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The Global ETD Search service is a free service for researchers
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A marketing strategy for independent schools.McAlister, David Ronald 14 October 2008 (has links)
M.Ed. / Independent schools in South Africa, over the years, have evoked an intense interest and conversational debate. Their contribution to the educational system and children of South Africa has been enormous and continues to grow on a daily basis. Initially these school were set up through the church system and therefore have been the first schools to incorporate everyone and recognise their fundamental right in terms of freedom of association, religion and culture. Independent schools are increasing in number and continue to form an essential and permanent part of the educational system. Independent education is a complex subject which can be researched from a myriad of perspectives. This study is essentially an enquiry into the marketing of independent schools in South Africa. To this end the study will focus specifically on what school marketing is, what the role of independent schools are within the educational system, the perceptions of an independent school principal to marketing and how to develop a methodology of implementing a marketing strategy for a dynamic marketing process. / Prof. T.C Bischoff
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To review how a school's vision creates its brand identityBaber, Jon January 2008 (has links)
A consequence of the 2005 Government White Paper on Education was the apparent continuation of the marketisation of education in England. As a result, it would appear that the need for schools to be able to market themselves within this culture was becoming more and more important. One of the key elements of an effective marketing strategy is the notion of ‘brand’. Consequently, this study explores the concept of brand within the environment of Primary education in the UK. In particular, it investigates the importance of an effective vision for generating a notion of brand within the school and the effects that this manifests. The research is conducted by using an Action Research methodology in which the researcher also assumed the role of consultant. This presented many potentially conflicting situations particularly with a view to maintaining validity and reliability. It was done by carrying out a sixteen month investigation into brand development within a primary school in the south-east of England. The results were obtained by a combination of ongoing data collection, questionnaire responses from school staff and interviews with a representative group of school staff. The focus of the research was potentially vast but was narrowed to an investigation of the relationship between vision and brand, the main component aspects of embedding a brand and an investigation into the effects of this on school staff. As a result, a model was developed to summarise the findings and present a potential methodology for subsequent research and development. The main findings were that a focus on brand development within the school, through the promotion and development of an effective vision, led to a greater sense of unity within the school staff, greater levels of staff engagement and motivation and a more positive atmosphere within the school.
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”Maten är kass, men lärarna är snälla” : Recensioner av gymnasieskolor - ett beslutsunderlag för gymnasievalet på skolmarknaden / ”The food is crappy, but the teachers are kind” : Reviews of schools – basis for decision-making for upper secondary school election on a school marketBarakat, Mohammed, Östergren, Rolf January 2019 (has links)
Syfte och frågeställningar Syftet med uppsatsen är att få en förståelse för vad det är elever som söker till gymnasieskolan kan tänkas möta då de läser recensionstexter. Syftet är således att kartlägga recensionssystemets omfattning och innehåll kvantitativt; vad som tas upp i recensionstexterna, samt att undersöka hur recensionstexterna är konstruerade. Avslutningsvis syftar uppsatsen till att diskutera recensionssystemet i en större samhällskontext - som ett resultat av och en del i vår samtid. Vilka ämnen och teman förekommer i recensionstexter av gymnasieskolor samt hur frekvent är förekomsten? Hur värderas (positivt, negativt eller neutralt) de olika temana i recensionerna? På vilket sätt är recensionstexterna konstruerade och hur kan det tolkas? På vilket sätt framträder en skolmarknadsdiskurs i recensionstexterna? Metod De kvantitativa frågorna undersöks genom en innehållsanalys av slumpmässigt utvalda recensioner på gymnasieskolor i Stockholms län. De förekomna orden kvantifieras och delas in i teman, kategorieroch subkategorier. En bedömning görs även utifrån om de förekomna orden lyfts i en positiv, negativ eller neutral kontext. Den kvalitativa delen utgörs av en textanalys inspirerad av diskursanalysen. Av ett antal utvalda recensioner, baserat på dess innehållsliga relevans, analyseras dessa semantiskt med diskursanalytiska verktyg. I diskussions- och analysdelen behandlas resultatet utifrån det teoretiska ramverket och tidigare forskning. Resultat Av innehållsanalysen framgår att de vanligast förekommande temana var allmänna värdeomdömen om skolan, att kommentera lärare samt skolans upplägg och utbildningens kvalité. Det är även vanligt att sociala aspekter så som atmosfär och gemenskap lyfts fram i recensionerna. Av den kvalitativa delen framgår det att recensenterna uttrycker sig på ett sätt som speglar skolmarknadsdiskursen. I somliga fall framgår tydligt hur recensenten anammat skolmarknadsdiskursen. Slutsats Resultatet indikerar att recensionssystemet riskerar att generera segregerande effekter. Framförallt utifrån den asymmetriska tillgången av information och att skola och identitet knyts allt närmare varandra. Detta förtydligas och ställs på sin spets i hur recensionerna är konstruerade och kan, i vissa fall, tänkas vara svårare att bearbeta då gemene elev tenderar att se recensenter som objektiva (till skillnad från övrig tillgänglig information). / Aim The aim with this study is to explore what kind of information pupils, searching for upper secondary school, might get from reading reviews of schools. The purpose is thus to quantify the scope and content of the review system quantitatively; what is mentioned in the review texts, and to examine how the review are textually constructed. Finally, the paper aims to discuss the review system in a larger social context - as a result of and a part of our time. What topics occur in reviews of upper secondary schools and how frequent is the occurrence? How are the different themes in the reviews valued (positive, negative or neutral)? In what way are the review texts constructed and how can it be interpreted? In what way does a school market discourse appear in the reviews? Method The quantitative questions are examined through a content analysis on randomly selected reviews of upper secondary schools in Stockholm County. The words in question are quantified and divided into themes, categories and subcategories. An assessment is also made based on whether the existing words are lifted in a positive, negative or neutral context. The qualitative part consists of a text analysis inspired by the discourse analysis. From a number of selected reviews, based on its substantive relevance, these are semantically analyzed with discourse analytics tools. In a merged discussion and analysis section, the result is treated on the basis of the theoretical framework and previous research. Results The content analysis shows that the most common themes were general value reviews of the school, commenting on teachers and the school's structure and the quality of the education. It is also common to mention social aspects such as atmosphere and cohesion. From the qualitative part it appears that the reviewers express themselves in a way that reflects the school market discourse. In some cases, it is clear that the reviewer has adopted the school market discourse. Conclusion The result indicates that the review system risks generating segregating effects. Especially based on the asymmetric availability of information and the fact that school and identity are getting more connected. This is clarified and put on its tip in how the reviews are constructed and, in some cases, may be more difficult to process when the common student tends to see reviewers as objective (in contrast to other available sources of information).
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