Marketing Strategies for Adult Education in Entrepreneurship
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Module II
I
Marketing of Adult Education on
L
ife
Style Entrepreneurship for
disadvantaged learners
No 2015-1-LT01-KA204-013404
This
project has been funded with support the European Commission. This publication reflects the views only of the author,
and the Commission cannot be held for any use which may be made of the information contained therein.
To
develop adult educators-practitioners’
competences to use different marketing strategies
in order to motivate disadvantaged adult learners
for active participation in lifelong learning and in
training on LSE
The aim of Module II
I
introduce the basics and peculiarities of adult
education marketing;
review different marketing tools and
communication channels as well as of their
availability in training on LSE;
present the social and psychological aspects of
working with disadvantaged groups and
empowering them to be active in social and
economical life.
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Learning outcomes
By the end of Module III the adult educator practitioner
will be able to:
describe the basic and specific principles of adult
education marketing in particular working with
disadvantaged learners;
apply different adult education marketing strategies and
communication channels by organizing training courses;
analyze the social, psychological peculiarities of
disadvantaged people and motivate them to learn and
to get self-employed
In the General part of the Module II
I
the following topics are presented:
T
he basic and specific principles of adult
education marketing in particular working with
disadvantaged learners
;
The
different marketing tools and
communication channels as well as of their
availability in training on LSE
What is marketing?
In simple
– impressing a person to buy the product/service.
In detail
-
“Marketing is the function of any organization or
program
whose
goal is to plan, price, promote, and distribute the
organization’s programs
and products
by keeping in constant
touch with the organization’s various constituencies
,
uncovering their needs and expectations
for the organization
and themselves
, and building a program of communication to
not only express the organization’s purpose and goals, but
also their mutually beneficial want-satisfying
products.”(Philip Kotler).
Non-formal adult
education is a
specific
part of the service business area
:
•
at the same time
it is
both
the work and the result
;
•
it has particular
characteristics (intangibility,
inseparability, perishability,
heterogeneity).
C
h
a
r
a
c
t
e
r
i
s
t
i
c
s
:
I
n
t
a
n
g
i
b
i
l
i
t
y
Education is impossible to
Touch
Taste
Feel
See
T
his means that
“
the services are created and
used at
the same time and cannot be separated from service
providers, that is people or equipment”
(Kotler&Keller, 2007)
Teacher
Adult learner
Characteristics:
Inseparability
It means that is
impossible
to provide the
education
service
for every learner in the same way because it is provided at
a different time and in different conditions
Characteristics:
Heterogeneity
Characteristics:
Perishability
As
education
service is intangible, it is
impossible to accumulate its stock
Service marketing is:
O
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d
s
Commercial
Noncommercial
Marketing types
Noncommercial
marketing
Marketing of Non-
profit Organisation
Social marketing
Education service marketing
complex
consists of main parts
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People
P
hysical evidence
P
rocess
The structural parts of marketing plan
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pricing
place
promotion
budget expenditures for implementation of marketing plan
action plan
Marketing Tools and
Communication Channels
Marketing communications
“
Marketing communications
are the
means by
which organizations attempt to inform, persuade,
and remind consumers – directly, or indrectly –
about the products and services that they sell“
(Kotler and Keller)
Marketing is strategic communications and
promotions delivered in a mix of forms
:
advertising
public relations
personal sales
sales promotion
direct marketing
interactive/internet
marketing
Word-of-mouth marketing
Successful experiences
(success stories)
Advertising
Advertising is
designed to reach the public and motivate them to
become more interested in the subject matter of the
advertisements
Commercial vs non-commercial advertising
Medium:
TV (costly)
(newspapers and magazines)
and Radio (fewer people)
Print Mail (
flyers
, brochures, posters, letters) (cost is
reasonable, large audiences)
The Internet: Google, Facebook, LinkedIn (cost is
reasonable, large audiences)
Social media
(most cost efficient)
Signs and billboards
(costly)
Features of good advertisement
Memorable
Easily recalled
Provides information quickly and succinctly
Doesn‘t confuse the learner
Calls the learners to action
Advertising
:
Know your target market
Although advertisement is meant to address
thousands of people, it should remain
individual
as if it applies to a certain
person.
Target group determines the message:
rational
(facts, arguments, quotations)
e
motional
(inspiring)
Advertising:
Headlines
aims to capture the consumer’s attention in order to
engage him;
focuses on the target group’s problems
i
s short, readable at a glance
“Do you have a talent, but don’t have a job?”
“Choose a job, not a dole. We’ll help you”
“Do you want to change your life?”
“How about making your hobby into a profession?”
Public relations
is the practice of
planned and continuous
managing of the
spread of information between the organization and its
environment by which organization seeks to create and
maintain
good will and mutual understanding
.
Means of communication with the public:
The news
Informational/Feature articles
Public speeches
Special events,
Brochures, video and audio material (at libraries, health
centres, schools, banks, municipality centres, etc.)
True-to-life success stories
Personal selling
Channels:
Face-to-face
Over the telephone
Through e-mail
S
MS
messaging
Advantages:
Helps to create long-time relationships
Most effective, but also the most expensive tool
Word of
M
outh
Word-of-mouth just like Public Relations
is a free marketing strategy, which helps
to spread information about products and
services
It is not a planned marketing activity, but
it might help a business to build a loyal
client base.
Internet/ Digital marketing
Website
Social media
Mobile applications
Advantages:
Traditional media is one-way, social media are dialogues
If your guess is wrong, you can change the media mix
quickly, which helps to save time and money
The impact can be measured quickly (Facebook, Twitter)
The most cost-effective tool
Digital marketing: it is
worthwhile taking the advantage
Online
T
ool for
C
reating
S
ocial
M
edia
Http://www.socialmediaexaminer.com
How to use ads on the youtube channel;
How to create and exploit Facebook:
run contests,
design ad campaigns, and analyze the results of your
efforts
;
How to use Twitter ads;
How to create social videos with your Smartphone;
How to market your business on Instagram;
How to master marketing on the Pinterest platform;
How to start a business blog.
In the
Specific
part of the Module
II
I
the following topic
is
presented:
T
he social and psychological aspects of working
with disadvantaged groups and empowering
them to be active in social and economical life
Social and psychological aspects of
working with disadvantaged groups
•
Dealing with the disadvantaged people adult educators practitioners need to take
into consideration the psychological and social characteristics.
motivate them to learn and involve them to labour market using the LSE idea
•
The term
people with disadvantaged backgrounds and fewer opportunities
is
explained under the Erasmus+ Programme as people with/ facing:
Five practical strategies suggested by
the psychologist
Kierka
1.
“For educationally disadvantaged,
- low self-confidence
“help learners set realistic goals and expectations, offer support services, such as
mentoring and counselling”
2.
For the socially disadvantaged
“use word-of-mouth and door-to-door recruiting, distribute program information as
inserts in store purchases, pay checks, or telephone bills, or flyers sent home with
schoolchildren;
increase the visibility of the program through community service projects; provide
opportunities for the academic and social integration of learners”.
Five practical strategies suggested by
the psychologist
Kierka
3.
For those facing situational barriers
–
“offer learning programs in accessible neighbourhood locations with flexible
scheduling to fit adult life-styles, arrange transportation (e.g., car pools) and child
care for single parents”.
4.
For adults having negative attitudes
–
“advertise success stories of learning and entrepreneurship”; emphasize the
difference between adult formal and non-formal education.
5.
For adults with low personal priority
–
“focus on employment and employability skills, job survival; give value for money
in terms of education, services” (Kierka, 1988).
How to work with people facing
economic obstacles
(
Brandi
)?
These are
the main tasks
for adult educator as advisor/facilitator
and counsellor:
Establish a positive relationship with the learner
Set high expectations
Do counselling and monitoring during the learning progress
Carefully select the learning materials and decide on the tools
of instruction and support
Culturally disadvantaged learners
The
adult educator
should:
be particularly sensitive and get acquainted with the target
group’s expectations
;
try to tailor the program to meet the group’s needs
;
develop his/her cultural competence in order to value
diversity
;
Develop a strategic approach to ensure that the needs of
people from ethnic minority communities are not forgotten
People with health problems -
physical or mental disabilities
People with disabilities:
1.
often lack self-belief severity, particularly those with mental health issues.
2.
often need more guidance and support
The adult educator has to be able to encourage people with impairments by:
1.
informing them about the possibilities of self-employment
2.
providing the disabled future entrepreneurs with
advice and support
,
building their self-confidence to get self-employed or to start their own
businesses
.
Learners facing geographical barriers
•
Such learners
may lack self-study skills
, thus the teacher should
guide them through their learning until the learners become more
skilled and can manage their own learning.
•
However, the adult teacher should be aware that
ICT
by itself will
not make a difference, unless it is used purposively to supplement,
support and reinforce the learning process.
•
The
reversed/flipped learning approach
should be used to the full
extent
.
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”
This
entrepreneurship education includes
:
•
Becoming autonomous;
•
The ability to recognize opportunities in one’s life
;
•
The ability to pursue such opportunities by generating new ideas and
marshaling needed resources;
•
The ability to create and operate a new venture;
• The ability to think in a creative and critical manner”
(Entrepreneurship education, 2011).
This project focuses on developing marketing competences for adult educators to engage disadvantaged learners in lifelong learning and entrepreneurship training. The aim is to empower learners through effective marketing strategies and communication channels, highlighting the social and psychological aspects of working with disadvantaged groups. By the end of the module, educators are expected to apply principles of adult education marketing, utilize various communication tools, and motivate learners for self-employment.
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Presentation Transcript
Module III Marketing of Adult Education on Life Style Entrepreneurship for disadvantaged learners This project has been funded with support the European Commission. This publication reflects the views only of the author, and the Commission cannot be held for any use which may be made of the information contained therein. No 2015-1-LT01-KA204-013404
The aim of Module III To develop adult educators-practitioners competences to use different marketing strategies in order to motivate disadvantaged adult learners for active participation in lifelong learning and in training on LSE No 2015-1-LT01-KA204-013404
The objectives of the Module III introduce the basics and peculiarities of adult education marketing; review different marketing tools and communication channels as well as of their availability in training on LSE; present the social and psychological aspects of working with disadvantaged groups and empowering them to be active in social and economical life. No 2015-1-LT01-KA204-013404
Learning outcomes By the end of Module III the adult educator practitioner will be able to: describe the basic and specific principles of adult education marketing in particular working with disadvantaged learners; apply different adult education marketing strategies and communication channels by organizing training courses; analyze the social, psychological peculiarities of disadvantaged people and motivate them to learn and to get self-employed No 2015-1-LT01-KA204-013404
In the General part of the Module III the following topics are presented: The basic and specific principles of adult education marketing in particular working with disadvantaged learners; The different marketing tools and communication channels as well as of their availability in training on LSE No 2015-1-LT01-KA204-013404
What is marketing? In simple impressing a person to buy the product/service. In detail - Marketing is the function of any organization or program whose goal is to plan, price, promote, and distribute the organization s programs and products by keeping in constant touch with the organization s uncovering their needs and expectations for the organization and themselves, and building a program of communication to not only express the organization s purpose and goals, but also their mutually products. (Philip Kotler). various constituencies, beneficial want-satisfying No 2015-1-LT01-KA204-013404
Non-formal adult education is a specific part of the service business area: at the same time it is both the work and the result; it has particular characteristics (intangibility, inseparability, perishability, heterogeneity). No 2015-1-LT01-KA204-013404
Characteristics: Intangibility Education is impossible to Touch Taste Feel See No 2015-1-LT01-KA204-013404
Characteristics: Inseparability This means that the services are created and used at the same time and cannot be separated from service providers, that is people or equipment (Kotler&Keller, 2007) Teacher Adult learner No 2015-1-LT01-KA204-013404
Characteristics: Heterogeneity It means that is impossible to provide the education service for every learner in the same way because it is provided at a different time and in different conditions No 2015-1-LT01-KA204-013404
Characteristics: Perishability As education service is intangible, it is impossible to accumulate its stock No 2015-1-LT01-KA204-013404
Service marketing is: Oriented to profit Oriented to needs Noncommercial Commercial No 2015-1-LT01-KA204-013404
Marketing types Noncommercial marketing Marketing of Non- profit Organisation Social marketing No 2015-1-LT01-KA204-013404
Education service marketing complex consists of main parts No 2015-1-LT01-KA204-013404
Additional parts of Adult Education service marketing People Physical evidence Process No 2015-1-LT01-KA204-013404
The structural parts of marketing plan goal of the marketing on LSE training presentation of LSE courses service analysis of learners from disadvantaged groups pricing place promotion budget expenditures for implementation of marketing plan action plan No 2015-1-LT01-KA204-013404
Marketing Tools and Communication Channels
Marketing communications Marketing communications are the means by which organizations attempt to inform, persuade, and remind consumers directly, or indrectly about the products and services that they sell (Kotler and Keller) No 2015-1-LT01-KA204-013404
Marketing is strategic communications and promotions delivered in a mix of forms: advertising public relations personal sales sales promotion direct marketing interactive/internet marketing Word-of-mouth marketing Successful experiences (success stories)
Advertising Advertising is designed to reach the public and motivate them to become more interested in the subject matter of the advertisements Commercial vs non-commercial advertising Medium: TV (costly) Print (newspapers and magazines) and Radio (fewer people) Print Mail (flyers, brochures, posters, letters) (cost is reasonable, large audiences) The Internet: Google, Facebook, LinkedIn (cost is reasonable, large audiences) Social media (most cost efficient) Signs and billboards (costly) No 2015-1-LT01-KA204-013404
Features of good advertisement Memorable Easily recalled Provides information quickly and succinctly Doesn t confuse the learner Calls the learners to action No 2015-1-LT01-KA204-013404
Advertising: Know your target market Although advertisement is meant to address thousands of people, it should remain individual as if it applies to a certain person. Target group determines the message: rational (facts, arguments, quotations) emotional (inspiring) No 2015-1-LT01-KA204-013404
Advertising: Headlines aims to capture the consumer s attention in order to engage him; focuses on the target group s problems is short, readable at a glance Do you have a talent, but don t have a job? Choose a job, not a dole. We ll help you Do you want to change your life? How about making your hobby into a profession? No 2015-1-LT01-KA204-013404
Public relations is the practice of planned and continuous managing of the spread of information between the organization and its environment by which organization seeks to create and maintain good will and mutual understanding. Means of communication with the public: The news Informational/Feature articles Public speeches Special events, Brochures, video and audio material (at libraries, health centres, schools, banks, municipality centres, etc.) True-to-life success stories No 2015-1-LT01-KA204-013404
Personal selling Channels: Face-to-face Over the telephone Through e-mail SMS messaging Advantages: Helps to create long-time relationships Most effective, but also the most expensive tool No 2015-1-LT01-KA204-013404
Word of Mouth Word-of-mouth just like Public Relations is a free marketing strategy, which helps to spread information about products and services It is not a planned marketing activity, but it might help a business to build a loyal client base. No 2015-1-LT01-KA204-013404
Internet/ Digital marketing Website Social media Mobile applications Advantages: Traditional media is one-way, social media are dialogues If your guess is wrong, you can change the media mix quickly, which helps to save time and money The impact can be measured quickly (Facebook, Twitter) The most cost-effective tool No 2015-1-LT01-KA204-013404
Digital marketing: it is worthwhile taking the advantage No 2015-1-LT01-KA204-013404
Online Tool for Creating Social Media Http://www.socialmediaexaminer.com How to use ads on the youtube channel; How to create and exploit Facebook: run contests, design ad campaigns, and analyze the results of your efforts; How to use Twitter ads; How to create social videos with your Smartphone; How to market your business on Instagram; How to master marketing on the Pinterest platform; How to start a business blog. No 2015-1-LT01-KA204-013404
In the Specific part of the Module III the following topic is presented: The social and psychological aspects of working with disadvantaged groups and empowering them to be active in social and economical life No 2015-1-LT01-KA204-013404
Social and psychological aspects of working with disadvantaged groups Dealing with the disadvantaged people adult educators practitioners need to take into consideration the psychological and social characteristics. motivate them to learn and involve them to labour market using the LSE idea The term people with disadvantaged backgrounds and fewer opportunities is explained under the Erasmus+ Programme as people with/ facing: mental, physical, sensory or other disabilities educational difficulties economic obstacles cultural differences geographical obstacles health problems social obstacles
Five practical strategies suggested by the psychologist Kierka For educationally disadvantaged, - low self-confidence 1. help learners set realistic goals and expectations, offer support services, such as mentoring and counselling For the socially disadvantaged 2. use word-of-mouth and door-to-door recruiting, distribute program information as inserts in store purchases, pay checks, or telephone bills, or flyers sent home with schoolchildren; increase the visibility of the program through community service projects; provide opportunities for the academic and social integration of learners .
Five practical strategies suggested by the psychologist Kierka For those facing situational barriers 3. offer learning programs in accessible neighbourhood locations with flexible scheduling to fit adult life-styles, arrange transportation (e.g., car pools) and child care for single parents . For adults having negative attitudes 4. advertise success stories of learning and entrepreneurship ; emphasize the difference between adult formal and non-formal education. For adults with low personal priority 5. focus on employment and employability skills, job survival; give value for money in terms of education, services (Kierka, 1988).
How to work with people facing economic obstacles (Brandi)? These are the main tasks for adult educator as advisor/facilitator and counsellor: Establish a positive relationship with the learner Set high expectations Do counselling and monitoring during the learning progress Carefully select the learning materials and decide on the tools of instruction and support
Culturally disadvantaged learners The adult educator should: be particularly sensitive and get acquainted with the target group s expectations; try to tailor the program to meet the group s needs; develop his/her cultural competence in order to value diversity; Develop a strategic approach to ensure that the needs of people from ethnic minority communities are not forgotten
People with health problems - physical or mental disabilities People with disabilities: often lack self-belief severity, particularly those with mental health issues. 1. often need more guidance and support 2. The adult educator has to be able to encourage people with impairments by: informing them about the possibilities of self-employment 1. providing the disabled future entrepreneurs with advice and support, 2. building their self-confidence to get self-employed or to start their own businesses.
Learners facing geographical barriers Such learners may lack self-study skills, thus the teacher should guide them through their learning until the learners become more skilled and can manage their own learning. However, the adult teacher should be aware that ICT by itself will not make a difference, unless it is used purposively to supplement, support and reinforce the learning process. The reversed/flipped learning approach should be used to the full extent.
Encouraging Disadvantaged People Entrepreneurship education is not just about teaching someone to run a business. It is also about encouraging creative thinking and promoting a strong sense of self-worth and accountability This entrepreneurship education includes: Becoming autonomous; The ability to recognize opportunities in one s life; The ability to pursue such opportunities by generating new ideas and marshaling needed resources; The ability to create and operate a new venture; The ability to think in a creative and critical manner (Entrepreneurship education, 2011).
