<p>Marketing of education is a phenomenon which has been developed throughout the increasing competition within the educational sector. The focus of this paper is the marketing made by upper secondary schools (grade 10-12) in Stockholm. The competition in this area is increasing partly due to the growing number of private schools. However, this is a phenomenon seen only in larger cities with several schools available. There are over 170 upper secondary schools in Stockholm and the students freely can choose among these. This fact is another contribution to the highly competitive market where the schools act.</p><p>The purpose of this paper is to study in which way schools in the educational sector use communication strategies to communicate a message to their target audience. The study highlights the communication between the school and the student. The method for the research is both qualitative and quantitative. Data has been collected from interviews with marketing managers at the schools and from surveys with students. A group- interview has also been made with students in secondary schools (grade 9) just before their upper secondaryschool choice.</p><p>The conclusions of the research are that all of the schools in the study actively work with marketing and are aware of the importance of marketing for their organisation. The schools examined in the study have all different communication processes, mainly because of thedifferent assets in terms of competence and marketing budget. The student’s attitudes towards the schools do most often correspond to the message the schools want to communicate. The paper shows that none personal communications, like advertising, direct commercials and radio commercials do not affect the student’s choice of school to any high extent. The factorsthat do affect the student’s choice are their plans for future profession, available programs on the school, geographical location and reputation.</p>

Marketing of education is a phenomenon which has been developed throughout the increasing competition within the educational sector. The focus of this paper is the marketing made by upper secondary schools (grade 10-12) in Stockholm. The competition in this area is increasing partly due to the growing number of private schools. However, this is a phenomenon seen only in larger cities with several schools available. There are over 170 upper secondary schools in Stockholm and the students freely can choose among these. This fact is another contribution to the highly competitive market where the schools act. The purpose of this paper is to study in which way schools in the educational sector use communication strategies to communicate a message to their target audience. The study highlights the communication between the school and the student. The method for the research is both qualitative and quantitative. Data has been collected from interviews with marketing managers at the schools and from surveys with students. A group- interview has also been made with students in secondary schools (grade 9) just before their upper secondaryschool choice. The conclusions of the research are that all of the schools in the study actively work with marketing and are aware of the importance of marketing for their organisation. The schools examined in the study have all different communication processes, mainly because of thedifferent assets in terms of competence and marketing budget. The student’s attitudes towards the schools do most often correspond to the message the schools want to communicate. The paper shows that none personal communications, like advertising, direct commercials and radio commercials do not affect the student’s choice of school to any high extent. The factorsthat do affect the student’s choice are their plans for future profession, available programs on the school, geographical location and reputation.

Syfte: Denna uppsats syftar till att skapa förståelse för NPM och resursfördelning med avseende på resursfördelningsmodeller och dess användning i offentlig sektor.   Metod: Utifrån studiens syfte har en deduktiv kvalitativ metod använts. Empirisk data har samlats in genom ostrukturerade intervjuer. Det empiriska materialet har sedan tolkats och redovisats i uppsatsens analys.   Resultat och slutsats: Fördelningen av utbildningssektorns resurser diskuteras utifrån skillda uppfattningar av lagen ”offentliga bidrag på lika villkor”. Detta ställer stora krav på den resursfördelningsmodell som är framtagen av barn- och ungdomsnämnden i Gävle. I och med att utbildningssektorn består av både kommunala och fristående skolor är det svårt att säga att reformen New Public Management fördelar resurser på ett effektivt sätt. Denna studie visar att fördelningen av resurser fördelas ut olika beroende på om skolan är kommunal eller fristående. Skillnaderna ger effekt på utbildningens kvalitet och uppnår därmed inte kravet ”offentligt bidrag på lika villkor”. Vår slutsats är att en organisation som innehar ett offentligt-privat partnerskap inte kan fördela resurserna effektivt och motstrider därav den teoretiska definitionen av NPM.    Uppsatsens bidrag: Studien tar upp ett ämne som är omdiskuterat men relativt outforskat. Denna uppsats har bidragit till en ökad förståelse för NPM och resursfördelning inom offentlig sektor.  Tidigare forskning fokuserar på effektiv resursfördelning inom reformen New Public Management. Denna studie belyser problematiken när en central fördelningen av resurser sker till både offentlig och privat sektor. Problematiken avser om resursfördelningen anses vara effektiv. Denna studie visar att hur resurserna fördelas är av vikt för att uppnå en effektiv resursfördelning. Vi vill med denna uppsats bidra med en ökad förståelse för resursfördelning inom NPM och belysa att en empirisk prövning är av betydelse för att uppnå önskade resultat inom utbildningssektorn.

Tidigare forskning inom verksamhetsstyrning har fokuserat mestadels på finansiell drivna företag med hierarkisk styrning. Där den grundläggande tanken till verksamhetsstyrningen kommer från David Otleys ramverk från 1999 men har senare utvecklas. Med bland annat mer tydlighet i kommunikation och styrning mellan ledning och anställda. Det teoretiska ramverket som har används är Borys &amp; Adlers ramverk från 1996 om möjliggörande och tvingande kontroll och som innehåller fyra attribut: reparation, intern transparens, global transparens och flexibilitet.  Den datan som samlades in är insamlad med hjälp av semistrukturerade intervjuer med lärare som jobbar på grundskolor eller gymnasieskolor i syfte att ge inblick i hur de upplever verksamhetsstyrning. Lärarna kände att de fick lösa mång problem som uppstår självständigt och endast ifall det var något större och som inte lärarna enskilt kunde lösa så kopplades andra resurser och chefer in som stöd. Lärarna var autonoma i deras egna arbete och tyckte att kompetensutveckling bidrog till kunskaper som gynnade dem i deras yrkesutövning och därmed den interna transparensen. Lärarna hade även en organisationskännedom i form av samspel med kollegor med till exempel planering av ämnesöverskridande uppgifter. Det fanns även en möjliggörande flexibilitet i lärarnas arbete. / Earlier research within Management Control systems had focused on mostly the financially controlled companies with typical hierarchical guidance. There the main research thought about this type of management control or performance control system is coming from David Otley´s framework from 1999 but the framework has been further developed by him and other researchers. With, among other things, more clarity in communication and control between management and employees. The theoretical framework that has been used under this thesis research is Borys &amp; Adlers framework from 1996 about enable and coercive control which includes four different attributes which are: repair, internal transparency, global transparency, and flexibility. The data was collected in semi-structured interviews with teachers that work at primary or secondary schools with the purpose of achieving insight into how they feel about the performance management control. The teachers felt that they needed to solve many of the problems that appeared by themself  and only if the problem was too big or complex for them alone did they take help of other resources or the school management at the schools for support. The teachers were autonomous in their work and thought that competence development contributed to the knowledge that benefited them in their professional practice and therefore contributed to internal transparency. The teachers also had organizational knowledge in terms of interaction with their colleagues with, for example, the planning of cross-disciplinary courses. There was also enabling flexibility in the teachers' work. / <p>Arbetet skickades in till examinator 13/1-2022.</p><p></p>