you want others to perceive the institution?

4.1

What makes your College Special?

4.2

What does your school do well?

5 Who is your target audience (be as precise as possible)?

6 What is your most important student-focused goal?

4

Activity #2 – SWOT Worksheet

Objective

BTCC wants to recruit 20% more students for the next Semester…

POSITIVE NEGATIVE

INT

ERN

AL

Strengths Weaknesses

EXT

ERN

AL

Opportunities Threats

5

SWOT Chart

6

SWOTWhat are our opportunities?

• Possible new markets?• Strong economy?• Weak market rivals?• Emerging technologies?• Growing of existing market?

What are our Weaknesses?

• Outdated facilities?• Inadequate R&D? • Obsolete technologies?• Weak management? • Past planning failures?

What are our strenghts?

• Manufacturing Efficiency• Skilled Workforce? • Good Market Share?• Strong Financing? • Superior Reputation

What are our Threats?

• New Competitors• Shortage of resources? • Changing market tastes? • New regulations?• Substitute products?

Factors

Objectives

Activity #2 -The Positionning (perception) Map

- Positioning is a simple and useful tool. After segmenting a market and then targeting a student, you would proceed to position within that market.

- Positioning is all about PERCEPTION. Perception differs from person to person, and so do the results of the positioning map.

- Educational Services are “mapped”together on a positioning map, allowing comparison/ contrast in relation to each others.

PLEASE COMPLETE THIS MAP

1)Position your College on the map

2)Identify 5 to 10 current competitor( schools/ Colleges/ universities), within a radius of 50 km. And Position them on the Map below.. Draw a circle/ Put their name.

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Low Tuition

High Tuition

Very Prestigious

Not Prestigious

Activity #3 – The Segmentation

The benefit/motivation market matrix for educational consumers can often be an accurate representation of the student market for many universities. The vertical axis in this conceptual model identifies three types of educational buyers based on the principle benefit sought. They are:

1-Quality buyer: A student who demands high-quality services and is not overly concerned with costs. He or she wants the best and is willing and able to pay.

2. Value buyer: A student who demands good value as defined by a fair quality-to-price ratio. He or she looks for high quality for the money spent and expects service levels to match price levels.

3. Economy buyer: A student primarily interested in minimizing financial, as well as acquisition costs and tends to favor the least expensive and most easily purchased service offering. He or she is a consumer willing to accept marginal quality if the price is right and the acquisition is convenient.

The horizontal axis in Figure 2 represents the motivational forces that influence the behavior of educational consumers. The four motivational types of learners are:

1. Career learner: A student whose primary motivation for seeking educational services is career-oriented. This individual seeks specific skills and preparation that will enhance chances for successful job entry, advancement, mobility, and security, as well as improve chances for increased compensation, career satisfaction and social class advancement.

2. Socio-improvement learner: A student whose primary motive for seeking educational services is to improve the mind, broaden horizons, expand general knowledge, realize potential, do his or her own thing, and achieve other personal goals. Self-actualization is the major need that motivates this educational consumer.

3. Leisure-learner: A student whose primary motive for seeking educational services is the entertainment and/or recreational value provided by those services. This individual desires educational services that provide enjoyable learning experiences, allow escapism, permit socialization, enhance quality of life, broaden knowledge of subjects of personal interest and promote general mental welfare.

4. Ambivalent learner: A student learner whose primary motive for seeking educational services is other-directed, unknown or unclear. This individual seeks educational services in order to satisfy someone else (perhaps parents), to identify possible interests, to gain direction, or to avoid other life experiences.

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Benefit/Motivation Segmentation Educational Consumer Market

Activity:

We have identified 12 different segments of students that are attracted to joining a Community College. (Look at the Table above)

Your College hasn’t even considered the question of which media vehicles they should use. However, given your fairly limited budget, you are most likely restricted to:

Radio advertising Local paper advertising Local cinema advertising Internet ads Shopping mall promotions Letterbox drops Billboards Taxis and buses Publicity Customer referral incentives

QUESTIONS1. Which target market/s to pursue? (Limit to one or two for the simplicity of the activity)2. Therefore, which appeal/s, message/s, and source/s to use?3. Which media vehicles to use?4. Outline why you think your plan is a good approach?5. Is your approach similar/different to other groups? (In other words, are there several possible

approaches?)

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