AProject Report

On“A STUDY OF MARKETING STRATEGY A.C. PATIL COLLEGE OF ENGINEERING AND MANAGEMENT STUDIES AND RESEARCH”

Submitted in partial fulfilment of the requirement for award of degree

of Master of Management Studies (MMS) under university ofMumbai.

Submitted By Prashant Mhatre

Roll.no. Batch no.2014-2016

Under the guidanceProf. Hemant Wani

Where Knowledge is second nature

A.C. Patil College of Engineering, Management Studies and research

Affiliated to Mumbai University, plot no 17, sec 4Kharghar, Navi Mumbai – 410210

Contact No: 022-2774 5722 / 2786 3644/27745732Fax: 91-22-2774 5732

E-mail: principal@acpce.orgWeb Site: http://www.acpce.org

TO STUDY MARKETING STRATEGY OF

A C PATIL COLLEGE OF ENGINEERING AND S MANAGEMENT STUDIES AND

RESEARCHSCHEPTER 1

INTRODUCTIONA C PATIL COLLEGE starting a sins 1992. Our college providing

courses of ENGINEERING

This college starting management courses sins 2007. Start MASTER OF MANAGEMENT STUDIES [MMS] AND MASTER OF Computer

application [MCA].

Marketing strategy is defined by David Aaker as a process that can allow an

organization to concentrate its resources on the optimal opportunities with the

goals of increasing sales and achieving a sustainable competitive advantage.

Marketing strategy includes all basic and long-term activities in the field of

marketing that deal with the analysis of the strategic initial situation of a

company and the formulation, evaluation and selection of market-oriented

strategies and therefore contribute to the goals of the company and its marketing

objectives.

INTRODUCTION TO PROJECT

Education in India

Education in India is provided by the public sector as well as the private sector,

with control and funding coming from three levels: central, state, and local.

Education in India falls under the control of both the Union Government and

the State Governments, with some responsibilities lying with the Union and the

states having autonomy for others.

India’s education system is divided into different levels such as pre-primary

level, primary level, elementary education, secondary education, undergraduate

level and postgraduate level

India has made progress in terms of increasing the primary education attendance

rate and expanding literacy to approximately three quarters of the

population. India's improved education system is often cited as one of the main

contributors to the economic rise of India. Much of the progress, especially in

higher education and scientific research, has been credited to various public

institutions. The private education market in India was 5% and in terms of value

was estimated to be worth US$40 billion in 2008 but had increased to US$68–

70 billion by 2012.

As per the latest (2013) report issued by the All India Council of Technical

Education (AICTE), there are more than 3524 diploma and post-diploma

offering institutions in the country with an annual intake capacity of over 1.2

million. As per the latest (2013) report issued by the All India Council of

Technical Education (AICTE), there are more than 3524 diploma and post-

diploma offering institutions in the country with an annual intake capacity of

over 1.2 million.

Capacity for Management Education crossed 385000, and post graduate degree

slots in Computer Science crossed 100,000. Pharmacy slots reached over

121,000.

Total annual intake capacity for technical diplomas and degrees exceeded 3.4

million in 2012.

According to the University Grants Commission (UGC) total enrollment in

Science, Medicine, Agriculture and Engineering crossed 6.5 million in 2010.

Higher education in India

India's higher education system is the third largest in the world, next to

the United States and China. The main governing body at the tertiary level is

the University Grants Commission, which enforces its standards, advises the

government, and helps coordinate between the centre and the state. Indian

higher education system has expanded at a fast pace by adding nearly 20,000

colleges and more than 8 million students in a decade from 2000-01 to 2010-11.

As of 30th November 2011, India has 42 central universities, 285 state

universities, 130 deemed universities, 112 private universities, 5 institutions

established and functioning under the State Act, and 33 Institutes of National

Importance. Other institutions include 33,000 colleges as Government Degree

Colleges and Private Degree Colleges, including 1800 exclusive women's

colleges, functioning under these universities and institutions as reported by the

UGC in 2012.

MBA Course

The Master of Business Administration (MBA or M.B.A.) is a master's

degree in business administration, which attracts people from a wide range of

academic disciplines. The MBA designation originated in the United States,

emerging from the late 19th century as the country industrialized and companies

sought out scientific approaches to management. The core courses in the MBA

program are designed to introduce students to the various areas of business such

as accounting, finance, marketing, human resources, operation management.

MBA in India

There are many business schools in India offering two-year MBA programs

accredited by AICTE or UGC. The students are a mix of fresh graduates as well

as with experience and get either at public or private schools depending on

entrance examinations. Typically programs offer full-time, part-time and

executive education programs.

Basic types of MBA program

Two-year (Full Time) MBA programs normally take place over two academic

years (i.e. approximately 18 months of term time). For example, in the Northern

Hemisphere, they often begin in late August/September of year one and

continue until May of year two, with a three- to four-month summer break in

between years one and two. Students enter with a reasonable amount of prior

real-world work experience and take classes during weekdays like other

university students. A typical Full-time, accelerated, part-time or modular MBA

requires 60 credit hours of graduate work.

Accelerated MBA programs are a variation of the two-year programs. They

involve a higher course load with more intense class and examination schedules.

They usually have less "down time" during the program and between semesters.

For example, there is no three- to four-month summer break, and between

semesters there might be seven to ten days off rather than three to five weeks

vacation.

Part-time MBA programs normally hold classes on weekday evenings, after

normal working hours, or on weekends. Part-time programs normally last for

three years or more. The students in these programs typically consist of working

professionals, who take a light course load for a longer period of time until the

graduation requirements are met.

Modular MBA programs are similar to part-time programs, although typically

employing a lock-step curriculum with classes packaged together in blocks

lasting from one to three weeks.

Executive MBA (EMBA) programs developed to meet the educational needs of

managers and executives, allowing students to earn an MBA or another

business-related graduate degree in two years or less while working full-time.

Participants come from every type and size of organization – profit, nonprofit,

government – representing a variety of industries. EMBA students typically

have a higher level of work experience, often 10 years or more, compared to

other MBA students. In response to the increasing number of EMBA programs

offered, The Executive MBA Council was formed in 1981 to advance executive

education.

Distance learning MBA programs hold class off-campus. These programs can

be offered in a number of different formats: correspondence courses by postal

mail or email, non-interactive broadcast video, pre-recorded video, live

teleconference or videoconference, offline or online computer courses. Many

schools offer these programs.

KNOW YOUR CAMPUSOur aim providing qualified and appropriately trained

technical and managerial professionals cater to growing engineering and managerial need

KNOW YOUR COURSEOUR COURSES

DIPLOMA

Electronics and telecommunication engineering. 60 Seats

Computer engineering 60 Seats

Electrical engineering 120 Seats

BACHELOR OF ENGINEERING.

Electrical engineering 120 Seats

Electronics and telecommunication engineering 120 Seats

Electronics engineering 60 Seats

Computer engineering 60 Seats

Mechanical engineering 60 Seats

Instrumentation engineering 60 Seats

Information technology 60 Seats

POST GRADUATIONMaster of management studies 60 Seats

Master of computer application 60 Seats

Master of computer engineering 18 Seats

Master of electrical engineering 18 Seats

ROLE OF MARKETING STRATEGYThis college launched new marketing strategy which is based

on guerrilla marketing. This marketing strategy designed long series of minor attacks.

RESEARCH METHODOLOGYData source : primary data [personal interaction]

Secondary data [website]

Research approach : survey method

Research instrument : questionnaire

Plan : personal interview

OBJECTIVE OF STUDY

To Study the Marketing Strategies for Higher Education

To study the issues and challenges of institution who provide higher

education

To ascertain the effectiveness of advertisement done by various colleges.

To study various strategies adopt by colleges/ institution for attracting

students.

To identify the benefits of promotion activities done by institution /

colleges.

To study the factors influencing the students to take admission in

colleges.

To attract consumer (students) by making full use of the skills.

To analyse knowledge or skills based on the subject areas of studies.

To understands ability to co-operate & developed management of

professional skills.

NEED & SCOPE OF STUDY

Consequently, understanding the information needs of potential students

to the HEI when they make their decisions is paramount.

Issues such as managing brand image, assessing advertising medium

effectiveness and collecting market intelligence are common practice for

higher education institutions (HEIs).

The aim of this survey is to analyses the decision-making criteria of new

post-graduation students enrolling at avarious colleges or institution.

Focusing in particular on the effectiveness of the dissemination of

information with the influences on their decisions of whether or not to

keep this HEI in their preferred set and to enroll (purchase) will be

investigated.

HYPOTHESIS OF STUDY

The content of the main hypothesis of this study is as follows:

Marketing mix elements and the relationship between students are significant.

Five sub-hypotheses in this regard are as follows:

1. There is a significant relationship between income of parents and their

expenditure power for admission of their children for higher education

2- There is a significant relationship between providing quick and convenient

services to the consumer (student) for their admission in the institute.

3- There is a significant relationship among the variety of courses provided by

institute and increase in the knowledge of student and resources to attract

student in the institute.

4 -The use of advertising to attract customers to attract student in the institute.

LIMITATION OF STUDY

In undertaking this study, a number of problems were faced. Thus the study has

several limitations. The limitations are

a) Lack of knowledge:

As a student, in the research field, I have no past practical experience of data

collection, data processing, data analyzing, integrating and presenting. So it is a

limiting factor for obtain accurate information.

b) Lack of time

For the time limitation I could not gather more information to justify exact

condition. The time constraints are limiting factors.

c) Small sample size:

The study is limited by the size of the sample. As the sample size is very small,

geographical and regional differences could not be included.

D) Customers willingness

Most of the customer of the banks businessman and employee. So, they could

not give me enough time to fill up questionnaire. Also they are not willing or

afraid to provide appropriate data.

CHAPTER 2

REVIEW OF LITERATURE

Of the higher educational marketing mix refers to the employees in the

university. Thus, people refers to all the teaching and administrative staff

through which the service is delivered and customer relation built (Kotler and

Fox, 1995).The importance of people ensue from the fact that the staff are the

most crucial factors for successful service delivery. People also include

institution’s current and former students. This is because prospective students

tend to ask about, and check with current and former students on their views.

Lovelock & Wright (2004) suggested that direct involvement in service

marketing means that customers evaluate the quality of employees’ appearance

and social skills as well as technical skills and consequently this is reflected on

the way of offer is judged. The personal appearance, attitudes and behaviour

influence customers’ perception of the service [Du Plesiss&Rouseau], 20

student’s first impression of a higher education institution is often based on

his/her interaction with the people of the institution.

The development of a marketing strategy involves the coordination and

combination of the marketing mix elements. It is the combination and

coordination of the elements in the marketing mix that enables organizations to

meet students’ need and provide education value. A traditional marketing mix

consists of the element.

Services are perishable and cannot be stored like physical product.

As a service, higher education marketing is sufficiently different from the

marketing of products and it needs different marketing mix. Kotler and Fox

(1995) have developed a version of a marketing mix which is designed

specifically for education institutions, and which seems to address the

limitations set by marketing mix for products. The marketing mix developed by

Kotler and Fox (1995) can be explained as follow:

Program

The first element in marketing mix program. Program is the most basic decision

that higher education institutions have to make. Developing program that

satisfies student wants and needs are critical marketing activity for education

institutions (Hoyer and McInnis, 2001). In higher education there are three main

activities as service offered: teaching, research and community service. Higher

education should evaluate its academic program and service product mix

periodically, and particularly when considering modifications. Quality of higher

education institutions services becomes important as a trigger for customer

satisfaction. But, every stakeholder in higher education has a particular view of

quality, dependent on their specific needs.

Pricing

Price is the amount of money (or some other item that is exchanged or bartered)

that the buyer exchanges for a service provided by the seller (Lamb etal,

2004).In higher education, price usually is related to tuition fees offered, and

any monetary related issues. Pricing has major their parents are concerned about

the financial implication of attending university. According to Kotler and

Fox(1995) price for students, consists of a monetary cost as well as other cost,

for example effort cost, psychological cost and time cost.

Place

The third element of marketing mix in higher education is place or distribution.

Kotler (2008) define distribution as ... In higher education place refers to the

availability of education/program to potential students in the most convenient

and accessible way. A typical delivery mode for education services is for the

institution to present courses at one location, with students gathering for

classroom instruction (Kotler& Fox, 1995). But the element place is not

restricted to geographic location as the information technology development

provides alternatives in delivery the education service. Higher education

institution may use distance learning and new technology in serving their

students to enhance their competitive advantage.

Promotion

Education institution needs to communicate its services to the target market

through promotional strategy. Lamb set (2004) argued that promotional strategy

is a plan for optimal use of the elements of promotion, namely advertising, sales

promotion, publicity and personal selling. The promotion elements that can be

used by higher education institution are determined by the students market’s

expectation and requirements of the service and other elements of institution

marketing decisions. Promotion can very well have the central role in the

marketing to higher education. Higher education institution can use pull strategy

and push strategy in promoting its services (Soedijati, 2006).The combination of

promotional mix of higher education consists of direct marketing, sales

promotion, advertising, internet and sponsorships (Rudd & Mills, 2008).The

most critical matter for higher education institution in developing promotion

strategy is to understand the students as their primary consumers.

Process

Processes refers to the way an institution does business and this relates to the

whole administrative system to this element (Kotler,2008).Procedures,

mechanism and the flow of activities by which service are consumed are the

essential elements of the marketing mix (Palmer, 2005).Higher education

institutions need to ensure that students understand the process of acquiring a

service. Process in higher education refer to the things happen in an institution,

such as the process of management, enrolment, teaching, learning, social and

even sport activities.

Physical Facilities and Evidence

Physical facilities or evidence refer to all of the physical, tangible items an

institution makes available to students ranging from brochures to the

infrastructure. Physical evidence is very important because the intangible nature

of the service offered by higher education institution. The environment in which

the service isdelivered, both tangible and intangible help to communicate,

perform and relay the customer satisfaction to the potential customer (Ivy

&Fattal, 2010).Kotler et al (2008) suggest that physical evidence would give the

first impression about the university and usually they see the building and

facilities. Further Gibss and Knapp (2002) add that the condition of the physical

location contribute greatly on the image of the institution. For example:

technologies used, cleanliness of rooms, library, etc.

Student Choice

Student choice is a part of consumer behaviour that is how individuals or group

select buy and use services (Kotler& Fox, 1995). There are five steps in

student’s choice of selecting a college: there are needs and motives, information

gathering, evaluating alternatives, decision making and post choice evaluation.

Once the needs for studying at the colleges have been recognized, the potential

students then search for the information to meet these needs. Kotler (2008)

classified the information sources as personal and non-personal sources.

Personal sources for examples: family, friends, teachers. Non personal sources:

advertisements, prospectuses, and mass media. The next step that the students

take after obtaining the needed information, then evaluate the alternatives

of colleges that he/she can enroll. The process of evaluating alternatives

involves