Educational marketing

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Methods for marketing offers in the education system are referred to as educational marketing . Its task is to create, maintain and strengthen relationships with the education seeker, other partners and social stakeholders. By securing the corporate goals, the needs of the groups involved should also be satisfied. According to Hillebrecht, various aspects must be observed:

  • The objective of the educational institution
  • the market data and identifiable demand
  • the interests of the inquirers (i.e. pupils, possibly their parents, in the case of vocational schools and other vocational training institutions also those of the future employers)
  • the offer policy (content and focus of the educational offers, specific design of the school offers)
  • the expected contributions (in the case of direct financing, school fees or participation fees, non-material services; in the case of indirect financing, the interests of taxpayers or sponsors)
  • The distribution of the educational offers (offer locations, time availability)
  • the quality of the staff employed
  • the communication of the respective offer

The communication policy towards the respective target groups is of great importance. B. Regenthal and Schütt is set out. Education is mostly an experience or even trust good, in which the customer has to trust the utility (in the sense of professional and labor market opportunities, applicability of the educational content in general) of the educational offer or can only actually learn about it after a few years' delay and thus his decision of is characterized by a high level of uncertainty. More comprehensive approaches see educational marketing embedded in the management or market-oriented leadership of educational institutions, e.g. B. at Voss and Meyer-Breyländer. There are very different types of education providers that employ education marketing strategies. Basically, this includes schools , universities , but also extracurricular institutions (e.g. student assistance and study group / tuition) as well as adult education institutions (e.g. adult education centers ). Experience has shown that private education providers are significantly more active than state providers, as they usually demand higher usage fees and are therefore more subject to the need to justify the utility value of the usage fees in advance of the demand decision.

See also

Web links

Individual evidence

  1. ↑ See Michael Bernecker, Bildungsmarketing, Bergisch Gladbach 2007; Sandra Madel: The importance of marketing for the profiling of schools, Munich: Grin 2005
  2. ↑ Steffen Hillebrecht: School Marketing. Rinteln, Merkur Verlag 2001. ISBN 3-8120-0347-3 , pp. 13f
  3. ^ Gerhard Regenthal, Gerhard: Corporate Identity in Schools, 2nd edition, Neuwied 2001
  4. ^ Corinna E. Schütt: Schools go public, Bremen: Viola Falkenberg-Verlag 2009.
  5. ↑ See Steffen Hillebrecht: Schulmarketing, Rinteln: Merkur 2001, pp. 27–29.
  6. ↑ Rödiger Voss (ed.): Innovatives Schulmanagement, Gernsbach: Deutscher Betriebswirte-Verlag 2008, p. 5ff.
  7. ↑ See Thomas Breyer-Mayländer: Schools in Competition, Hohengehren: Schneider 2012, p. 7ff.