marketing Fnal Project

7/24/2019 marketing Fnal Project

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CHAPTER 1

INTRODUCTION

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Marketing strategy is defined by David Aaker as a process that can ao! an

or"ani#ation to concentrate its reso$rces on the opti%a opport$nities !ith the

"oas of increasin" saes and achievin" a s$stainabe co%petitive advanta"e&

'arketin" strate"y inc$des a basic and on"(ter% activities in the fied of

%arketin" that dea !ith the anaysis of the strate"ic initia sit$ation of a

co%pany and the for%$ation) eva$ation and seection of %arket(oriented

strate"ies and therefore contrib$te to the "oas of the co%pany and its %arketin"

ob*ectives&

Developing a marketing strategy

'arketin" strate"ies serve as the f$nda%enta $nderpinnin" of %arketin" pans

desi"ned to fi %arket needs and reach %arketin" ob*ectives& Pans and

ob*ectives are "eneray tested for %eas$rabe res$ts& Co%%ony) %arketin"

strate"ies are deveoped as %$ti(year pans) !ith a tactica pan detaiin"

specific actions to be acco%pished in the c$rrent year& Ti%e hori#ons covered

by the %arketin" panvary by co%pany) by ind$stry) and by nation) ho!ever)

ti%e hori#ons are beco%in" shorter as the speed of chan"e in the environ%ent

increases& 'arketin" strate"ies are dyna%ic and interactive& They are partiay

panned and partiay $npanned& 'arketin" strate"y needs to take a on" ter%

vie!) and toos s$ch as c$sto%er ifeti%e va$e%odescan be very po!erf$ in

hepin" to si%$ate the effects of strate"y on ac+$isition) reven$e per c$sto%er

and ch$rn rate&

'arketin" 'i, 'odein"is often $sed to hep deter%ine the opti%a %arketin"

b$d"et and ho! to aocate across the %arketin" %i, to achieve these strate"ic

"oas& 'oreover) s$ch %odes can hep aocate spend across a portfoio of

brands and %ana"e brands to create va$e&

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http://en.wikipedia.org/wiki/Competitive_advantagehttp://en.wikipedia.org/wiki/Marketing_planhttp://en.wikipedia.org/wiki/Marketinghttp://en.wikipedia.org/wiki/Marketing_planhttp://en.wikipedia.org/wiki/Customer_lifetime_valuehttp://en.wikipedia.org/wiki/Churn_ratehttp://en.wikipedia.org/wiki/Marketing_Mix_Modelinghttp://en.wikipedia.org/wiki/Marketing_planhttp://en.wikipedia.org/wiki/Marketinghttp://en.wikipedia.org/wiki/Marketing_planhttp://en.wikipedia.org/wiki/Customer_lifetime_valuehttp://en.wikipedia.org/wiki/Churn_ratehttp://en.wikipedia.org/wiki/Marketing_Mix_Modelinghttp://en.wikipedia.org/wiki/Competitive_advantage


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An or"ani#ation-s strate"y that co%bines a of its %arketin" "oas into one

co%prehensive pan& A "ood %arketin" strate"y sho$d be dra!n fro% %arket

research and foc$s on the ri"ht prod$ct %i, in order to achieve the %a,i%$%

profit potentia and s$stain the b$siness& The %arketin" strate"y is the

fo$ndation of a %arketin" pan&

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INTRODUCTION TO PROJECT

Education in India

Ed$cation in India is provided by the p$bic sector as !e as the private sector)

!ith contro and f$ndin" co%in" fro% three eves. centra) state) and oca&

Ed$cation in India fas $nder the contro of both the Union /overn%ent and

the 0tate /overn%ents) !ith so%e responsibiities yin" !ith the Union and the

states havin" a$tono%y for others&

Indias ed$cation syste% is divided into different eves s$ch as pre(pri%ary

eve) pri%ary eve) ee%entary ed$cation) secondary ed$cation) $nder"rad$ate

eve and post"rad$ate eve

India has %ade pro"ress in ter%s of increasin" the pri%ary ed$cation attendance

rate and e,pandin" iteracy to appro,i%atey three +$arters of the

pop$ation& India-s i%proved ed$cation syste% is often cited as one of the %ain

contrib$tors to the econo%ic rise of India& '$ch of the pro"ress) especiay in

hi"her ed$cation and scientific research) has been credited to vario$s p$bic

instit$tions& The private ed$cation %arket in India !as 23 and in ter%s of va$e

!as esti%ated to be !orth U0456 biion in 7668 b$t had increased to U0498:

;6 biion by 7617&

As per the atest report iss$ed by the A India Co$nci of Technica

Ed$cation ) there are %ore than =275 dipo%a and post(dipo%a

offerin" instit$tions in the co$ntry !ith an ann$a intake capacity of over 1&7

%iion& As per the atest report iss$ed by the A India Co$nci of

Technica Ed$cation ) there are %ore than =275 dipo%a and post(

dipo%a offerin" instit$tions in the co$ntry !ith an ann$a intake capacity of

over 1&7 %iion&

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Capacity for 'ana"e%ent Ed$cation crossed =82666) and post "rad$ate de"ree

sots in Co%p$ter 0cience crossed 166)666& Phar%acy sots reached over

171)666&

Tota ann$a intake capacity for technica dipo%as and de"rees e,ceeded =&5

%iion in 7617&

Accordin" to the University /rants Co%%ission tota enro%ent in

0cience) 'edicine) A"ric$t$re and En"ineerin" crossed 9&2 %iion in 7616&

ig!er education in India

India-s hi"her ed$cation syste% is the third ar"est in the !ord) ne,t to

the United 0tates and China& The %ain "overnin" body at the tertiary eve is

the University /rants Co%%ission) !hich enforces its standards) advises the

"overn%ent) and heps coordinate bet!een the centre and the state& Indian

hi"her ed$cation syste% has e,panded at a fast pace by addin" neary 76)666

coe"es and %ore than 8 %iion st$dents in a decade fro% 7666(61 to 7616(11&

As of =6th Nove%ber 7611) India has 57 centra $niversities) 782 state

$niversities) 1=6 dee%ed $niversities) 117 private $niversities) 2 instit$tions

estabished and f$nctionin" $nder the 0tate Act) and == Instit$tes of Nationa

I%portance& Other instit$tions inc$de ==)666 coe"es as /overn%ent De"ree

Coe"es and Private De"ree Coe"es) inc$din" 1866 e,c$sive !o%en-s

coe"es) f$nctionin" $nder these $niversities and instit$tions as reported by the

U/C in 7617&

M"# Course

The 'aster of ?$siness Ad%inistration is a %aster-s

de"ree in b$siness ad%inistration) !hich attracts peope fro% a !ide ran"e of

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acade%ic discipines& The '?A desi"nation ori"inated in the United 0tates)

e%er"in" fro% the ate 1@th cent$ry as the co$ntry ind$striai#ed and co%panies

so$"ht o$t scientific approaches to %ana"e%ent& The core co$rses in the '?A

pro"ra% are desi"ned to introd$ce st$dents to the vario$s areas of b$siness s$ch

as acco$ntin") finance) %arketin") h$%an reso$rces) operation %ana"e%ent&

M"# in India

There are %any b$siness schoos in India offerin" t!o(year '?A pro"ra%s

accredited by AICTE or U/C& The st$dents are a %i, of fresh "rad$ates as !e

as !ith e,perience and "et either at p$bic or private schoos dependin" onentrance e,a%inations& Typicay pro"ra%s offer f$(ti%e) part(ti%e and

e,ec$tive ed$cation pro"ra%s&

"asic types o$ M"# program

T%o&year '(ull Time) M"#pro"ra%s nor%ay take pace over t!o acade%ic

years & or e,a%pe) in the NorthernHe%isphere) they often be"in in ate A$"$stB0epte%ber of year one and

contin$e $nti 'ay of year t!o) !ith a three( to fo$r(%onth s$%%er break in

bet!een years one and t!o& 0t$dents enter !ith a reasonabe a%o$nt of prior

rea(!ord !ork e,perience and take casses d$rin" !eekdays ike other

$niversity st$dents& A typica $(ti%e) acceerated) part(ti%e or %od$ar '?A

re+$ires 96 credit ho$rs of "rad$ate !ork&

#ccelerated M"#pro"ra%s are a variation of the t!o(year pro"ra%s& They

invove a hi"her co$rse oad !ith %ore intense cass and e,a%ination sched$es&

They $s$ay have ess do!n ti%e d$rin" the pro"ra% and bet!een se%esters&

or e,a%pe) there is no three( to fo$r(%onth s$%%er break) and bet!een

se%esters there %i"ht be seven to ten days off rather than three to five !eeks

vacation&

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Part&time M"#pro"ra%s nor%ay hod casses on !eekday evenin"s) after

nor%a !orkin" ho$rs) or on !eekends& Part(ti%e pro"ra%s nor%ay ast for

three years or %ore& The st$dents in these pro"ra%s typicay consist of !orkin"

professionas) !ho take a i"ht co$rse oad for a on"er period of ti%e $nti the

"rad$ation re+$ire%ents are %et&

Modular M"#pro"ra%s are si%iar to part(ti%e pro"ra%s) atho$"h typicay

e%poyin" a ock(step c$rric$$% !ith casses packa"ed to"ether in bocks

astin" fro% one to three !eeks&

E*ecutive M"# 'EM"#)pro"ra%s deveoped to %eet the ed$cationa needs of

%ana"ers and e,ec$tives) ao!in" st$dents to earn an '?A or another

b$siness(reated "rad$ate de"ree in t!o years or ess !hie !orkin" f$(ti%e&

Participants co%e fro% every type and si#e of or"ani#ation : profit) nonprofit)

"overn%ent : representin" a variety of ind$stries& E'?A st$dents typicay

have a hi"her eve of !ork e,perience) often 16 years or %ore) co%pared to

other '?A st$dents& In response to the increasin" n$%ber of E'?A pro"ra%s

offered) The E,ec$tive '?A Co$nci !as for%ed in 1@81 to advance e,ec$tive

ed$cation&

Distance learning M"#pro"ra%s hod cass off(ca%p$s& These pro"ra%s can

be offered in a n$%ber of different for%ats. correspondence co$rses by posta

%ai or e%ai) non(interactive broadcast video) pre(recorded video) ive

teeconference or videoconference) offine or onine co%p$ter co$rses& 'any

schoos offer these pro"ra%s&

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Introduction to t!e topic

Intensive deveop%ent of society and co%%erce eads to e,pansion of the

service sector) and in s$ch %anner it beco%es a propa"ator and do%inant force

in deveoped co$ntries) !hich indicates the necessity of "ettin" to kno! the

si"nificance and specific nat$re of %arketin" !ithin the service sector&Considerin" the ed$cation that represents a service activity and its %arket

inf$enced by vario$s circ$%stances) ed$cationa instit$tion %ana"e%ent

per%anenty finds itsef facin" the pendin" probe% of ho! to provide its offer

and %arketin" strate"y !ith ever( chan"in" %arket re+$ire%ents& Today)

ed$cation %ana"e%ent is considered a s$rviva condition) as !e as a condition

of %odern society deveop%ent& Co%petitive instit$tions are caed ony those)

!hich) in the easiest !ay) adapt to chan"es of the environ%ent and first adopt

innovations& Appication of a %arketin" strate"y enabes +$aity i%prove%ent in

the syste% of hi"her ed$cation thro$"h syner"istic appication of %arketin" %i,

in order to create a service that corresponds to the e,pectations of tar"et %arket

and deiver a s$perior va$e& Co%petitive advanta"e is %ore and %ore basin"

itsef on intan"ibe assets


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Co%%$nications) environ%ent) corporate behavior actin" in a

partic$ar back"ro$nd& The Ed$cation Refor% in 0erbia has pro%pted a

ed$cationa instit$tions to %arket(orient their b$siness activities) considerin"

ins$fficient) inade+$ate appication of %arketin" and %arketin" instr$%ents so

far& Contin$o$s %onitorin" and har%oni#ation of %odern achieve%ents !ith theneeds of the tar"et %arket inf$ence overa perception of service +$aity and

$ser satisfaction&

'arketin" in Ed$cation

The %ain "oa of %arketin" in hi"her ed$cation instit$tions is to define +$aity

ed$cation sys( te%) %arket(oriented) !hereby one cannot i"nore the instit$tion

pri%ary roe and f$nction) !hich is to provide a specific type of service of

"enera socia benefit) in accordance !ith its needs& 'arketin" strate"ies and

activities of b$siness %arketin" in ed$cationa syste% are i%ited) %$ch %ore

than in other service and prod$ction ind$stries) d$e to the direct inf$ence of

state re"$ations definin" the ed$cationa syste%) !ith estabished contro

%echanis%s of accreditation bodies) prescribin" the eva$ation syste%) as !e

as +$aity contro syste%& ?asic roe of a %arketin" strate"y is to co%bine

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co%petence and other strate"ies of an ed$cationa instit$tion) to coordinate

chaen"es and constraints of the environ%ent and to find best !ays to reai#e

its %issions and visions& Therefore) in order for the or"ani#ation to be abe to

%eet conte%porary re+$ire%ents of ever(chan"in" b$siness environ%ent) it is

necessary that it itsef beco%es s$b*ect to the chan"e and initiate the% on its

o!n& or%$ation of a hi"her ed$cation instit$tiona %arketin" strate"y inc$des

decisions abo$t.

1& The instit$tions c$rrent pro"ra%s and %arkets : !hether to %aintain) b$id)

or drop the%&

7& $t$re ne! pro"ra% and %arket opport$nities&

=& Anaysis of co%petitors&

5& Positionin" of the instit$tion in reation to co%petitors&

2& 0eection of tar"et %arkets and desi"nin" of the %arketin" %i,& Creation of

%arketin" %i, service concept needs to be reai#ed in a !ay that provides

syner"y bet!een %arketin") process %ana"e%ent and h$%an reso$rces

%ana"e%ent&

'arketin" 'i, 0trate"y

'arketin" %i, has both co%%$nicative and operative f$nctions& I%portance of

%arketin" %i, needs to transfer to $sers the reevancy of services for their

needs or preferences& Operative f$nction ai%s to re%ove bo$ndaries in

transactions or e,chan"e) so that the $sers) !ho have opted for that service) can

enter the e,chan"e process !ith %ini%a effort& Positive syner"y co%prehends

specia co%bination of instr$%ents res$tin" in e,tra effectiveness) efficiency or

both& Different co%binations of %arketin" %i, instr$%ents provide co%parative

advanta"e in ed$cation %arket&

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Ed$cation as a Prod$ct

hen it co%es to ed$cationa offers) oter firsty refers to c$rric$a and

services& Offerin" services invoves specia chaen"es beca$se %ost services

are intan"ibe) inseparabe) variabe) and perishabe& 'ost services do not e,ist

$nti the service provider perfor%s the service) $s$ay in the presence of thec$sto%er& The i%itations of services vis(F(vis prod$cts aso co%prise the

stren"ths of services& The professor can e,pect responses fro% st$dents : their

p$##ed ooks d$rin" a ect$re or their va"$e ans!ers on a +$i# : and %odify

the co$rse content and e,panations& The %a*ority of services represent

co%binations of tan"ibe and intan"ibe ee%ents


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"oas& The price can be vie!ed as an econo%ic) b$t aso as a psychoo"ica

factor& ro% an econo%ic point of vie!) the price deter%ines inco%e and profit)

and psychoo"icay) the price deter%ines va$es that a prod$ct or a service has&

It is a +$aity indicator and e+$ay affects the i%a"e and the other ee%ents as

!e& D$e to the specificity of the very service) intan"ibiity of price

deter%ination re+$ires a specia approach) since the price is considered an

i%portant strate"ic ee%ent in an atte%pt of service or"ani#ation to achieve

co%petitive advanta"e in the %arket& The price of a service inf$ences $sers and

infor%s the% not ony abo$t the +$aity they can e,pect fro% the service) b$t

aso abo$t its costs& As stated above) the price needs to be considered both fro%

the econo%ic and psychoo"ica point of vie!& The price for $sers has %$tipe

%eanin"s : it inf$ences their perception and it infor%s the% on !hat they can

e,pect fro% the services in ter%s of +$aity and costs as !e& Ad%inistrators(

in(char"e for price for%ation in hi"her ed$cation instit$tions are not often a!are

of the si"nificance the price has for a $ser& or instance) the price) for%ed by

so%e ed$cationa instit$tion) does not represent the ony cost for the $ser& Thefoo!in" dia"ra% sho!s so%e costs and benefits for the $sers& In addition to

the %onetary price) $sers face other costs) s$ch as costs for effort) physica costs

and ti%e costs&

Pro%otion : Co%%$nication Of Hi"her Ed$cation Instit$tion ith Tar"et

'arket

Pro%otion is a process of co%%$nication is( t!een a $niversity and service $ser

!ith an ai% to create a positive attit$de on prod$cts and services) eadin" to

their favorin" in the process of p$rchase on the %arket& Pro%otion is efficient if

other instr$%ents as !e efficienty perfor% their roes) i&e& pro%otion cannot co%pensate

for !eak( nesses in efficiency of other instr$%ents&

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Effective co%%$nication co%prehends that a $niversity $nderstands st$dents

needs and !ishes& The $niversity sho$d have the kno!(ho!G in codin" a

%essa"e) !hich is refected in the !ay st$dents are to decode it& It needs to send

o$t the %essa"e via effective %edi$%) co%%$nicatin" !ith the tar"et "ro$p& It

aso needs to deveop a feed(back channe) in order to the kno!(ho!G tar"et

"ro$p reacted to the %essa"e& The co%%$nications pannin" fo! sho$d be(

"in !ith considerin" the tar"et a$dience and !ork back!ard to the

co%%$nicator& The %arketin" co%%$nicator %$st %ake the foo!in"

decisions

1& Identify the tar"et a$dience)

7& Carify the so$"ht response)

=& Deveop a %essa"e)

5& Choose the %edi$% or %edia)

2& 0eect so$rce attrib$tes) and

9& Coect feedback&

These pannin" steps are essentia for effective co%%$nications) !hether

advertisin") %arketin" p$bications) or p$bic reations are $sed& In order for a

$niversity to be s$ccessf$) it has to find a !ay to pro%ote its prod$cts and

services& Hi"her ed$cation instit$tions sho$d effectivey co%%$nicate !ith

their prod$cts and p$bic& Its not eno$"h ony to have "ood c$rric$a and

co%petitive prices) b$t the service $ser and a the interested need to be

infor%ed of the "oas) activities) offer of the instit$tion and %otivated to *oin

and beco%e $sers& That co%%$nication takes pace in severa for%s& ac$ties)

schoos and other ed$cationa instit$tions are a!ays


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deter%ine and "et a co%prehensive insi"ht into infor%ation needs of interna

environ%ent


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persona opinion and behavior inf$ence the perception of a service $ser& Those)

!ho provide service or persons in persona contact !ith f$t$re service $sers) are

hi"hy i%portant) considerin" that direct contact is do%inant beca$se the one)

!ho deivers the service) creates the service& Research has sho!n that

contrib$tion of these a"ents can be the key in a s$ccess of a service instit$tion&

0taff

Interna %arketin" refers to %ana"e%ent of necessary actions) in order to

provide $nderstandin" of a or"ani#ation %e%bers and in order for their roes

to be accepted in i%pe%entation of %arketin" strate"ies& This %eans thateveryone in vertica hierarchy fro% rectors) deans to o!er +$aified staff) have

to be a!are of the si"nificance of the roe they perfor%) as !e as of their

contrib$tion to %arketin" strate"y i%pe%entation& A e%poyees have to

reco"ni#e intentions and re+$ests of the st$dents) as !e as specific nat$re of

services) shaped !ith %arketin" concept& 0taff %otivation is i%proved !ith

trainin" and ed$cation& To %aintain and deveop effective) friendy andinfor%ative interna channe co%%$nication and interaction a%on" e%poyees

and depart%ents) it is necessary to have open co%%$nication thro$"h the

instit$tions& Co%%$nication is aso i%portant in deveop%ent of interna

reations in the instit$tion& Even the best intentions are $seess if they are not

co%%$nicated in a proper !ay

0t$dents

Process of seectin" a fac$ty is a key decision in the ife of every individ$a and

re+$ires infor%ation on aternatives) as !e as on ho! those aternatives are

ranked in reation to concrete sit$ations&

'any decisions abo$t ed$cationa choice are hi"h invove%ent decisions& Hi"h persona invove%ent $s$ay

is present !hen one or %ore of the foo!in" conditions e,ist.

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1& The cons$%ers decision !i refect $pon his or her sef(i%a"e and co$d

have on"(ter% conse+$ences&7& The cost to carry o$t the decision invoves %a*or persona or econo%ic

sacrifices&=& The persona and socia risks of %akin" a !ron" decision are perceived

as hi"h&5& There is considerabe reference("ro$p press$re to %ake a partic$ar

choice or to act in a partic$ar !ay) and the tar"et cons$%er is stron"y

%otivated to %eet the e,pectations of these reference "ro$ps

Teachin" Process

Observin" a service process) ed$cation fas into a cate"ory) !hich co%prehends

treat%ent of %enta sti%$i that refer to intan"ibe actions oriented to!ards

conscience of peope& In this process) a st$dent needs to be %entay present) b$t

can be ocated either at the very ocation !here the service is created

or at a distant ocation connected over teeco%%$nication

net!orks& Considerin" the characteristics of a service process) %ana"ers %$sthave a cear insi"ht in the benefits of ed$cationa services) $nderstand the

st$dents) and for%$ate channe distrib$tion strate"ies and shape service

providin" syste% & Ed$cationa services are

persona and characteri#ed by intensive) inteect$a) e%otiona andBor physica

participation of st$dents in a service process& 0ervices are often reai#ed in a

n$%ber of steps) !hich) basicay) constit$te the very service process&

Prod$ction and cons$%ption of ed$cation( a services take pace si%$taneo$sy

and st$dents participation in it is rather i%portant& They eva$ate service

+$aity) hence the shapin" of the service process : detaied pannin" on ho! to

provide a service : is vita to %aintain ed$cationa service +$aity&

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O"JECTI+E O( ,TUD-

To 0t$dy the 'arketin" 0trate"ies for Hi"her Ed$cation

To st$dy the iss$es and chaen"es of instit$tion !ho provide hi"her

ed$cation

To ascertain the effectiveness of advertise%ent done by vario$s coe"es&

To st$dy vario$s strate"ies adopt by coe"esB instit$tion for attractin"

st$dents&

To identify the benefits of pro%otion activities done by instit$tion B

coe"es&

To st$dy the factors inf$encin" the st$dents to take ad%ission in

coe"es&

To attract cons$%er by %akin" f$ $se of the skis&

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NEED . ,COPE O( ,TUD-

Conse+$enty) $nderstandin" the infor%ation needs of potentia st$dents

to the HEI !hen they %ake their decisions is para%o$nt&

Iss$es s$ch as %ana"in" brand i%a"e) assessin" advertisin" %edi$%

effectiveness and coectin" %arket intei"ence are co%%on practice for

hi"her ed$cation instit$tions &

The ai% of this s$rvey is to anayses the decision(%akin" criteria of ne!

post("rad$ation st$dents enroin" at avario$s coe"es or instit$tion&

oc$sin" in partic$ar on the effectiveness of the disse%ination of

infor%ation !ith the inf$ences on their decisions of !hether or not to

keep this HEI in their preferred set and to enro !i be

investi"ated&

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-POTE,I, O( ,TUD-

The content of the %ain hypothesis of this st$dy is as foo!s.

'arketin" %i, ee%ents and the reationship bet!een st$dents are si"nificant&

ive s$b(hypotheses in this re"ard are as foo!s.

1& There is a si"nificant reationship bet!een inco%e of parents and their

e,pendit$re po!er for ad%ission of their chidren for hi"her ed$cation

7( There is a si"nificant reationship bet!een providin" +$ick and convenient

services to the cons$%er for their ad%ission in the instit$te&

=( There is a si"nificant reationship a%on" the variety of co$rses provided by

instit$te and increase in the kno!ed"e of st$dent and reso$rces to attract

st$dent in the instit$te&

5 (The $se of advertisin" to attract c$sto%ers to attract st$dent in the instit$te&

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/IMIT#TION O( ,TUD-

In $ndertakin" this st$dy) a n$%ber of probe%s !ere faced& Th$s the st$dy has

severa i%itations& The i%itations are

a> Jack of kno!ed"e.

As a st$dent) in the research fied) I have no past practica e,perience of data

coection) data processin") data anay#in") inte"ratin" and presentin"& 0o it is a

i%itin" factor for obtain acc$rate infor%ation&

b> Jack of ti%e

or the ti%e i%itation I co$d not "ather %ore infor%ation to *$stify e,act

condition& The ti%e constraints are i%itin" factors&

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c> 0%a sa%pe si#e.

The st$dy is i%ited by the si#e of the sa%pe& As the sa%pe si#e is very s%a)

"eo"raphica and re"iona differences co$d not be inc$ded&

D> C$sto%ers !iin"ness

'ost of the c$sto%er of the banks b$siness%an and e%poyee& 0o) they co$d

not "ive %e eno$"h ti%e to fi $p +$estionnaire& Aso they are not !iin" or

afraid to provide appropriate data&

CHAPTER 7

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REKIE O JITERATURE

RE+IE0 O( /ITER#TURE

The deveop%ent of a %arketin" strate"y invoves the coordination and

co%bination of the %arketin" %i, ee%ents& It is the co%bination and

coordination of the ee%ents in the %arketin" %i, that enabes or"ani#ations to

%eet c$sto%ers need and provide c$sto%ers va$e& A traditiona %arketin" %i,

consists of the foo!in" ee%ents. Prod$ct) Price) Pro%otion) Pace & Hi"her ed$cations have a the characteristics of a service ind$stry) !hich

are.

C$sto%ers do not obtain o!nership& C$sto%ers $s$ay derive va$e

fro% a service !itho$t obtainin" o!nership of any tan"ibe ee%ents&

0ervice prod$cts are intan"ibe perfor%ances& Intan"ibes refer to

so%ethin" that is e,perienced and cannot be to$ched or preserved&

C$sto%er invove%ent in the prod$ction process& C$sto%ers are often

activey invoved in hepin" to create the service prod$ct by hepin"

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23/34

the%seves or by cooperatin" !ith the service personne&

Peope as part of the service prod$ct& /iven the fact that different service

personne %at deiver the service to c$sto%ers) it is diffic$t to achieve$nifor%ity in service deivery&

I%portance of ti%e& C$sto%ers have to be physicay present to receive

services

&

0ervices are perishabe and cannot be stored ike physica prod$ct&

As a service) hi"her ed$cation %arketin" is s$fficienty different fro% the

%arketin" of prod$cts and it needs different %arketin" %i,& oter and o,

have deveoped a version of a %arketin" %i, !hich is desi"ned

specificay for ed$cation instit$tions) and !hich see%s to address the

i%itations set by %arketin" %i, for prod$cts& The %arketin" %i, deveoped by

oter and o, can be e,pained as foo!.

Program

The first ee%ent in %arketin" %i,is pro"ra%& Pro"ra% is the %ost basic

decision that hi"her ed$cation instit$tions have to %ake& Deveopin" pro"ra%

that satisfies cons$%ers !ants and needs are critica %arketin" activity for

ed$cation instit$tions


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Pricing

Price is the a%o$nt of %oney


25/34

ee%ents that can be $sed by hi"her ed$cation instit$tion are deter%ined by the

st$dents %arkets e,pectation and re+$ire%ents of the service and other

ee%ents of instit$tion %arketin" decisions& Pro%otion can very !e have the

centra roe in the %arketin" to hi"her ed$cation& Hi"her ed$cation instit$tion

can $se p$ strate"y and p$sh strate"y in pro%otin" its services &The co%bination of pro%otiona %i, of hi"her ed$cation consists of

direct %arketin") saes pro%otion) advertisin") internet and sponsorships


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Process

Processes refers to the !ay an instit$tion does b$siness and this reates to the

!hoe ad%inistrative syste% to this ee%ent &Proced$res)

%echanis% and the fo! of activities by !hich service are cons$%ed are the

essentia ee%ents of the %arketin" %i, &Hi"her ed$cation

instit$tions need to ens$re that st$dents $nderstand the process of ac+$irin" a

service& Process in hi"her ed$cation refer to the thin"s happen in an instit$tion)

s$ch as the process of %ana"e%ent) enro%ent) teachin") earnin") socia and

even sport activities&

P!ysical (acilities and Evidence

Physica faciities or evidence refer to a of the physica) tan"ibe ite%s an

instit$tion %akes avaiabe to c$sto%ers ran"in" fro% broch$res to the

infrastr$ct$re& Physica evidence is very i%portant beca$se the intan"ibe nat$re

of the service offered by hi"her ed$cation instit$tion& The environ%ent in !hich

the service isdeivered) both tan"ibe and intan"ibe hep to co%%$nicate)

perfor% and reay the c$sto%er satisfaction to the potentia c$sto%er &oter et a s$""est that physica evidence !o$d "ive the

first i%pression abo$t the $niversity and $s$ay they see the b$idin" and

faciities& $rther /ibss and napp add that the condition of the physica

ocation contrib$te "reaty on the i%a"e of the instit$tion& or e,a%pe.

technoo"ies $sed) ceaniness of roo%s) ibrary) etc&

,tudent C!oice

0t$dent choice is a part of cons$%er behavior that is ho! individ$as or "ro$p

seect b$y and $se "oods or services & There are five steps

in st$dents choice of seectin" a coe"e. there are needs and %otives)

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27/34

infor%ation "atherin") eva$atin" aternatives) decision %akin" and post choice

eva$ation& Once the needs for st$dyin" at the coe"es have been reco"ni#ed)

the potentia st$dents then search for the infor%ation to %eet these needs&

oter cassified the infor%ation so$rces as persona and non(persona

so$rces& Persona so$rces for e,a%pes. fa%iy) friends) teachers& Non persona

so$rces. advertise%ents) prospect$ses) and %ass %edia& The ne,t step that the

st$dents take after obtainin" the needed infor%ation) then eva$ate the

aternatives of coe"es that heBshe can enro& The process of eva$atin"

aternatives invoves the red$ction of choices $nti one or t!o re%ain & The st$dent eva$ates the potentia coe"es based on a n$%ber

of attrib$te s$ch as. the pro"ra%) the cost) the faciities) the process) the teachers

and the ocation& The fina step in the decision %akin" process) na%ey the post

p$rchase phase) consists of fo$r co%ponents. post p$rchase dissonance) service

prod$ct $se) service prod$ct disposition and p$rchase eva$ation& oter and

o, s$""ested that each of the %arketin" %i, ee%ents pays a cr$cia

roe on its o!n in st$dents seection of instit$tion ho!ever) the i%portance ofeach P and the i%portance of different s$b co%ponents !ithin those Ps are

varied bet!een different ed$cationa settin"s&

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28/34

CHAPTER =

A?OUT CO'PAN

Page | 28


29/34

Overvie%

eepin" in %ind the "ro!in" need of %ana"e%ent ed$cation the A&C& Pati

Coe"e of En"ineerin" and 'ana"e%ent 0t$dies introd$ced the 'aster in

'ana"e%ent 0t$dies pro"ra% in the year 766;&

Mission

Inspired by 0aras!ati) the "oddess of kno!ed"e) o$r sy%bo si"nifies on

evo$tion of the +$est for kno!ed"e& An eevation of ideas and ideas that

prope the seekers of kno!ed"e and practice of %ana"e%ent to "reat hei"ht

!ith an Indian perspective& This beief drives o$r %ission) !herein !e envisa"e

the creation of a $ni+$e !ord and to provide +$aity and e,ceence in

%ana"e%ent st$dies to %ake o$r st$dents "obay co%petitive& A !ord !here

yo$n" %inds) f$t$re eaders and doers(to"ether create a better to%orro!&

Description

The Annasaheb Ch$da%an Pati coe"e of En"ineerin" ) estabished

in 1@@7) is a professionay %ana"ed pre%ier instit$te dedicated to the ca$se of

technica ed$cation& In year 766;) the ACPCE crossed one %ore %iestone !ith

estabish%ent of 'aster in 'ana"e%ent 0t$dies ) t!o year f$ ti%e

%ana"e%ent co$rse of $niversity of '$%bai& 0ince its inception) it has !orked

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30/34

tireessy for the hi"hest acade%ic achieve%ents of its st$dents in technica

ed$cation& The pri%ary ai% of this eadin" coe"e is to pro%ote kno!ed"e in

technica) scientific and %ana"eria skis that is in a cass of its o!n& The !ay

for!ard has been thro$"h an e,ceenty fac$ty) innovative teachin"

%ethodoo"y !ith hands on e,perience) a so$nd c$rric$$% content and state of

the art faciities& ACPCE is an offsprin" of the a!ahar Ed$cation 0ociety) the

"ro$p that r$ns severa schoos and coe"es for for%a and technica ed$cation&

O$r ai% is to provide +$aified and appropriatey trained technica and

%ana"eria professionas to cater to the co$ntrys ever "ro!in" en"ineerin" and

%ana"eria needs& Today) ACPCE is havin" f$(fed"ed b$idin" to its

con"o%erate&

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31/34

(aculty Position o$ t!e Institute

Department Pro$essor #ssociatePro$essor #sst1 Pro$essor

Eectronics and 61 62 76Q5

Tee : Co%%& En""

Eectronics En"" 61 67 6@

Co%p$ter En"" 61 6= 1=

Infor%ation Technoo"y 61 61 16

Eectrica En"" 61 67 17Q5

Instr$%entation En"" 66 67 16

?asic 0ciences 66 6= 7@

Tota ac$ty 62 18 111

'?A 61 66 6;

'CA 66 61 11

Tota ac$ty


32/34

Courses o$$ered

The co$rses offered at A&C& Pati Coe"e of En"ineerin") 'ana"e%ent 0t$dies

and Research are approved byA India Co$nci for Technica Ed$cation2 Ne!

Dehi) Directorate of Technica Ed$cation'aharashtra state M Affiiated

toUniversity of '$%bai1

Co$rse Na%e.

Co%p$ter En"ineerin"

Eectronic En"ineerin"

Eectrica En"ineerin"

Eectronics and Teeco%%$nication En"ineerin"

Infor%ation Technoo"y

Instr$%entation En"ineerin"

'aster in 'ana"e%ent 0t$dies

'aster of Co%p$ter Appication


33/34

C#PTER 3

RE,E#RC METDO/O4-

A syste%atic st$dy carried o$t in order to add avaiabe kno!ed"e $sin"

scientific proced$re !hich is co%%$nicabe M it is kno!n to a concern for

critica revie! of f$rther verification&

Research %ethodoo"y is a !ay to syste%aticay sove the research probe%& It

%ay be $nderstood as a science of st$dyin" ho! research is done scientificay&

Met!od o$ data collection

,econdary data5

The infor%ation avaiabe on the internet has been other %a*or so$rce& Onine

artices) bo"s and reports have been partic$ary %ade $se of&

O6servation met!od5

The observation %ethod is the %ost co%%ony $sed %ethod speciay in st$dies

reatin" to behavio$ra sciences& In a !ay !e a observe thin"s aro$nd $s) b$t

this sort of observation is not scientific observation& Observation beco%es a

scientific too and the %ethod of data coection for the researcher) !hen it

serves a for%$ated research p$rpose) is syste%aticay panned and recorded

and is s$b*ected to checks and contros on vaidity and reiabiity&

#dvantages5

0$b*ective bias is ei%inated

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The infor%ation obtained $nder this %ethod reates to !hat is c$rrenty

happenin" it is not co%picated by either the past behavio$r or f$t$re

intentions or attit$des& This %ethod is independent of respondents !iin"ness to respond and as

s$ch is reativey ess de%andin" of active cooperation on the part of

respondents

Disadvantages5

It is an e,pensive %ethod&

The infor%ation provided by this %ethod is very i%ited&

0o%eti%es $nforeseen factors %ay interfere !ith the observationa task&

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