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STRATEGIA DE PIA, NUCLEULPOLITICII DE MARKETING
EDUCAIONAL
It is more important to do what is
strategically right than what is immediately
profitable. Philip Kotler
Andreea - Mihaela Vduva89
Abstract
Piaa educaional este o ni viabil i profitabil
pe care puine instituii i pot permite s o ignore, dar
aceasta poate fi evaziv i dificil de intit, care necesit
soluii inovatoare i instrumente unice.
Strategia de marketing educaional trebuie s aib
ca obiectiv principal construirea notorietii brandului
instituiei ivinderea produsului printr-o abordare unic.
Strategia de pia a politicii de marketing
educaional este o strategie ampl att prin natura
obiectelor, ct i prin amploarea angajamentului material
i organizatoric. Reprezint punctul de pornire pentru
toate celelalte strategii i urmrete nsi finalitatea
activitii instituiei de nvmnt. Succesul strategiei
este subordonat realismului ei, gradului ei de
fundamentare, eficienei mijloacelor utilizate.
Strategia de pia a politicii de marketingeducaional este o strategie ampl att prinnatura obiectelor, ct i prin amploareaangajamentului material i organizatoric.Reprezint punctul de pornire pentru toatecelelalte strategii i urmrete nsi finalitateaactivitii instituiei de nvmnt. Succesul
strategiei este subordonat realismului ei,gradului ei de fundamentare, eficieneimijloacelor utilizate.
Reputatul profesor german Heribert Meffert
propune o serie de criteriicare ar putea fi avute
n vedere, de la caz la caz, pentru a stabiliorientarea strategic de marketing aorganizaiilor sociale: stabilirea pieelor vizate,
MARKET STRATEGY, NUCLEUS OF
THE EDUCATIONAL MARKETING
POLICY
It is more important to do what is
strategically right than what is immediately
profitable. Philip Kotler
Andreea-Mihaela Vduva
Abstract
The educational market is a viable and profitable
niche that few institutions could ignore, but it could be
evasive and difficult to reach, needing innovating solutions
and unique tools.
The educational marketing strategy should have as a
main purpose the construction of the notoriety of the
institution brand and the sale of the product by a unique
approach.
The market strategy of the educational marketing
policy is a wide strategy both by means of the nature of
objects and by means of the emphasis of the material and
organisational commitment.
The market strategy of the educational
marketing policy is a wide strategy both by
means of the nature of objects and by means of
the emphasis of the material and organisational
commitment. It represents the start for all the
other strategies and it actually follows the ending
of the activity of the educational institution. The
strategy success is subordinated to its realism, to
its funding degree, to the efficiency of the usedmeans.
The famous German professor Heribert
Meffert suggests a series of criteria that could be
considered, depending on the case, in order to
establish the strategical marketing orientation of
the social organizations: establishing thereferred markets, establishing the type of action
89
AndreeaMihaela Vduva, Universitatea Constantin Brncui din Trgu-Jiu, domiciliu: Str. 1 Decembrie1918, bl 108, sc.3,ap1,Trgu-Jiu, Tel: 0040767771140, [email protected].
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stabilirea formei de aciune asupra grupurilor-
int, stabilirea atitudinii fa de concureni,
stabilirea atitudinii fa de distribuitori,
stabilirea centrului de greutate n utilizarea
instrumentelor de marketing" (Zaharia, Rzvan,2001, p. 208).
1. Stabilirea pieelor vizate n cadrulmarketingului educaional presupune stabilirea
grupurilor-int de interes pentru instituia denvmnt, constatarea problemelor cu care seconfrunt aceasta i identificarea soluiilorexistente pentru rezolvarea acestor probleme.
Un aspect deosebit de important nselectarea beneficiarilor este segmentarea pieei
n funcie de criterii care se refer la vrsta,naionalitatea, veniturile, mediul, localitatea dedomiciliu ale acestora. Pentru instituiile denvmnt (grdinie, coli, licee, universiti,
publice sau private) este important s cunoascdimensiunile promoiei pe care urmeaz s oinstruiasc, fiind necesar urmrirea rateinatalitii, dar i a migraiei populaiei ntrediferite zone i chiar, n cazul unitilor de
nvmnt private, evoluia veniturilordiferitelor segmente ale populaiei (Zaharia,Rzvan, 2001, p. 70). De maxim importan nalegerea grupurilor-int este i nivelul de
pregtire, tipul educaiei, normele etice i moraleacceptate, limba vorbit, criterii n funcie decare trebuie stabilite cele mai potrivite mijloace
de atragere a grupului-int vizat (Zaharia,Rzvan, 2001, p. 70). Ne referim n aceste cazurilaprincipalele grupuri-intale unei instituii denvmnt; de exemplu, pentru o universitateacestea sunt reprezentate de elevii de liceucare
ar putea accesa oferta educaional a acesteia,studenii actuali sau absolvenii care ar putea
opta din nou pentru cursuri postuniversitare,
doctorale sau postdoctorale n cadrul aceleiaiinstituii sau care ar putea chiar s sprijinefinanarea universitii prin intermediul firmelorunde sunt angajai (firme care beneficiaz de
capitalul uman educaional absolventul)
on the target-groups, establishing the attitude to
the competitors, establishing the attitude to the
distributors, establishing the centroid in using
the marketing tools" (Zaharia, Rzvan, 2001, p.208).
1. Establishing the referred markets in
frame of the educational marketing supposes
establishing the interesting target-groups for the
educational institution, finding the problems
faced by it and identifying the existent solutions
for solving these problems.
An extremely important aspect in selecting
the beneficiaries is segmenting the market
depending on criteria referring to their age,
nationality, incomes, environment, and
residence. For the educational institutions
(kindergartens, schools, high schools, public or
private universities) it is important to know theextent of the promotion they are to instruct,
being necessary to follow he birth rate, but also
the one of the population migration between
different areas and even, in case of the private
educational units, the evolution of the incomes
of different segments of the population(Zaharia, Rzvan, 2001, p. 70). It is veryimportant, in choosing the target-groups, the
training level, the education type, the accepted
ethical and moral norms, the spoken language,
criteria depending on which we should establish
the most adequate means of attracting the
referred target-group (Zaharia, Rzvan, 2001, p.70). In these cases, we refer to the main target-
groups of an educational institution; for
example, for a university, these are represented
by the high-school pupils that could access its
educational offer, the current students or the
graduates who could choose again post-
university, PhD or post-PhD classes in frame of
the same institutions or who could even support
the financing of the university by means of the
firms where they work (firms benefiting from the
educational human capital graduate) (Zaharia,
Rzvan, 2001, p. 75).
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(Zaharia, Rzvan, 2001, p. 75).Alte categorii de grupuri-int vizate de o
instituie de nvmnt sunt: Subscriptorii (Zaharia, Rzvan, 2001,
p. 75)persoane fizice, instituii, organizaiicare contribuie financiar la buna desfurare aactivitii n cadrul instituiei. n stabilireastructurii acestora, se iau n considerare o seriede criterii precum: amplasarea geografic aacestora, natura contribuiei lor (material saufinanciar), mrimea contribuiilor ntr-oanumit perioad de timp, tipul de subscriptor(persoan fizic, juridic sau statul) i pondereacontribuiilor aduse de fiecare tip n parte.
Prescriptorii (Zaharia, Rzvan, 2001,p. 76) ca i grup-int de interes pentruinstituia de nvmnt sunt acele persoanefizice sau juridice care sunt n msura sinflueneze comportamentul altor persoane saule pot determina pe acestea s ofere sponsorizrisau donaii n sprijinul activitii educaionale.n cazul nostru, acest grup poate fi reprezentatde mass-media (prin mediatizarea ofertei
educaionale, se poate influena beneficiarul nalegerea unei instituii de nvmnt),sindicatele din educaie existente sau chiarnvtorul/profesorul care poate juca un roldecisiv n accesarea de ctre beneficiari a uneianumite oferte educaionale ale unei instituii denvmnt.
Militanii (voluntarii) (Zaharia,Rzvan, 2001, p. 76): o mare importan o
prezint militanii care ndeplinesc sarcini nvirtutea crora intr n contact cu grupurile-int,avnd atribuii asemntoare forelor de vnzaredin marketingul clasic. Acetia presteaz acesteactiviti n mod gratuit i pe baz de voluntariat,singura recompens fiind din punct de vederemoral. Spre exemplu, asociaiile studeneti(grupuri-int care beneficiaz sau au beneficiatde serviciile educaionale) pot deine un rolimportant n activitatea de marketing a unei
universiti.
Other categories of target-groups referred
by an educational institution are:
Subscriptors (Zaharia, Rzvan, 2001, p.75)natural persons, institutions, organizationsthat financially contribute to the good
development of the activity in frame of the
institution. In establishing their structure, we
consider a series of criteria such as: theirgeographical placement, the nature of their
contribution (either material, or financial), the
size of the contributions in a certain lapse of
time, the subscriptor type (natural person,
juridical entity or the state) and the weight of the
contributions brought by every type.
Prescriptors (Zaharia, Rzvan, 2001, p.76) as an interesting target-group for theeducational institution there are those natural
persons or juridical entities that are able to
influence the behaviour of other persons or that
may determine them to offer sponsorships or
donations in order to support the educational
activity. In our case, this groups may be
represented by mass-media (by mediatising the
educational offer, we may influence thebeneficiary in choosing an educational
institution), the existent trade unions in
education or even the institutor/professor may
have a decisive role in accessing by the
beneficiaries a certain educational offer of an
educational institution.
Militants (volunteers) (Zaharia,Rzvan, 2001, p. 76): a big importance is
presented by the militants accomplishing targets
under which they have contact with the target-
groups, having attributions similar to the selling
forces in the classic marketing. They performthese activities freely and based on volunteering,
the only reward being moral. For example, the
students associations (target-groups that benefit
or that had benefited from the educational
services) may own an important role in the
marketing activity of a university.
Competitors. An absolutely necessary
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Concurenii. Un element absolutnecesar n realizarea strategiei de marketingeducaional l reprezint cercetarea cu atenie aconcurenei n sfera educaional, i astfelidentificarea punctelor forte i punctelor slabeale acesteia n vederea mbuntirii proprieistrategii, ntruct concurena se constituie ntr-ocomponent esenial n evidenierea avantajeloroferite de fiecare instituie n parte i nadoptarea unor msuri de ndreptare/
perfecionare a situaiei din aceast sfer.Pe de alt parte, astzi, concurena la nivelul
tuturor segmentelor cererii educaionale poatepresupune o competiie inegal cu marile
instituii de nvmnt. Spre exemplu, ntreuniversiti, concurena este determinat, pe deo parte de disputa pentru supremaie ntrecentrele universitare tradiionale i, pe de alt
parte, de reticena centrelor universitare marifa de centrele universitare nfiinate dup1990(Gorun, Adrian, 2010, p. 111).
O alt problem o reprezint coexistenanvmntului universitar public, () cu
nvmntul privat, aflat nc n proliferare dindiverse motive (exigen sczut, faciliti ce inn multe cazuri de concurena neloial, dorinamultor persoane de a obine fetiul diploman timp scurt, legislaie permisiv pentrunvmntul din sfera privat, incapacitateainstituional a universitii publice de a preluatoate segmentele de cerere, etc.) (Gorun,Adrian, 2010, p. 109).
Politica de marketing educaional prin careinstituia de nvmnt poate s domineconcurena n sfera ei de referin, trebuie surmreasc:
-exercitarea influenei asupra nivelului istructurii cererii;
-fasonarea ofertei astfel nct instituia sse poat folosi de avantajele din zona ei deaciune;
-msurarea corect a capacitilor oferite,stabilirea nivelului resurselor materiale, umane
element in accomplishing the educational
marketing strategy is represented by the careful
research of the competition in the educational
field, and thus, by the identification of its strong
points and of the weak ones in order to improve
its own strategy, so that the competition is an
essential component in spotlighting the
advantages offered by every institution and in
adopting certain measures of
correction/improvement of the situation in this
field.
On the other hand, nowadays, the
competition at the level of all the segments of the
educational demand may suppose an unequal
competition with the great educational
institution. For example, between the
universities, the competition is determined onone hand, by the dispute for supremacy between
the traditional university centres and, on the
other hand, by the reticence of the great
university centres to the university centres
settled after 1990 (Gorun, Adrian, 2010, p.111).
Another problem is represented by thecoexistence of the public university education,() with the private education, still placed in
proliferation because of different reasons
(decreased exigency, facilities related, in many
cases, to the unfair competition, many personsdesire to get the fetish the diplomain a shorttime, a permissive legislation for the private
education, the institutional incapacity of the
public university to take over all the demanding
segments, etc.) (Gorun, Adrian, 2010, p. 109).The educational marketing policy by means
of which the educational institution can
dominate the competition in its reference field,
should follow:
- The exertion of the influence on thelevel and structure of the demand;
- to mould the offer so that theinstitution could use the advantages in its action
area;
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i financiare, astfel nct instituias controlezecompetiia n spaiul ei de referin;
- realizarea riguroas a previziunii depia, estimri ct se poate de precise alepotenialului cererii pe termen mediu i lung, laproiectarea produsului educaional (Gorun,Adrian, 2010, p. 111).
Prestatorii de servicii (Zaharia, Rzvan,2001, p. 78) sunt acele grupuri-int angajate deinstituia de nvmnt n scopul soluionriiunor probleme specifice: agenii de publicitate,firme de transport, firme de consultan, paz i
protecie, agenii de servicii potale i decurierat.
Organismele publice: structuri desupraveghere i control al activitii instituiei denvmnt. Exist astfel de structuri, ndomeniul educaiei, n funcie de specificulfiecrui tip de activitate realizat: ARACIS,CNCSIS, Consiliul Naional pentru Reform anvmntului, Consiliul Naional de Atestare aTitlurilor, Diplomelor i CertificatelorUniversitare, Consiliul Naional pentru
Finanarea nvmntului Superior, ConsiliulNaional pentru Finanarea nvmntuluiPreuniversitar de Stat, Consiliul Naional alCercetrii tiinifice din nvmntul Superior ,etc.
Referitor la constatareaproblemelorcu care
se confrunt instituia de nvmnt iidentificarea soluiilor existente pentru
rezolvarea acestor probleme, unele dintre
acestea se refer la existena unei hibridri aspecializrilor, ct i o fragmentare accentuat alor la nivelul agenilor ceea ce conduce la o seriede dificulti pentru instituia de nvmnt, maiales n condiiile birocraiei stufoase cecaracterizeaz introducerea unor programe noi.Astfel, o universitate de exemplu va aplica
programe de studii pe domenii mai largi,
insistnd pe dezvoltarea capacitilor privindtransferul de deprinderi cognitive. Pentru
evitarea dezechilibrelor pieei forei de munc
- The correct measuring of the offeredcapacities, establishing the level of the material,
human and financial resources so that the
institution could control the competition in its
reference space;
- The rigorous accomplishment of themarket prognostic, estimations as exact as
possible of the demand potential on an average
and long term, when projecting the educational
product (Gorun, Adrian, 2010, p. 111).
Service performers (Zaharia, Rzvan,2001, p. 78) are those target-groups contracted
by the educational institution in order to solve
certain specific problems: advertising agents,
transport firms, consultancy, security and
protection firms, postal services and courier
services.
Public organisms: structures ofsurveying and controlling the activity of the
educational institution. There are such structures,
in the educational field, depending on the
specific of every accomplished activity type:
ARACIS, CNCSIS, National Council for
Educational Reform, National Council for Titles,Diplomas and University Certificates
Certification, National Council for Financing the
State Pre-University Education, National
Council of Scientific Research of the Higher
Education, etc.
Referring to finding the problems faced
by the educational institution and identifying the
existent solutions for solving these problems,
some of them refer to the existence of a
crossbreeding of the specializations, and also
their emphasised fragmentation at the agencies
level, fact that leads to a series of difficulties for
the educational institution, especially in theconditions of the bushy bureaucracy featuring
the introduction of certain new programmes.Thus, a university for example will applystudies programmes on larger fields, insisting on
the development of the capacities regarding the
transfer of cognitive skills. In order to avoid the
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(neacoperirea cu specialiti a anumitor sectoaresociale n plin evoluie, producerea deabsolveni -poteniali omeri n cazul n care oserie de specializri nu mai sunt cutate, ntructsectorul privat rmne pe mai departe onecunoscut, genernd incertitudini), esteindispensabil o bun cunoatere a cererii carecapt forme din ce n ce mai multiple i maivariate (Zaharia, Rzvan, 2001, p. 108).
2. Stabilirea formei de aciune asupra
grupurilor-int. n acest scop, Meffert propune:strategia nedifereniat, strategia difereniat
sau strategia concentrat. (Zaharia, Rzvan,2001, p. 208).
Strategia nedifereniat, n marketinguleducaional, are la baz ncercarea de atragere amajoritii potenialilor beneficiari prin tratareaunor teme cu caracter general i recomandareaunor soluii larg consimite. Cele mai
prestigioase instituii de nvmnt sunt celecare ar putea utiliza acest tip de strategie
deoarece acestea se pot folosi de imaginea deja
creat n rndul grupurilor-int, instituii care
nu-i pot permite nesatisfacerea nevoilorbeneficiarilor, ntruct aceasta ar putea conducela afectarea credibilitii instituiei n sine sauchiar ndeprtarea potenialilor beneficiari.Instituia de nvmnt cu reputaie n sferaeducaional ncearc, prin oferta educaional,s rspund concret la ateptrile grupului-intde interes ndeosebi pentru faptul c are totinteresul de a menine statu-quo-ul. Oricencercare de segmentare a intei (...) este (...)doar costisitoare i ineficient, dar chiar riscanti contraproductiv(Zaharia, R., 2001, p. 204).
Strategia difereniateste de fapt o strategie
de atac n care resursele educaionale (timp,eforturi i costuri ridicate) nu conducntotdeauna la rezultatele scontate ntruct pot danatere la probleme de coeren i credibilitate(Zaharia, Rzvan, 2001, p. 205).
Instituiile de nvmnt tinere, dar nu
numai, a cror poziie pe pia nu este nc
imbalances of the manpower market (non-
covering with specialists certain evolving social
sectors, producing graduates potentialunemployed people if a series of specializations
are not wanted anymore, whereas the privatesector continues to be unknown, generating
incertitude), it is indispensable a goodknowledge of the demand getting more and more
multiple and different forms (Zaharia, Rzvan,2001, p. 108).
2. Establishing the action form on the
target-groups. In this purpose, Meffert suggests:
undifferentiated strategy, differentiated strategy
or focused strategy. (Zaharia, Rzvan, 2001, p.
208).
The undifferentiated strategy, in the
educational marketing, is based on the attempt to
attract most of the potential beneficiaries by
treating certain general themes and
recommending certain largely consented
solutions. The most prestigious educational
institution are the ones that could use this type of
strategy because they could use the image
already created among the target-groups,institutions that could not allow the non-
satisfaction of the beneficiaries needs, whereasthis could lead to affecting the credibility of the
institution itself or even the dismissal of the
potential beneficiaries. The educational
institution having a reputation in the educational
field attempts, by means of the educational offer,
to concretely answer to the expectations of the
interesting target-group especially because it isvery interested to keep the statu-quo. Anyattempt of segmenting the target (...) is not (...)
only expensive and inefficient, but even risky
and counter-productive (Zaharia, R., 2001, p.204).
The differentiated strategy is actually an
attack strategy where the educational resources
(time, efforts and high costs) do not always lead
to the expected results whereas they may give
birth to problems of coherence and credibility
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consolidat sunt cele care adopt o astfel destrategie. Aceasta presupune strduina deidentificare i unificare a tuturor intereselorgrupurilor-int prin abordarea fiecrei categoriin parte, prin folosirea unui limbaj specificfiecrei inte, n scopul identificrii unor soluiicaracteristice fiecrui segment.
Spre exemplu, strategia de marketing
adoptat n cazul subscriptorilor ca grup-intal instituiei de nvmnt trebuie s fieindividualizat pentru fiecare categorie n parte,dac se dorete obinerea fondurilor din parteaacestora, ntruct nu se poate ajunge la ntreg
publicul cu acelai mesaj, fiind necesar o
segmentare a pieei, a potenialilor subscriptori,promovarea imaginii organizaiei, misiunii sauprodusului oferit.
Strategia concentrat const n punereaaccentului asupra unei singure categorii sau a
unui numr redus de categorii ale grupurilor-int n ncercarea de a atrage acei poteniali
beneficiari nc nehotri sau din pricinadorinei de atragere a unei categorii anume de
beneficiari. Strategia poate avea totui un efectnegativ asupra categoriilor neglijate i astfel nuconduce la rezultatele sperate prin aplicarea sa,
ntruct numrul beneficiarilor atrai de ofertaeducaional nu este suficient de mare pentru aasigura succesul instituiei denvmnt.
Referitor la utilizarea strategiilor descrise
mai sus, Michel Noir vine cu o propunere
interesant i anume utilizarea succesiv aacestora (Noir, Michel, 1977 apud Zaharia,
Rzvan , 2001, p. 205). n domeniul educaional,aceast propunere ar presupune adoptarea dectre instituia de nvmnt n prim faz aunei strategii nedifereniate, n scopul spoririigradului de notorietate, fr a-i afectaimaginea; n urmtoarea perioad, se va aplicao strategie difereniat al crei scop estecreterea credibilitii n rndurile fiecreicategorii (...) de beneficiari; iar n ultima faz,
se va trece la strategia concentrat, mobilizndu-
(Zaharia, Rzvan, 2001, p. 205).The young educational institutions, but not
only them, whose position on the market is not
reinforced yet are the ones adopting such a
strategy. This supposes the attempt to identify
and unify all the interests of the target-groups by
approaching every category, by using a language
specific to every target, in order to identify
certain solutions specific to every segment.
For example, the marketing strategy
adopted in case of the subscriptors as a target-group of the educational institution should beindividualized for every category, if we want to
obtain funds from them, whereas we cannot get
to the entire audience with the same message,
being needed a segmentation of the market, of
the potential subscriptors, the promotion of the
organization image, of the mission or of the
offered product.The focused strategy consists in
emphasising only one category or a reduced
number of categories of the target-groups in the
attempt to attract those potential beneficiaries
who are still undecided or because of the will toattract a certain category of beneficiaries.
However, the strategy can have a negative effect
on the neglected categories and thus it does not
lead to the results expected by its application
whereas the number of beneficiaries attracted by
the educational offer is not big enough to
provide the success of the educational institution.
Referring to the use of the strategies
described above, Michel Noir brings an
interesting suggestion, namely their successive
use (Noir, Michel, 1977 apud Zaharia, Rzvan ,2001, p. 205). In educational field, this
suggestion could suppose the adoption by the
educational institution, in the first phase, an
undifferentiated strategy, in order to increasethe notoriety degree, without affecting its
image; in the following lapse of time, we willapply a differentiated strategy whose purpose is
the increase of credibility in each category (...)
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i eforturile exclusiv asupra categoriei debeneficiari nehotri, atragerea acestora putnds nsemne succesul instituiei de nvmnt.
3. Stabilirea atitudinii fa de concureni.
Cu privire la atitudinea instituiei de nvmntfa de concureni se poate stabili ca aceasta sadopte o atitudine de indiferen (nu nconsiderare existena altor instituii cu acelaiscop educativ), de concuren (instituiancearc s controleze competiia n spaiul ei dereferin) sau de colaborare (spre exemplu,ncheierea unor parteneriate de colaborare ntreacestea sau nfiinarea unor consorii universitaren scopul sprijinirii i ncurajrii schimburilor
mutuale de studeni sau cadre didactice,dezvoltrii cooperrii n privina activitilor decercetare, promovrii anumitor activitiacademice).
4. Stabilirea atitudinii fa de distribuitori.
Pentru popularizarea ideilor, prestarea unor
servicii specifice sau distribuirea serviciilor
educaionale, instituia de nvmnt poatealege s se ocupe personal de distribuirea acestor
servicii sau poate intra n colaborare cu anumiteorganizaii, agenii. n acest caz, productorulserviciilor educaionale nu este neaprat iofertantul sau vnztorul acestora. Spreexemplu, o universitate poate apela la serviciile
unei agenii de publicitate specializate npromovarea ofertei educaionale.
5. Stabilirea centrului de greutate n
uti li zarea instrumentelor de marketing.
Meffert se refer aici la constituirea mixuluide marketing (Zaharia, Rzvan, 2001, p. 209).Acesta combin toate elementele de care poateuzita instituia de nvmnt, n cazul nostru,
pentru a influena cererea pentru produsul su.Marketing- M ixn scopul realizrii strategiei de pia a
politicii de marketing educaional, se impune,
aadar, un complex de activiti care sefocalizeaz n jurul elementelor de baz:
produsul/serviciul educaional (ansamblul
of beneficiaries; and in the last phase we will
pass from the concentrated strategy, by
mobilizing its efforts exclusively on the category
of undecided beneficiaries, and their attraction
could mean the success of the educational
institution.
3. Establishing the atti tude to competi tors.
Regarding the attitude of the educational
institution to competitors can be established for
it to adopt an indifferent attitude (not considering
the existence of other institutions with the same
educative purpose), a competitive one (the
institution tries to control the competition in its
reference space) or a collaboration attitude (for
example, contracting certain collaboration
partnerships between them or settling certain
university consortia in order to support and
encourage the mutual exchanges of students or
teachers, to develop the cooperation regarding
the research activities, to promote certain
academic activities).
4. Establishing the attitude to the
distributors.
For popularizing the ideas, performingcertain specific services or distributing the
educational services, the educational institution
may choose to take care personally of the
distribution of these services or may enter in
collaboration with certain organizations,
agencies. In this case, the producer of the
educational services is not necessarily their
supplier or seller. For example, a university may
use the services of an advertising agency
specialized in promoting the educational offer.
5. Establishing the centr oid in using the
marketing tools.
Meffert refers here to the constitution of the
marketing mix (Zaharia, Rzvan, 2001, p. 209).This combines all the elements that may be used
by the educational institution, in our case, in
order to influence the demand for its product.
In order to accomplish the market strategy
of the educational marketing policy, it is thus
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bunurilor/serviciilor educaionale puse ladispoziia beneficiarului), preul (nu reprezintneaprat o sum de bani atunci cnd mbracforma taxei de studiu, spre exemplu, ci poate fi
vorba de performan, efort intelectual etc.),plasarea/plasamentul/distribuia (activitile
prin care instituia de nvmnt pune ladispoziia consumatorului de educaie produsuleducaional) i promovarea (modaliti decomunicare ale instituiei de nvmnt nvederea convingerii potenialilor beneficiari de ale accesa oferta educaional) cunoscute subnumele de cei 4 P . Acest complex alelementelor de baz poart denumirea de
marketing-mix sau mixul de marketing
(mix=mixture (engl.) = amestec, mbinare,combinare) i presupune mbinarea elementelorcare compun politica de marketing educaional.
Figura nr. 1
Marketing-mix-ul este definit ca unansamblu de inst rumente tactice de marketing,
controlabile, pe care organizaie le combin cuscopul de a produce pe pia reacia dorit(Kotler, Philip, 1998 apud Zaharia, Rzvan ,2001, p. 210).
n sfera educaional, nu toate cele patru
elemente eseniale ale marketing-mix-uluiprezint aceeai importan, judecnd dupocaziile de utilizare a acestora de ctreinstituiile de nvmnt, situaie prezentat ntabelul alturat.90
imposed a complex of activities focused around
the basic elements: educational product/service
(the ensemble of the educational goods/services
placed at the beneficiarys disposition), price (itdoes not necessarily represent a money amountwhen it represents a study tax, for example, but it
could be about performance, intellectual effort
etc.), placing/emplacement/ distribution
(activities by means of which the educational
institution puts the educational product at the
education consumers disposition) andpromotion (ways of communication of the
educational institution in order to convince the
potential beneficiaries to access their educational
offer)known as the4 P .This complex of the basic elements is
named marketing-mix or the mix of marketing
(mix=mixture = jumble, junction, combination)
and it supposes the junction of the elements
composing the educational marketing policy.
The marketing-mix is defined as anensemble of tactical, controllable marketing
tools combined by the organization in order to
produce the desired reaction on the market(Kotler, Philip, 1998 apud Zaharia, Rzvan ,2001, p. 210).
In the educational field, not all the four
essential elements of the marketing-mix present
the same important, judging according to the
occasions of using them by the educational
institutions, a situation presented in the table
below.92
90Preluare din tabelul realizat de Thomas E. Barry n MarketingThe Expansion of Marketings Boundaries, Prentice HallInc., Englewood Cliffs, 1991, p. 771 apud Rzvan Zaharia, op. cit., p. 211;
92 Taking over from the table accomplished by Thomas E. Barry in Marketing The Expansion of MarketingsBoundaries, Prentice Hall Inc., Englewood Cliffs, 1991, p. 771 apud Rzvan Zaharia, op. cit., p. 211;
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Tabelul nr. 1
Ocaziile de utilizare a elementelor
marketing-mix-ului n domeniul educaional
Tipul de
organizaie
social
Politic
a de
produs
Politic
a de
pre
Politica
de
distribuie
Politica de
comunicaie
promoionalOrganizai
i din
domeniul
educaiei
nalt mediusczut-
mediunalt
Constatm astfel rolul important pe care ljoac politica de produs i cea de comunicaiepromoional, n timp ce se observ o reducere aaccentului pus pe politica de pre, ndeosebi pecea de distribuie.
O abordare interesant a corespondenei
care se stabilete ntre marketing-mix-ulinstituiei i exigenele grupurilor-int aparinelui Robert Lauterborn (Lauterborn, Robert E.,
1990, in Kotler, Philip, 1998 apud Zaharia,
Rzvan, 2001, p. 212): este necesar caorganizaia s i conceap cei patru P n funciede cei patru C ai cumprtorului.
Figura nr. 2 Corelaia dintre mixul de
marketing al organizaiei i cerinele grupului-
int (Zaharia, Rzvan , 2001, p. 212).
Table no. 1 Occasions of using the elements
of the marketing-mix in the educational fieldType of
socialorganization
Product
policy
Price
policy
Distribution
policy
Promotional
ommunicationpolicy
Organisationsin the
educational
field
high averagelow-
averageHigh
Therefore, we find the important role played
by the product policy and the promotional
communication one, while we notice a reduction
of the emphasis on the price policy, especially on
the distribution one. An interesting approach of
the correspondence established between the
marketing-mix of the institution and the
exigencies of the target-groups belongs to Robert
Lauterborn (Lauterborn, Robert E., 1990, in
Kotler, Philip, 1998 apud Zaharia, Rzvan, 2001,p. 212): it is necessary for the organization toconceive its four P depending on the four C of
the buyer.Figure no. 2 Correlation between the
marketing-mix of the organization and the
demands of the target-group (Zaharia, Rzvan ,
2001, p. 212).
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Concluzii
Piaa educaional este o ni viabil iprofitabil pe care puine instituii i potpermite s o ignore, dar aceasta poate fi evazivi dificil de intit,care necesit soluii inovatoarei instrumente unice.
O strategie de marketing a unei organizaiisociale trebuie s aib n vedere definirea ianalizarea unei piee-int, precum i crearea imeninerea unui mix de marketing adresatacesteia(Pride, William M.,; Ferrel,O.C.,1991apud Rzvan Zaharia, 2001, p. 209).n acest sens, strategia de marketing educaional(marketingul educaional - parte component a
marketingului social), presupune nainte de toateidentificarea ateptrilor, cerinelor, nevoilor
beneficiarilor prin cercetri riguroase demarketing educaional, urmat de proiectarea iaplicarea unui marketing-mix eficace, dirijndastfel aciunile de marketing ale instituiei denvmnt spre atingerea intereselor iobiectivelor acesteia.
Strategia de marketing educaional trebuie
s aib ca obiectiv principal construireanotorietii brandului instituiei i vindereaprodusului printr-o abordare unic.
BIBLIOGRAFIE
1. Ghergu, Alois, Management general i strategicn educaie: ghid practic, Iai, Polirom, 2007;
2. Gorun, Adrian, Educaia ncotro? Modele deadministrare a sistemului educaional, Editura Academica
Brncui, Trgu-Jiu, 2010;3. Kotler, Philip; Armstrong, Gary; Saunders, John;
Wong, Veronica,Principiile marketingului, Editura Teora,
Bucureti, 1998;
4. Lauterborn, Robert E., New marketing litany:four Ps pass; C-words take over, n revista AdversitingAge / 1 octombrie 1990;
5. Lendrevie, Jacques; Lindon, Denis, Mercator thorie et pratique du marketing, 4e dition, Dalloz,Paris, 1990;
6. Noir, Michel, Russir une campagne lectorale:suivre lexemple amricain?, Les Editions dOrganistions,Paris, 1977;
7. Pride, William M.,; Ferrel, O.C., Marketing,Seventh Edition, Houghton Mifflin Company, Boston,
Dallas, 1991;
8. Thomas E. Barry n MarketingThe Expansionof Marketings Boundaries, Prentice Hall Inc.,
Conclusions
The educational market is a viable and
profitable niche that few institutions could
ignore, but it could be evasive and difficult to
reach, needing innovating solutions and unique
tools.
A marketing strategy of a socialorganisation should consider the defining and the
analysis of a target-market, and also the creation
and maintenance of a marketing-mix addressed
to it (Pride, William M.,; Ferrel, O.C.,1991apud Rzvan Zaharia, 2001, p. 209). In thissense, the educational marketing strategy (the
educational marketing a component of the
social marketing), supposes, above all, the
identification of the expectations, demands,
needs of the beneficiaries by rigorous researches
of educational marketing, followed by the
projection and the application of an efficient
marketing-mix, leading thus the marketing
actions of the educational institution towards
reaching its interests and purposes.
The educational marketing strategy should
have as a main purpose the construction of thenotoriety of the institution brand and the sale of
the product by a unique approach.
REFERENCES
1. Ghergut, Alois, General and StrategicManagement in Education: A Practical Guide, Iasi,Polirom, 2007;
2. Gorun, Adrian, Education - where? Models ofeducational system management, Brancusi Academic
Publishing House, Targu-Jiu, 2010;
3. Kotler, Philip, Armstrong, Gary, Saunders John,Wong, Veronica, Principles of Marketing, Teora
Publishing House, Bucharest, 1998;4. Lauterborn, Robert E.,New marketing litany: four
Ps pass; C-words take over, in Adversiting Age / 1stof october 1990;
5. Lendrevie, Jacques; Lindon, Denis, Mercator thorie et pratique du marketing, 4e dition, Dalloz,Paris, 1990;
6.Noir, Michel, Russir une campagne lectorale:suivre lexemple amricain?, Les Editions dOrganistions,Paris, 1977;
7. Pride, William M.,; Ferrel, O.C., Marketing,Seventh Edition, Houghton Mifflin Company, Boston,
Dallas, 1991;
8. Thomas E. Barry in MarketingThe Expansion
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Englewood Cliffs, 1991;
9. Voiculescu, Florea, Educaia n economia depia, Institutul European, Iai, 2008;
10.Zaharia, Rzvan, Marketing social-politic, ed.Uranus, Bucureti, 2001;
of Marketings Boundaries, Prentice Hall Inc.,Englewood Cliffs, 1991;
9. Voiculescu, Florea, Education in a marketeconomy, European Institute, Iasi, 2008;
10.Zaharia, Razvan, Social and Political Marketing,ed. Uranus, Bucharest, 2001;
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