scholarly journals Marketing of an academic program: case study of an engineering program

2021 ◽  
pp. 56-64
Author(s):  
Aleksandra Kuzior ◽  
Michalene Grebski ◽  
Wes Grebski
Keyword(s):  
Marketing Strategy ◽  
Public Universities ◽  
Private Universities ◽  
Academic Program ◽  
Academic Programs ◽  
Educational Services ◽  
State University ◽  
Pennsylvania State University ◽  
Engineering Program

The main purpose of this research was the development of an effective marketing strategy for academic programs. The nature of academic programs has significantly changed. The curriculum at those programs as well as the methods for recruiting students were very traditional and rigid. In recent decades many private universities were created and started competing with established public universities. At the same time, public universities started competing among themselves. Recently many people view university education as an investment which provides a return in the form of well-paid employment after the completion of their formal education. The recruitment strategy needs to be adjusted to the changing conditions. Every academic program is trying to compete for the best highly-motivated high school students. Academic programs are operating in a similar mode to traditional businesses by selling educational services. The article presents a marketing approach to offering educational services in universities using the example of an Engineering Program at The Pennsylvania State University Hazleton (USA). The authors, using the case study method, place their considerations in a broader context of issues related to the marketing and communication strategy of universities. They indicate the need to use the 7-element marketing mix using the broader context of relationship marketing and feedback as well as building the brand of the university to skillfully meet the challenges of the dynamically developing world and the constantly evolving labour market, while not giving up the intellectualization of the educational processes and shaping the personality of the students. The methodology used in this study was a case study of the marketing of an Engineering program at The Pennsylvania State University (USA). This is a public university successfully competing with many private universities in the United States (USA). A theoretical analysis of the marketing strategy based on the best and most effective practices is being presented in the article. The paper also contains practical suggestions and recommendations that can be used by both private and state universities.

Are We Experienced? Reflections on the SUNY Experiential Learning Mandate

2017 ◽  
Vol 41 (1) ◽  
pp. 23-38 ◽  
Author(s):  
Jerry Isaak ◽  
Michael Devine ◽  
Curt Gervich ◽  
Richard Gottschall
Keyword(s):  
New York ◽  
Experiential Learning ◽  
The State ◽  
Educational Process ◽  
Academic Program ◽  
Learning Activities ◽  
State University ◽  
University System ◽  
Study Approach

Background: The State University of New York (SUNY), the nation’s largest comprehensive public university system, recently proposed making experiential learning activities available to all students enrolled in an academic program. Each campus was tasked with examining the feasibility of including experiential learning activities as a degree requirement. The Plattsburgh campus faculty senate voted to reject this requirement. Purpose: In light of the Plattsburgh rejection of the SUNY mandate, this study seeks to examine the practice and perspectives of four Plattsburgh faculty through the lens of a single experiential learning assignment. Methodology/Approach: A case study approach was used to illuminate common and/or distinctive pedagogies of instructors across four disciplines. Findings/Conclusions: Common themes include the elements of choice, embodiment, relationships, and risk. Critical to each case study was the willingness and ability of the instructor to engage in the educational process as a participant and expert learner. Implications: If the state, university system, or campus seeks to mandate experiential/applied learning, the mandate should be focused on the pedagogical components of experiential education not on the types of activities that count.

Educational services promotion in line with the experiential marketing philosophy

2019 ◽  
pp. 17-23
Author(s):  
Andrey Prokhorov
Keyword(s):  
Educational Services ◽  
State University ◽  
Experience Economy ◽  
Experiential Marketing ◽  
Event Marketing ◽  
Special Event ◽  
Purchase Process ◽  
Positive Impression ◽  
The University

We consider the aspects of experiential marketing development as a marketing philosophy. The direction of experiential marketing was developed in line with experience economy. The concept is based on the thesis that a product or service purchase is accompanied by the impressions formation from the purchase process, and the nature of these impressions determines the consumers’loyalty to the brand of the company that offers goods or services. Experiential marketing develops at the junction of relationship marketing, emotional marketing, event marketing and show marketing. Experiential marketing is designed to make the process of purchasing a product or service more personalized. Experiential marketing began to be applied in areas related to sales of impression (hotel, restaurant business, etc.). The idea of marketing is used in the process of promoting university educational services. We cover the event promotion cases of Derzhavin Tambov State University, the essence of which reflects the ideas of experiential marketing. As a case study, we focus on experience of holding a special event “Night at Tambov State University named after G.R. Derzhavin”, aimed at development of positive impression among the guests. One of the “Night at Tambov State University named after G.R. Derzhavin” tasks was to demonstrate the university capabilities in an informal way, different from traditionally held events.

Leveraging Diversity in Information Systems and Technology Education in the Global Workplace

2011 ◽  
pp. 27-41 ◽  
Author(s):  
Eileen M. Trauth
Keyword(s):  
Information Technology ◽  
Information Systems ◽  
Pedagogical Practices ◽  
Global Information ◽  
State University ◽  
Information Economy ◽  
Pennsylvania State University ◽  
Demographic Profiles ◽  
It Workforce

In this chapter we consider the educational needs of the globally diverse information technology (IT) sector and a curriculum that has been developed in order to respond to them. We begin by discussing two human resource (HR) gaps that are affecting the preparation of tomorrow’s IT workforce. The first gap is a participation gap, which is related, in part, to the under representation in recruitment and retention of students with particular demographic profiles in information systems and technology (IS&T) education. The second gap is a knowledge gap, which is related to the globalization of the IT field and the challenges of developing compatible curriculum and pedagogical practices that will prepare students for careers in such a field. We argue that diversity is a lens that can be used to both understand these HR gaps and to develop curricular responses to them. We do this by considering, as a case study, a course developed and taught in the College of Information Sciences and Technology at Pennsylvania State University that is intended to address these gaps. This course—Human Diversity in the Global Information Economy—is offered to exemplify a way of addressing the diversity dimension of the IT skill set.

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