The principal focus of the present study was to examine the factors critical to the development and maintenance of a competitive advantage for education institutions operating in international markets. International education involves over 1.3 million students' world wide, and injects billions of dollars into the economies of supplier nations. Despite its importance, little empirical research is available on the international marketing of education. This study draws together research from services marketing, industrial and organisational economics, strategic management and various studies and reports relating to the management and marketing of international education.Commencing with an overview of the international market for education, the study examines the education sectors of leading supplier nations particularly Britain, Canada, New Zealand and the United States. It then describes the education sector of Australia and its international education industry in depth.Following a review of the relevant literature that relates to services marketing and e development of sustainable competitive advantage, a theoretical model as to how an education institution might achieve competitive advantage in international markets is proposed, along with several research propositions.' The findings of a survey of 315 education institutions in Australia, Canada, New Zealand, the United Kingdom and United States are then outlined. Initial descriptive statistics suggest that:1. Australian tertiary institutions are less confident about their international market recognition than are their Canadian, American, New Zealand or United Kingdom (CANZUK) counterparts;2. Significant differences exist between the five supplier countries in the importance they place on targeting certain markets;3. Australian tertiary institutions were somewhat more pessimistic about the growth in their ++ / international student body that were their CANZUK counterparts;4. Australian institutions were significantly more concerned over government support and policy than were their CANZUK counterparts;5. Student word of mouth referral was identified as the most effective form of promotion for international education;6. Australian tertiary institutions were significantly more positive about the value of recruitment agents and mass media advertising than were their CANZUK counterparts.An exploratory factor analysis of the survey data found a series underlying dimensions measuring various aspects of an institution's perception of its marketing and strategic planning processes. These "factors" were used to generate twenty-six derived variables that were used for subsequent analysis. An examination of these factors was undertaken, both statistically and through a series of in-depth interviews with fifteen education institutions in Australia.Two regressions were used to estimate the relationship between the dependent variables of Cost Leadership and Differentiation (which are measures of generic positioning strategies adopted by the institutions), and a range of independent variables measuring institutional perception of their external and internal environments. A structural equation model was also used to estimate the relationships between these two regressions. This found that the adoption of generic positioning strategies appears to be determined by institutional consideration of:1. Market Factors - a measure of institutional consideration of the importance of buyer bargaining power when developing business strategies;2. Market Outlook - a measure of institutional consideration of the importance of the level of market saturation within the industry when developing business strategies;3. Experience and Psychic Distance - a measure of institutional consideration of the ++ / importance of knowledge or experience of foreign markets, cultural differences and foreign recognition of programs when developing marketing strategies; and4. Resource Factors - a measure of institutional consideration of the importance of internal resources when developing business strategies.The selection of Cost Leadership appears to be determined by the first three of these variables, while selection of Differentiation appears to be determined by all four. These findings support the propositions that industry structure and foreign market structure are determinants of the generic enterprise strategies adopted by education institutions seeking competitive advantage in international markets.A discriminant analysis was undertaken to examine the relationship between adoption of a generic enterprise strategy and marketing strategies. This found an association between differentiation strategies and marketing strategies. Institutions which adopted differentiation strategies (e.g. uniqueness of programs and/or concentration on niche markets) were more like to be classified by high activity on two variables:1. Promotion and Recruitment - a measure of the perceived actual performance of the institution in its use of agents, expenditure on advertising and promotion, possession of offshore recruitment offices, use of government promotional agencies and size of international student enrolments.2. Marketing Activity - a measure of the importance to market success placed upon the use of agents, spending on advertising and promotion, possession of offshore recruitment offices and teaching programs, international alliances and enrolment of international students.A third regression estimated the relationship between the dependent variable Market Success (a measure of the enrolment growth, financial benefit, demand and optimism over future growth) and twenty-five independent ++ / variables derived from the factor analysis. This suggests that Market Success be determined by institutional consideration of Resource Factors, adoption of Differentiation positioning strategies and the possession of key "distinctive competencies " as:1. Image and Products - a measure of the perceived actual performance of the institution in terms of its reputation for quality, level of market profile, strength of financial resources, size and influence of its alumni and range of courses and programs;2. Coalition and Forward Integration - a measure of the actual performance of the institution in its possession of international strategic alliances and offshore teaching programs.Further, the institution's Market Success was also found negatively correlated with two additional variables:1. People and Culture - a measure of the perceived actual performance of the institution in its encouragement of innovation, customer orientation, effective use of information technology, the quality and expertise of its staff and its level of technical superiority;2. Mass Advertising - a measure of the institution's perception of the effectiveness of promotion via TV, radio, newspapers and magazines.These findings support the propositions that generic enterprise (at least those involving differentiation) and market entry strategies are significant determinants of market success. They also support the proposition that quality of image, market profile, coalition formation and forward integration into the export channel are likely to strengthen an institution's competitive advantage. Although not measured directly, these distinctive competencies may provide a source of sustainable competitive advantage as they provide potential barriers to imitation by competitors. Such barriers produce isolating mechanisms, which assist the institution to sustain a competitive edge in the market.Several ++ / managerial and research implications emerged from this study. The importance of developing a sound understanding of the student consumer were highlighted, along with the need to effectively measure and communicate an image of quality to the market. Saturation within international education markets is growing and future growth is likely to be dependent on market segmentation and the adoption of differentiation strategies. Those institutions with superior market experience will be better placed to make effective decisions regarding their competitive positioning. In doing so, the more successful are likely to give consideration to supply-demand imbalance and the general management of internal resources (e.g. staffing, facilities and programs).Successful institutions are likely to be those that adopt differentiation strategies that enhance their image and reputation as quality service providers build upon a sound financial base and make effective use of their Alumni and student word of mouth networks. Such institutions will also be likely to have offshore teaching programs and valuable strategic alliances that enhance their marketing and service delivery.

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Ikimokyklinio ugdymo paslaugos labai svarbios ugdant vaikus kaip asmenybes. Jos papildo vaikų ugdymą šeimose, skatina jų socialinį, pažintinį vystymąsi, praturtina vaikų bendravimo su kitais patirtį, padeda pasiruošti mokymuisi mokykloje. Vaikai ikimokyklinio ugdymo įstaigose praleidžia didesnę savo laiko dalį, ugdymo įstaigos tampa vis labiau reikšmingos tokio amžiaus vaikams, todėl ypatingą dėmesį reikia skirti ikimokyklinio ugdymo paslaugų teikimui, jų plėtrai, prieinamumui ir kokybei. Tyrimo tikslas: Atskleisti ikimokyklinio ugdymo paslaugų miesto ir kaimo vaikams ypatumus. Tyrimo uždaviniai: 1) Išanalizuoti pedagoginę, psichologinę bei metodinę literatūrą, susijusią su ikimokyklinio ugdymo paslaugomis miesto ir kaimo vaikams; 2) Išsiaiškinti ikimokyklinio ugdymo paslaugų pasiūlą miesto, rajono centro, rajoninės reikšmės miesto ir kaimo vaikams; 3) Nustatyti ar ikimokyklinio ugdymo paslaugų prieinamumas skiriasi miesto, rajono centro, rajoninės reikšmės miesto ir kaimo vaikams; 4) Išsiaiškinti ikimokyklinio ugdymo paslaugų poreikį miesto, rajono centro, rajoninės reikšmės miesto ir kaimo vaikams; 5) Apibendrinti tyrimo duomenis. Hipotezė: Ikimokyklinio ugdymo paslaugų pasiūla,poreikis ir prieinamumas iš dalies priklauso nuo gyvenamosios vietos (miesto, rajono centro, rajoninės reikšmės miesto ir kaimo). Tyrimo metodai: 1) Literatūros šaltinių analizė; 2) Ikimokyklinio ugdymo įstaigų vadovų anketavimas; 3) Institucijų... [toliau žr. visą tekstą] / Pre-school education services are very important in raising the children as individuals. They complement the education of children in families, promote their social, cognitive development, enriches children's experience of communicating with others, helps prepare for school. Children in pre-school education institutions spend most of their time, educational institutions are becoming increasingly important for children of that age group, so special attention should be given to pre-school education services, their development, availability and quality. Aim of the study: To reveal characteristics of the pre-school education services for children in urban and rural areas. Objectives of the study: 1. To examine the pedagogical, psychological and methodological literature relating to pre-school education services in urban and rural children; 2. To clarify pre-school education services availability at the city, the district suburbs in urban and rural children; 3. Set or pre-school education services for the city is different, the district suburbs in urban and rural children; 4. To clarify the pre-school service needs the city, the district, suburbs and rural children; 5. To Summarize the survey data. Hypothesis: pre-primary education services’ availability, need and accessibility depends in part on the place of residence (city, district, suburbs and rural). Research methods: 1. Literature review; 2. Survey of the Heads in Pre-school education... [to full text]

Esta pesquisa versa sobre o atendimento educacional especializado. Como recorte, investiga as possibilidades do brincar como ato pedagógico. O texto é tecido a partir do diálogo entre educação especial e psicanálise e organizado em duas grandes partes intituladas: Desdobramento do brincar e Jogos constituintes. Tais partes, ou dobras, falam sobre os movimentos teórico-metodológicos da pesquisa: da construção do relicário, texto-caixa onde as memórias e as vivências como professora de um aluno com impasses em sua constituição psíquica são lidas, escritas e rasuradas, à profanação das tradicionais formas de ofertar o ensino especializado por meio do brincar. Pela construção do caso, ressignificam-se sentidos e práticas objetivadoras do humano. O argumento deslinda a potência da educação como experiência; do brincar como capaz de produzir experiência; da função estruturante da escola e do professor. Conclui-se que o brincar, como ato pedagógico, no âmbito do atendimento educacional especializado, é capaz de efeitos estruturantes para alunos que vivem impasses em seu processo constitutivo. O brincar é o próprio trabalho de constituição do sujeito na infância, daí que se intervenha com e a partir do brincar no atendimento educacional especializado. / This research is about specialized education services. Though, its main subject is to investigate the possibilities of the usage of play-based activities as a pedagogical act. The essay is built on based on the dialogue between special education and psychoanalysis and is divided in two parts, named Desdobramento do brincar and Jogos constituintes. Those parts present the theoretical-methodological moves made in this research: from the construction of a shrine (a text-box where teacher's memories and experiences with a psychologically disturbed pupil are written, read and erased) to the debasement of traditional ways of offering a play-based specialized education. By constructing a case, new significance is given to humans' objectifying senses and praxis. The main point of this essay ascertains how powerful is education when it is dealt as an experience, as it also ascertains play-based activities as capable of building up experiences and claims the structuring role of schools and teachers. So, play-based activities, once they are used as an pedagogical act in specialized education services, may produce structuring effects on pupils who suffer any sort of impasse on their development process. The play is part of one's development and also is an important matter through one's childhood. That's why it is so necessary the usage of play-based activities on specialized education services.

Doctor of Philosophy (PhD) / The thesis investigates the motivations behind, the methods used in, and the results of the overseas students’ collective action contesting the measures, which the Australian government introduced from 1983 to 1996. As a group of temporary residents located outside the boundaries of domestic political systems, yet within the core of Australia’s revenue earnings, overseas students independently mobilised in an attempt to influence the Australian Government policy on education from a position of limited political, social and legal rights. As temporary residents on short-term permits fully regulated under prescribed immigration rules, overseas students employed conventional repertoires of contention— they established formal structures, adopted action tools, framed their claims, internationalised their protest, formed alliances — in an attempt to mobilise resources and access existing avenues to influence government’s export of education services policy. Their mobilisation response and campaign strategy achieved modest success in securing some policy concessions, particularly during the early stages of education aid reform. Their strategy, however had to evolve as the fledgling export of education services expanded and eventually they shifted their position to fully embrace and reinterpret the government’s own ‘language of liberalisation’, which they used to greater effectiveness in making subsequent claims. Overseas students ability to procure concessions is derived not from their political or universal rights to education, but from their ability to influence policy changes based on their importance and strategic location in the Australian economy. In other words, government, universities and industry stakeholders have increasingly become dependent on substantial revenue earnings derived from overseas students and have become susceptible to potential chaos that may be precipitated if current students withdrew from the economy, or potential students choosing alternative education service destinations.

Doctor of Philosophy (PhD) / The thesis investigates the motivations behind, the methods used in, and the results of the overseas students’ collective action contesting the measures, which the Australian government introduced from 1983 to 1996. As a group of temporary residents located outside the boundaries of domestic political systems, yet within the core of Australia’s revenue earnings, overseas students independently mobilised in an attempt to influence the Australian Government policy on education from a position of limited political, social and legal rights. As temporary residents on short-term permits fully regulated under prescribed immigration rules, overseas students employed conventional repertoires of contention— they established formal structures, adopted action tools, framed their claims, internationalised their protest, formed alliances — in an attempt to mobilise resources and access existing avenues to influence government’s export of education services policy. Their mobilisation response and campaign strategy achieved modest success in securing some policy concessions, particularly during the early stages of education aid reform. Their strategy, however had to evolve as the fledgling export of education services expanded and eventually they shifted their position to fully embrace and reinterpret the government’s own ‘language of liberalisation’, which they used to greater effectiveness in making subsequent claims. Overseas students ability to procure concessions is derived not from their political or universal rights to education, but from their ability to influence policy changes based on their importance and strategic location in the Australian economy. In other words, government, universities and industry stakeholders have increasingly become dependent on substantial revenue earnings derived from overseas students and have become susceptible to potential chaos that may be precipitated if current students withdrew from the economy, or potential students choosing alternative education service destinations.

Thesis (Ph. D.)--University of Toronto, 2004. / Adviser: Dennis Thiessen. Includes bibliographical references.

Thesis--Catholic University of America. / Bibliography: p. 194-196.

Esta pesquisa versa sobre o atendimento educacional especializado. Como recorte, investiga as possibilidades do brincar como ato pedagógico. O texto é tecido a partir do diálogo entre educação especial e psicanálise e organizado em duas grandes partes intituladas: Desdobramento do brincar e Jogos constituintes. Tais partes, ou dobras, falam sobre os movimentos teórico-metodológicos da pesquisa: da construção do relicário, texto-caixa onde as memórias e as vivências como professora de um aluno com impasses em sua constituição psíquica são lidas, escritas e rasuradas, à profanação das tradicionais formas de ofertar o ensino especializado por meio do brincar. Pela construção do caso, ressignificam-se sentidos e práticas objetivadoras do humano. O argumento deslinda a potência da educação como experiência; do brincar como capaz de produzir experiência; da função estruturante da escola e do professor. Conclui-se que o brincar, como ato pedagógico, no âmbito do atendimento educacional especializado, é capaz de efeitos estruturantes para alunos que vivem impasses em seu processo constitutivo. O brincar é o próprio trabalho de constituição do sujeito na infância, daí que se intervenha com e a partir do brincar no atendimento educacional especializado. / This research is about specialized education services. Though, its main subject is to investigate the possibilities of the usage of play-based activities as a pedagogical act. The essay is built on based on the dialogue between special education and psychoanalysis and is divided in two parts, named Desdobramento do brincar and Jogos constituintes. Those parts present the theoretical-methodological moves made in this research: from the construction of a shrine (a text-box where teacher's memories and experiences with a psychologically disturbed pupil are written, read and erased) to the debasement of traditional ways of offering a play-based specialized education. By constructing a case, new significance is given to humans' objectifying senses and praxis. The main point of this essay ascertains how powerful is education when it is dealt as an experience, as it also ascertains play-based activities as capable of building up experiences and claims the structuring role of schools and teachers. So, play-based activities, once they are used as an pedagogical act in specialized education services, may produce structuring effects on pupils who suffer any sort of impasse on their development process. The play is part of one's development and also is an important matter through one's childhood. That's why it is so necessary the usage of play-based activities on specialized education services.

Esta pesquisa versa sobre o atendimento educacional especializado. Como recorte, investiga as possibilidades do brincar como ato pedagógico. O texto é tecido a partir do diálogo entre educação especial e psicanálise e organizado em duas grandes partes intituladas: Desdobramento do brincar e Jogos constituintes. Tais partes, ou dobras, falam sobre os movimentos teórico-metodológicos da pesquisa: da construção do relicário, texto-caixa onde as memórias e as vivências como professora de um aluno com impasses em sua constituição psíquica são lidas, escritas e rasuradas, à profanação das tradicionais formas de ofertar o ensino especializado por meio do brincar. Pela construção do caso, ressignificam-se sentidos e práticas objetivadoras do humano. O argumento deslinda a potência da educação como experiência; do brincar como capaz de produzir experiência; da função estruturante da escola e do professor. Conclui-se que o brincar, como ato pedagógico, no âmbito do atendimento educacional especializado, é capaz de efeitos estruturantes para alunos que vivem impasses em seu processo constitutivo. O brincar é o próprio trabalho de constituição do sujeito na infância, daí que se intervenha com e a partir do brincar no atendimento educacional especializado. / This research is about specialized education services. Though, its main subject is to investigate the possibilities of the usage of play-based activities as a pedagogical act. The essay is built on based on the dialogue between special education and psychoanalysis and is divided in two parts, named Desdobramento do brincar and Jogos constituintes. Those parts present the theoretical-methodological moves made in this research: from the construction of a shrine (a text-box where teacher's memories and experiences with a psychologically disturbed pupil are written, read and erased) to the debasement of traditional ways of offering a play-based specialized education. By constructing a case, new significance is given to humans' objectifying senses and praxis. The main point of this essay ascertains how powerful is education when it is dealt as an experience, as it also ascertains play-based activities as capable of building up experiences and claims the structuring role of schools and teachers. So, play-based activities, once they are used as an pedagogical act in specialized education services, may produce structuring effects on pupils who suffer any sort of impasse on their development process. The play is part of one's development and also is an important matter through one's childhood. That's why it is so necessary the usage of play-based activities on specialized education services.