10 Andreea Mihaela Vaduva

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Analele Universitii Constantin Brncui din Trgu Jiu, S eria Litere i tiine Sociale, Nr. 2/2012

Annals of the Constantin Brncui University of Trgu Jiu, Letters and Social Science Series, Issue 2/2012

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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10 Andreea Mihaela Vaduva