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The Voice of Teachers in Marketing their School: Personal perspectives in competitive environments
Abstract
At the end of a decade of enhanced marketisation in schools, this article considers the subjective meanings attached to educational marketing by school teachers and the ways they construct and interpret teachers' 'idealised' and 'actual' involvement and contribution to school marketing. Through semi-structured interviews with 12 secondary school teachers from the south of England, the study revealed teachers' perceptions of and attitudes towards competition, marketing and education, their awareness of the marketing activities of their schools, the teachers' role in marketing the school and the perceived impact of the market upon teachers' well being. The results show that there is no coherent, organised view of education marketing among teachers in the study but rather that there are a number of inchoate voices amongst teachers concerning their role in school marketing. Broadly, two voices are revealed that reflect a cognitive dissonance which may exist among school teachers in the era of marketisation. This dissonance may stem from teachers' ideology-based difficulty in perceiving marketing as part of school life, while at the same time, they are aware of its importance to the school's success.
... Konsep pemasaran sekolah bukanlah sesuatu yang baru. Pemasaran pendidikan telah diperkenalkan ke dalam pendidikan di negara-negara barat sejak tahun 1980-an dan 1990-an (Oplatka, Hemsley-Brown & Foskett, 2002). Kajian-kajian mengenai pemasaran sekolah antara lain memberi fokus terhadap persepsi pemasaran sekolah (Grace, 1995;James & Philips, 1995;Oplatka et al, 2002), etika dalam pemasaran sekolah (Harvey & Busher, 1996), tanggungjawab pemasaran di sekolah (James & Philips, 1995, Oplatka, 2007, kesan pemasaran kepada pemimpin sekolah (Oplatka et al, 2002) dan orientasi pasaran dalam budaya sekolah (Drysdale, 1999;Oplatka & Hemsley-Brown, 2007). ...
... Pemasaran pendidikan telah diperkenalkan ke dalam pendidikan di negara-negara barat sejak tahun 1980-an dan 1990-an (Oplatka, Hemsley-Brown & Foskett, 2002). Kajian-kajian mengenai pemasaran sekolah antara lain memberi fokus terhadap persepsi pemasaran sekolah (Grace, 1995;James & Philips, 1995;Oplatka et al, 2002), etika dalam pemasaran sekolah (Harvey & Busher, 1996), tanggungjawab pemasaran di sekolah (James & Philips, 1995, Oplatka, 2007, kesan pemasaran kepada pemimpin sekolah (Oplatka et al, 2002) dan orientasi pasaran dalam budaya sekolah (Drysdale, 1999;Oplatka & Hemsley-Brown, 2007). Namun, disiplin pemasaran sekolah tidak diperkenalkan secara meluas dan dikaji dalam konteks Malaysia. ...
... Pemasaran pendidikan telah diperkenalkan ke dalam pendidikan di negara-negara barat sejak tahun 1980-an dan 1990-an (Oplatka, Hemsley-Brown & Foskett, 2002). Kajian-kajian mengenai pemasaran sekolah antara lain memberi fokus terhadap persepsi pemasaran sekolah (Grace, 1995;James & Philips, 1995;Oplatka et al, 2002), etika dalam pemasaran sekolah (Harvey & Busher, 1996), tanggungjawab pemasaran di sekolah (James & Philips, 1995, Oplatka, 2007, kesan pemasaran kepada pemimpin sekolah (Oplatka et al, 2002) dan orientasi pasaran dalam budaya sekolah (Drysdale, 1999;Oplatka & Hemsley-Brown, 2007). Namun, disiplin pemasaran sekolah tidak diperkenalkan secara meluas dan dikaji dalam konteks Malaysia. ...
... Teachers at schools are often assumed as conservative individuals that prefer to work in a relatively stable and safe environment for them since they tend to avoid changes (Oplatka et al., 2002;Hao and de Guzman, 2007). Conversely, entrepreneurial orientation demands changes to happen. ...
... On the other hand, the teachers are assumed to prefer to work on nonprofit-oriented school institutions because they do not prioritize economic value as their personal values. Basically, school teachers are often regarded as conservative individuals; prefer to work in a relatively safe and stable environment so they tend to avoid changes (Oplatka et al., 2002;Hao and de Guzman, 2007). The survey results conducted by Koroklu and Aktamis (2012) and Lacey (2013) reveal that teachers prioritize less the economic value, indeed economic value is the last priority in their personal life. ...
... The teachers do not like direct marketing activities because they feel that their calling is to be a teacher instead of a marketer. However, the teachers begin to admit the inter schools competition in attracting prospective students, thus they are still willing to do soft marketing activities such as open house events, by showing their high quality of teaching and services (Oplatka et al., 2002;Oplatka 2006). Those researches in England and Canada have strengthened the assumption that many teachers believe that market orientation is the orientation of the economy or business value that are not synchronous with their personal values, and hence making it less effective to change their orientation entrepreneurial behavior directly. ...
The competition between schools in this era of globalization, especially among
private schools, requisites entrepreneurial orientation development to private
schools context. Many previous studies showed that entrepreneurial orientation can
be influenced by corporate cultures. However, those previous studies have been
mostly done on employees or managers at profit-oriented institutions. On the
contrary, school teachers as employees in non-profit institution are often assumed to
be conservative, prefer to have a relatively safe work, and tend to avoid changes, so
they are not necessarily interested in doing entrepreneurial-oriented activities. Thus,
the teacher's readiness for change also needs to be a mediator variable between
corporate cultures and teacher’s entrepreneurial orientation. The purpose of this
study is to examine the role of corporate cultures in schools toward teacher’s
entrepreneurial orientation with teacher’s readiness for change as a mediator. The
subject of this survey study are 316 teachers from 14 private schools in Indonesia
that support teacher entrepreneurial orientation. The Structural Equation Model
path analysis results showed that learning orientation culture could have a positive
effect on teacher entrepreneurial orientation, either directly or through the mediation
of readiness for change. However, market orientation culture could not give a direct
positive effect on entrepreneurial orientation and requires teacher’s readiness for
change as a mediator for indirect effect. The synchronization between corporate
culture values with individual member’s values becomes a reason that will be
discussed to explain the result of this study.
Keywords: entrepreneurial, entrepreneurship, learning, market, culture, change
... Therefore, marketing is a management function that should not be ignored by school leaders seeking to thrive or to survive, in today's competitive environment (Oplatka's, 2007). The concept of marketing for schools is not new and was introduced into compulsory education in many Western countries throughout the 1980s and 1990s (Oplatka et al., 2002).2016, Vol. 6, No. 11 ISSN: 2222According toDavies and Ellison (1997), the principal who adopts marketing practices is expected to implement a strategic marketing analysis which involved activities such as market research, strategic analysis and planning, and implementation of those plans, which includes implementing the marketing plan and evaluating the marketing process. ...
... However, there is a wide range of interpretations of marketing among principals in high schools, and there are also positive and negative perceptions about school marketing. This include confusion between selling and marketing, and emphasising on advertising, promotional activities, public relations, glossy messages, poaching and persuasion (Foskett, 1998;James and Philips, 1995;Oplatka, 2002), instead of a holistic management process (Foskett, 2002). Marketing was also seen as crisis management to ensure the survival of the school as opposed to meeting the needs of their clients (James & Philips, 1995), and the concept of marketing was regard as conflicting with educational values (Oplatka et al, 2002). ...
... This include confusion between selling and marketing, and emphasising on advertising, promotional activities, public relations, glossy messages, poaching and persuasion (Foskett, 1998;James and Philips, 1995;Oplatka, 2002), instead of a holistic management process (Foskett, 2002). Marketing was also seen as crisis management to ensure the survival of the school as opposed to meeting the needs of their clients (James & Philips, 1995), and the concept of marketing was regard as conflicting with educational values (Oplatka et al, 2002). Previous study also found that school is not another business to market, but a place of teaching and learning processes (Birch, 1998). ...
This study examines school leaders’ view about school marketing in three different types of school in England. Using case study approach, the schools involved are a faith school, an academy and a local authority school. Through semi structured interview with leaders in these three schools, the study revealed positive and negative perceptions about school marketing among school leaders. Some leaders view marketing narrowly, while some have a more comprehensive view about school marketing. As previous studies, similar trend was found in this study where a coherent marketing plan to understand the market was absent. Overall, the schools are market oriented in some ways but lack a competitor orientation. This study adds to our understanding about school marketing following increased decentralization in English school environment.
... The modern labor organization is usually thought of as cold and rational, as no place for the experience and display of emotions, a conjecture that for many scholars no longer represents the "real" day-to-day life of employees (e.g., Ashkanasy et al. 2002;Fineman 2000), including teachers (Oplatka et al. 2002;Zembylas 2005). It is widely held, nowadays, that employees in almost all kinds of work organizations and occupations are engaged in emotions explicitly and implicitly, including schools and teaching. ...
... Interestingly, however, many education reforms introduced into educational systems of many western countries during the 1990s have consistently ignored the emotional aspects of teaching, calling to intensify its "rational", measurable aspects. This was accompanied by a re-conceptualization of the teacher's role in terms of collegiality, accountability, assessment, competition and responsiveness (Helsby 1999;Oplatka et al. 2002). Above all, the reforms emphasized the need to adopt concepts developed in business organizations as a means to improve the schooling process and its outcomes (e.g., standardization, assessment), and the terminology of "pupils as clients" penetrated the education systems (Day 2002;Goodson 1997;Levin 2001;Oplatka et al. 2002) In light of the proliferation and dominance of business-like ideologies and concepts in the educational discourse, I would like to reflect in this chapter upon the concepts of emotion management and display as they have been explored in largely non-education organizations and are implicitly and indirectly favored by those who conceptualize teaching as service occupation rather than a moral and emotional engagement. ...
... This was accompanied by a re-conceptualization of the teacher's role in terms of collegiality, accountability, assessment, competition and responsiveness (Helsby 1999;Oplatka et al. 2002). Above all, the reforms emphasized the need to adopt concepts developed in business organizations as a means to improve the schooling process and its outcomes (e.g., standardization, assessment), and the terminology of "pupils as clients" penetrated the education systems (Day 2002;Goodson 1997;Levin 2001;Oplatka et al. 2002) In light of the proliferation and dominance of business-like ideologies and concepts in the educational discourse, I would like to reflect in this chapter upon the concepts of emotion management and display as they have been explored in largely non-education organizations and are implicitly and indirectly favored by those who conceptualize teaching as service occupation rather than a moral and emotional engagement. ...
... There is a wide range of interpretations of marketing among principals in high schools, where the terminology is new to most and alien to many (Foskett, 1998). They were confused with selling and marketing with an emphasis on advertising, promotional activities, public relations, glossy messages, poaching and persuasion (Foskett, 1998;James and Philips, 1995;Oplatka et al., 2002). Foskett (2002) stressed that marketing is not simply about selling. ...
... Some school principals in James and Philips's (1995) study see marketing as crisis management to ensure the survival of the school as opposed to ensuring school meet the needs of their clients. Two studies conducted in England by Grace (1995) and Oplatka et al., (2002) found principals and teachers argued that education could not be marketed like business services or products. In Oplatka et al. (2002) study, they investigate -teachers' perception and attitudes towards competition, marketing and education, their awareness of the marketing activities of their schools, the teachers' role in marketing the school and the perceived impact of the market upon teachers' well being. ...
... Two studies conducted in England by Grace (1995) and Oplatka et al., (2002) found principals and teachers argued that education could not be marketed like business services or products. In Oplatka et al. (2002) study, they investigate -teachers' perception and attitudes towards competition, marketing and education, their awareness of the marketing activities of their schools, the teachers' role in marketing the school and the perceived impact of the market upon teachers' well being. They found two voices of the teachers. ...
Education is a basic need that every individual must own to survive in today's society. However, the specific type of education a person requires may be different. Hence, school must meet the needs and wants of parents and students, and in a wider scope the government, industry and society. It should be stressed that marketing is not simply about selling, promotion or advertising. Marketing is a holistic management process which includes mission, strategies and operations in which the whole ethos and purpose of the organization is focused on the needs and wants of its clients, partners, customers and stakeholders. The concept of marketing for school has been introduced throughout the 1980s and 1990s. However, it is not been extensively introduced and studied in Malaysia context. Thus, it is the aim of this paper to give some thought and understanding about the concept of marketing for school. The paper discusses about the interpretations and perceptions about marketing in school, and introduces the concept of marketing mix/tactics and market orientation. It is hoped school leaders in Malaysia understand the concept of marketing and how it operates, therefore could incorporate it as part of school culture.
... Along the same lines, two studies in England and Wales found that marketing was perceived to be a mechanism that would ensure that prospective students would choose the school either from its catchment children or from outside this area (Birch, 1998;Herbert, 2000). Interestingly, a study that explored teachers' attitudes towards marketing found that some teachers, mainly young, perceived marketing as inevitable in the competitive environment of English schools (Oplatka, Hemsley-Brown and Foskett, 2002). ...
... In Birch's (1998) study, English principals claimed that a school is not another business to market, but a place of teaching and learning processes. In two other studies conducted in England (Grace, 1995;Oplatka et al., 2002) principals and teachers grudgingly argued that education could not be marketed like business services or products, as is evident in the following verbatim extract: ...
... Likewise, the negative meaning attached to marketing seems to derive from principals' and teachers' belief that misleading, even deceptive messages are inevitably embedded in marketing activities. Underpinning this view are phrases and words used by interviewees in several studies with regard to marketing such as "shop window", "there should be some reality behind the promises", and "false messages" (Gewirtz et al., 1995;Oplatka et al., 2002). Grace (1995, p. 136) cited a principal who said that "I'm not against marketing if you market the good things that the school does…what I am against is people who market things that aren't actually true". ...
... The modern labor organization is usually thought of as cold and rational, as no place for the experience and display of emotions, a conjecture that for many scholars no longer represents the "real" day-to-day life of employees (e.g., Ashkanasy et al. 2002;Fineman 2000), including teachers (Oplatka et al. 2002;Zembylas 2005). It is widely held, nowadays, that employees in almost all kinds of work organizations and occupations are engaged in emotions explicitly and implicitly, including schools and teaching. ...
... Interestingly, however, many education reforms introduced into educational systems of many western countries during the 1990s have consistently ignored the emotional aspects of teaching, calling to intensify its "rational", measurable aspects. This was accompanied by a re-conceptualization of the teacher's role in terms of collegiality, accountability, assessment, competition and responsiveness (Helsby 1999;Oplatka et al. 2002). Above all, the reforms emphasized the need to adopt concepts developed in business organizations as a means to improve the schooling process and its outcomes (e.g., standardization, assessment), and the terminology of "pupils as clients" penetrated the education systems (Day 2002;Goodson 1997;Levin 2001;Oplatka et al. 2002) In light of the proliferation and dominance of business-like ideologies and concepts in the educational discourse, I would like to reflect in this chapter upon the concepts of emotion management and display as they have been explored in largely non-education organizations and are implicitly and indirectly favored by those who conceptualize teaching as service occupation rather than a moral and emotional engagement. ...
... This was accompanied by a re-conceptualization of the teacher's role in terms of collegiality, accountability, assessment, competition and responsiveness (Helsby 1999;Oplatka et al. 2002). Above all, the reforms emphasized the need to adopt concepts developed in business organizations as a means to improve the schooling process and its outcomes (e.g., standardization, assessment), and the terminology of "pupils as clients" penetrated the education systems (Day 2002;Goodson 1997;Levin 2001;Oplatka et al. 2002) In light of the proliferation and dominance of business-like ideologies and concepts in the educational discourse, I would like to reflect in this chapter upon the concepts of emotion management and display as they have been explored in largely non-education organizations and are implicitly and indirectly favored by those who conceptualize teaching as service occupation rather than a moral and emotional engagement. ...
I review the research on emotion management in teaching since the 1990s, including the theoretical knowledge underlying this
research. My focus will be on describing its contribution to our knowledge base about emotional displays and their determinants
in school teaching. I also discuss emotion management at work and then focuses on forms of emotion management in teaching.
I also review and analyze factors affecting emotion management in teaching – such as the culture of teaching, gender, seniority,
and the principal. Finally, I discuss the implications of emotion management in teaching.
KeywordsEmotion management–Marketization–Teaching
... Along the same lines, two studies in England and Wales found that marketing was perceived to be a mechanism that would ensure that prospective students would choose the school either from its catchment children or from outside this area (Birch, 1998;Herbert, 2000). Interestingly, a study that explored teachers' attitudes towards marketing found that some teachers, mainly young, perceived marketing as inevitable in the competitive environment of English schools (Oplatka, Hemsley-Brown and Foskett, 2002). ...
... In Birch's (1998) study, English principals claimed that a school is not another business to market, but a place of teaching and learning processes. In two other studies conducted in England (Grace, 1995;Oplatka et al., 2002) principals and teachers grudgingly argued that education could not be marketed like business services or products, as is evident in the following verbatim extract: ...
... Likewise, the negative meaning attached to marketing seems to derive from principals' and teachers' belief that misleading, even deceptive messages are inevitably embedded in marketing activities. Underpinning this view are phrases and words used by interviewees in several studies with regard to marketing such as "shop window", "there should be some reality behind the promises", and "false messages" (Gewirtz et al., 1995;Oplatka et al., 2002). Grace (1995, p. 136) cited a principal who said that "I'm not against marketing if you market the good things that the school does…what I am against is people who market things that aren't actually true". ...
... The introduction of educational markets into compulsory education in many Western countries throughout the 1980s and 1990s (Bell and Rowley, 2002;Cookson, 1994;Gewirtz, Ball and Bowe, 1995;Levin, 2001;Oplatka, 2002A;Taylor, 2001), has led to more competitive environments for schools . With the market comes marketization, a process that is largely characterized by an increased priority being given by school principals to the marketing of their schools Hanson, 1996;Maguire et al., 2001). ...
... Indeed, the establishment of educational markets urged schools to incorporate various forms of marketing perspective into their strategy in order to successfully recruit students in the new competitive environment (e.g. James and Philips, 1995;Levin, 2001;Oplatka, 2002A;Wood et al., 1996). ...
... Principals in England, Israel and New Zealand highlighted the link between interschools competition and marketing (Ball, 1994;Birch, 1998;Lauder and Hughes, 1999;Oplatka, 2002A). Ball (1994, p. 132), for example, cites a female principal who says that "there is a lot of competition in (the sixth form)…(and) I think we will gradually be spending more money on marketing". ...
The purpose of this final chapter is to draw together the conclusions and insights presented in each of the chapters throughout the book, to summarize and categorize concisely the findings, and to offer views about the next steps in the field of education marketing. The chapter is presented under key headings which emerge from the edited book chapters: market-led leadership, building relationships, and relationship marketing. The final section discusses a way forward for education marketing research and practice.
The chapter seeks to draw together and make sense of the insights from all the chapters under key headings to provide the reader of the volume with some key ideas to take forward for practice and research in the field.
... "Although forms of RM have already been observed in schools (Bell, 1999;Oplatka et al., 2002), a much more in-depth research of RM is needed in order to understand this approach to marketing in the context of schooling. Subsequent research should begin to inquire into the encounters of parents and children with staff, the issue of loyalty to the school, the specific breakthrough strategies for retaining children, the nature of the exchange process in RM, classifications of marketing relationships, strategies of RM, how schools establish trust among parents, and antecedents of RM in schools." 4 Despite this call for more in-depth research on RM in the context of schooling, most recent work on RM in the education sector has focused on colleges and/or universities (see for example Vauterin et al., 2011) and in particular universities in an international context (see for example Heffernan and Poole, 2005). ...
... The study of Mazzarol (1998) and Trim (2003) used FE and Higher Education as examples, while RM was much less discussed in school marketing. Some exceptions were the work of Foskett (1999) and Oplatka et al. (2002). Foskett (1999) first discussed the importance of managing external relations for both schools and colleges, suggesting the marketing strategy of an educational institution should link to managing its external relations and be driven by its interactions with the external environments. ...
... He argued that the management of external relations would help educational institutions linking their missions more firmly to their marketing situations (Foskett, 1999:47). More from the Internal Marketing perspective of RM, Oplatka et al. (2002) looked into teachers' perspectives in marketing schools and found that teachers supported building and managing good relationships with their pupils. ...
Purpose – The purpose of this paper is to develop a conceptual framework that provides insight and aids understanding of the complex array of relationships schools have with individuals, organisations and other entities.
Design/methodology/approach – The conceptual framework is drawn from the Relationship Marketing literature and applied to a school context in the UK. In doing so, it provides a simplified representation of the environment in which schools operate and a valuable classification structure for the many different relationships a school has. This framework will be of benefit to both academics and practitioners.
Findings – The authors find that the relationships schools have can be classified within the conceptual framework. The framework aids understanding of the different relationships and provides insights into how these relationships can be developed and where value can be added. Application of the framework also highlights the complex nature of the relationships schools can have with others and the need to manage those relationships well.
Research implications – The framework developed in this paper is conceptual and needs to be tested empirically.
Originality/value – This paper responds to the call from Oplatka et al. (2004) to provide further research into the area of Relationship Marketing in the context of schools. It adds value by drawing together various aspects of Relationship Marketing, providing an analysis of their relevance to educational services marketing and identifying and applying a conceptual framework which classifies the relationships schools have with others. This paper provides important insights for those within schools who are responsible for the management of relationships with their organization and for others seeking to foster greater engagement with schools.
... A great deal has been written about the problematic use of market segmentation and targeting by schools and its implications for inequalities of access and social division. Thirty-three articles are devoted to this subject [1,43,58,107,423,71,105,224,25,289,30,305,33,404,81,95,118,119,16,247,27,274,275,29,292,426,432,440,468,75,78,84,88]. This subject has gained substantially more attention over time, as Figure 4 illustrates. ...
... One principal went so far as to say, "You have to get these kids which are going to give us the results. That has to be our number one priority" [81, p. 356], and another UK study [292] reports that teachers "associate successful marketing with the recruitment of so-called better or more able students, who they would find more enjoyable and stimulating to teach" (p. 189). ...
School-choice programs may increase schools' incentives for marketing rather than improving their educational offering. This article systematically reviews the literature on the marketing activities of primary and secondary schools worldwide. The 81 articles reviewed show that schools’ marketing has yet to be tackled by marketing academics or other social scientists outside the education field. Market-oriented U.S. charter schools and their international equivalents have stimulated recent research, but geographical gaps remain, particularly in countries with long-established school-choice policies and in rural areas. Schools deploy a range of marketing techniques with the intensity of activity directly correlated to the level of local competition and their position in the local hierarchy. Studies have analyzed schools’ use of market scanning, specific words and images in brochures, branding, segmentation, and targeting. These marketing activities are rarely accompanied by substantive curricular change, however, and may even contribute to social division through targeting or deceptive marketing activity.
... Teachers are important participants in the way of implementing Internet marketing, and they in particular represent the connection between students and management of HEI [10]. The importance of teachers in the process of creating the marketing strategy is remarkable [31]. Therefore, it is important to analyze their perception about Internet marketing activities as well as importance of Internet marketing and their institutions, and their perception how their institutions are using Internet marketing in promotion of their HEIs. ...
... Research was conducted on a sample of 104 participants -teachers of HEIs in Croatia. Teachers were chosen as a pattern because there is different research that imply that either the teachers are resisting to changes brought on by Internet marketing [31], or that the teachers are [32] perceived, by other teachers, parents and students, as being the first in line in using Internet marketing tools. From 104 participants, 82 of them fully completed the survey, while 22 only partially completed the survey. ...
... Its specificity is the analysis of the post-communist context which is significant because of the heavy and sustainable impact of the totalitarian and bureaucratic past on education but also because of the reluctance of the social actors to analyze their history (Mayer, 2004). The development of the school market in this context is problematic because by blocking educational innovation and the regulating action of the social actors (Ball & Maroy, 2009;Oplatka, Hemsley-Brown, & Foskett, 2002), it prevents the analysis of the links between the global constraints and the local needs inherited from the past. This is seen in both post totalitarian countries compared, renowned for their efforts to get involved in the European educational globalization, for their discrimination against pupils of diverse backgrounds and for their rather unequal school systems in the pre-communist period. ...
... Studies have shown the real involvement of teachers in school marketing (Ball, 2003(Ball, , 2004Oplatka et al., 2002;Oplatka & Hemsley-Brown, 2012). Our findings confirm this: in both countries studied, their status, their educational and teaching practices depend very closely on the need for competition and selection in the global school market because for them it is a question of subsistence (employability, sustainability of contracts and level of salary). ...
Quantitative data stemming from questionnaires sent to the pupils (Czech Republic, 1638; Bulgaria, 375) and interviews with teachers and management teams of schools in the Czech Republic (63) and Bulgaria (91), describe the processes and marketing strategies of education in a post-communist and liberal transition context. The survey show that the transformation of education into educational market can be seen at several levels in both countries: the distorted evaluations of the student's special educational needs, the big disrepute of pedagogical practices, the liberal management of the schools (empowerment, sponsoring, competition) and finally at the level of the national education policies, without consideration for the specific social and historical context and without adequate evaluation of the concrete problems (segmentation, inequality).
... Yet they were aware that marketing may have great importance on school success. That is, teachers were aware that schools needed to adopt such policies in order to be more effective (Oplatka, Hemsley-Brown, & Foskett, 2002). Edmondson and D'Urso (2009), who criticized No Child Left Behind reform, argued that it hinders teachers' professionalism and standardizes their work. ...
... Compared to the two other groups of teachers that have firm attitudes towards privatization, teachers who hold mixed attitudes have less strong and extreme attitudes regarding privatization outcomes. These findings match other data showing dual attitudes of educators to aspects of market-driven reform in Israel, and in other countries (Oplatka et al., 2002;R. Smith & Dovrat, 2005). ...
... Yet they were aware that marketing may have great importance on school success. That is, teachers were aware that schools needed to adopt such policies in order to be more effective (Oplatka, Hemsley-Brown, & Foskett, 2002). Edmondson and D'Urso (2009), who criticized No Child Left Behind reform, argued that it hinders teachers' professionalism and standardizes their work. ...
... Compared to the two other groups of teachers that have firm attitudes towards privatization, teachers who hold mixed attitudes have less strong and extreme attitudes regarding privatization outcomes. These findings match other data showing dual attitudes of educators to aspects of market-driven reform in Israel, and in other countries (Oplatka et al., 2002;R. Smith & Dovrat, 2005). ...
The consequences of neoliberal policies in education are controversial. Based on the micro-political approach, this study had two aims: (1) to examine teachers' attitudes toward the effect of privatization on inequality and educational improvement; and (2) to examine the link between teachers' positions of power in school and their attitudes toward privatization. A questionnaire was administered to high school teachers in Israel. Three groups of teachers were defined: supporters, opponents, and those who held mixed attitudes toward privatization. The findings revealed that the controversy regarding privatization reflected the power relations within schools, thus limiting teachers' ability to counter this policy.
... Entrepreneurialism now pervades in schools (Ball 2007), but the sample were unconvinced about the business of education (Ferlie, 1996), and they question the pathologisation of the welfare state model. Oplatka, Hemsley-Brown and Foskett (2002) found that teachers were interested in teaching not marketing. Edmondson & D'Urso (2009) claim that those supporting privatization of education were more extrinsically motivated by pay, but none of the sample were not motivated as such. ...
Education has changed recently in the England and leadership of schools has changed with it. This paper examines the language of dissent, the political opposition of school leaders who meet the challenges of the educational system resulting from the government policies. They question whether these policies really serve the pupils and the community effectively. It is based on a wider piece of research involving interviews with head teachers and senior managers in a range of schools; it illustrates their frustrations at delivering a prescriptive curriculum. The research takes a grounded theory approach; throughout the interview process, themes emerged and were developed through layers of analysis. This led to the construction of a framework based on the ideas of power, ethics, resistance, and mistrust. This explains the views of school leader in conceptual terms, and it was found that they use of any form of control at their disposal, bring their own values to education, subvert where they see necessary, and at best tolerate policy.
... Scholars in several countries have done significant work on the topic of school marketing. Research on marketing has explored the symbolic and discourse content of materials and technologies that schools use to promote their programs (Copeland, 1994;Drew, 2013;Headington & Howson, 1995;Jabbar, 2016;Johnsson & Lindgren, 2010;Symes, 1998;Wilkins, 2011;Wilson & Carlsen, 2016), the content of school mission statements in competitive school markets (Boerema, 2006;Lubienski & Lee, 2016), the way schools use word-of-mouth and social networks to enhance their market reputation (Berends & Zottola, 2009;Holme, 2002), the costs incurred by schools when they involve themselves in marketing efforts (Beal & Beal, 2016), and the role that school leaders and school staff play in school marketing (DiMartino & Jessen, 2016;Jennings, 2010;Oplatka, 2007;Oplatka, Hemsley-Brown, & Foskett, 2002). However, little research has examined how local contextual factors shape school marketing behaviors and strategies. ...
This paper reports the findings of a study that analyzed the marketing activities of a number of vocational schools in a municipality where these organizations were allowed to compete for students. The research employed a qualitative, exploratory and descriptive design. The data was collected through interviews with school leaders, regional education authorities and civil society stakeholders, as well as an analysis of school promotional and informational materials. The study shows that marketing played a minor role in school leaders’ management activities and that these leaders addressed marketing in a mostly unsystematic, informal and intuitive way. We explain this in terms of the specific nature of the local context in which the schools operated, namely, the levels of structural and behavioral competition in the vocational school system and the way the market is regulated by public authorities.
... Much research attention has focused on schools' responses to the introduction of school choice policies in various countries (Foskett, 1998;Oplatka, 2002aOplatka, , 2000bOplatka, Hemsley-Brown, & Foskett, 2002;Woods, 1994) and on the "choice" activities of parents on behalf of their children, notably at the transition between elementary and junior high school (Foskett & Hemsley-Brown, 2001;Gewirtz, Ball, & Bowe, 1995;Haymann et al., 1997;Maddaus, 1990). ...
... Based on support from pertinent literature (Poole, 2017;Mokoena and Dhurup, 2016;Felgueira and Rodrigues, 2012;2015;Niculescu et al., 2016;Zebal and Goodwin, 2012;Hemsley-Brown and Oplatka, 2010;Rivera-Camino and Ayala, 2010;Mitra, 2009;Hampton et al., 2009;Oplatka and Hemsley-Brown, 2007;Flavián and Lozano, 2006;Oplatka et al., 2002), the sample for present study is comprised of university teachers (and administrators) from five divergent, the largest and the oldest public sector universities of Sindh province, Pakistan, housing more than 50% of population of interest. Sindh is socio economically the most vibrant province, with the country's largest/well equipped sea port, hosting huge diversity of population from miscellaneous strata/clusters. ...
Organizational scholars and academicians in developed countries have been empirically highlighting the significance of market orientation (MO) for university performance (UP) using the traditional measures. While the present study, attempts to address the dearth of research in a developing country by empirically testing not only the MO UP relationship but also analyzing empirically the individual impact of the context specific dimensions of MO on UP based on the notion that different geographic, social and time zones create different context, so the relationship of interest might appear to vary when tested through separate dimensions independently. This would ultimately help university authorities recognize which aspects of MO to concentrate more for enhanced UP. A total of 476 university teachers and administrators participated from the five biggest and oldest public universities from Sind region. The use of structural equation modeling revealed that although the overall MO is quite significant to UP, yet the MO dimensions that appear more significant in previous literature, have a very unexpectedly different response in the developing countries. Contributions and implications of the study are outlined with reference to how the more context specific MO dimensions can contribute individually in the settings of public universities of a developing country like Pakistan.
... In the Israeli public school system also, the number of EDRs has increased in recent years, following the decrease in governmental funding of social services (Weinheber et al., 2008;Yemini and Sagie, 2014), the unequal distribution of governmental services (Berkovich and Foldes, 2012), and the rise of NGOs, promoting diverse educational agendas within the state education system. Principals of state public schools already routinely incorporate NGOs' activities (Berkovich and Foldes, 2012;Yemini and Sagie, 2014) as well as marketing techniques and strategies to cope with this newly developed school environment (Oplatka et al., 2002). EDRs in Israel are offered both as CSRs and as EDRs. ...
Purpose
This study explores the motives, opportunities, and threats associated with the adoption of market-driven externally developed reforms (EDRs) as well as how these motivator factors, combined with background variables, account for school principals’ satisfaction with EDR adoption.
Design/methodology/approach
Principals from 208 Israeli schools (grades 1–9) completed anonymous self-report questionnaires about the factors motivating their decision to implement EDRs and their satisfaction with these reform programmes in their schools. Validity and reliability tests, bivariate correlations and Pearson tests, paired t-tests, and a step-by-step multiple regression analysis were performed to examine the associations between the independent variables (individual and institutional variables, and motives, opportunities, and threats), and principals’ satisfaction with aspects of the EDRs.
Findings
Participants reported opportunities in the areas of pedagogy, learning excellence, teacher growth, and school climate. Threats were moderate-low and related to school faculty resistance, principals’ dependence on stakeholders, and difficulties in implementing EDRs. Of the political and the pedagogic motives, the latter was the sole motive associated with principals’ satisfaction with the EDRs. Findings fit within Herzberg’s two-factor theory and Festinger’s cognitive dissonance theory.
Originality/value
Studies on the factors motivating adoption of EDRs are scarce; this is the first to explore motivators’ effects on principals’ satisfaction. It is likely to help principals and decision makers in educational institutions construe the varied factors that affect the adoption of EDRs from senior officials’ viewpoints. Understanding these factors is highly important to the field worldwide because of the growing need to adopt EDRs.
... Likewise, and congruent with English and Canadian teachers (Oplatka, Hemsley-Brown & Foskett, 2002;Oplatka, 2006), the teachers tended to be less positive towards inter-functional coordination, and especially, towards any attempt to extend the teacher's role definition to include any proactive participation in the school's marketing activities. ...
This chapter presents an analysis of data gathered from Israeli primary and secondary schoolteachers that tested the degree of market orientation in the Israeli State Education System, the largest system in Israel that is based on grade configuration of primary education (1-6) and secondary education (7-12). It was found that the Israeli teachers are more positive about student orientation (SO) than about competitor orientation and interfunctional coordination, i.e., they are more likely to be positive toward the elements of SO that are emotion embedded and represent teachers' concern toward and relations with their students. They can identify with elements of SO that represent teachers' strong emotional commitment toward students, which in turn leads them to change their teaching methods, be attentive and responsive to parents' interest in the learning of the child, and improve their own teaching. In doing so, the teachers are engaged unconsciously with relationship marketing that might promote their school's market share and image.
... ד בשל Campbell & Neill, 1994;Day, 2002;Galton & MacBeath, 2008;Goodson, 1997;Hargreaves, 1994;Oplatka et al., 2002 ...
Analyzes teachers' and principals' interpretations of workload and its factors in our era of accountability and extensive reforms, and suggests strategies and tools to decrease the high levels of teacher workload in Israel.
... This is not to say, however, that their involvement in the school's promotional activities does not lead to high levels of stress and frustration. This interpretation and these experiences draw support from previous findings from schoolteachers in England (Helsby, 1999;Oplatka et al., 2002). ...
Based on semi-structured interviews with high school teachers in Edmonton, Alberta, the reported study examined teachers' attitudes towards their roles and responsibilities in marketing their school, and the perceived impact of educational markets upon teachers' well-being. The teachers define marketing negatively and narrowly, resist any involvement of teachers in marketing their schools, and feel that working in a market-like environment leads to high levels of stress and uncertainty in their work. Yet many of them provided evidence of their contribution to prospective students' recruitment by promoting their subject matter in the open house. Theoretical and practical implications are suggested.
... Student registration, previously carried out in accordance with local authorities and based on school zones, now became a matter of consumer choice. In this new reality, characterized by a quasi-educational market, schools without a guaranteed client base began to compete and to market themselves (Oplatka et al. 2002). Moreover, a limited school-based management reform was introduced, 5 giving principals the authority to manage the school budget and raise funds from the community and businesses (Nir 2002). ...
The Israeli Ministry of Education has recently initiated a program of reform in the training of public school principals that aims to expand state licensing regulations for educational leaders. This article suggests that the principals' training and licensing (PTL) reform should be linked to the attempt by Israeli policy makers to institutionalize evaluative neoliberal governance in the Israeli education system. To support this suggestion, the article traces the historical development of PTL policies in Israel to set the new centralized reform in its neoliberal context, and links it to the rise of "new professionalism" in Israeli educational administration. The innovative framework presented here links educational governance and PTL policies together to facilitate a systematic analysis of licensing regulation policies and reforms in other national contexts.
... Marketing research specifically investigating the secondary school sector is a newly emerging research field and is represented by a small body of literature (e.g., Oplatka, 2002Oplatka, , 2006Oplatka & Hemsley-Brown, 2004Oplatka, Hemsley-Brown, & Foskett, 2002). The secondary school sector is yet to reach a consensus regarding a conceptualisation of marketing within the sector. ...
... Background of implementation In England the introduction of schemes giving greater flexibility in the way schools handled resources has passed through various stages which started to surface from as early as the 1970s. The most important reform effort was made with the Education Acts of 1988 and 1992, which included parallel processes of centralisation and decentralisation (Oplatka et al., 2002). ...
MA in Educational Leadership & Innovation This paper is about decentralisation through the delegation of financial decisions. The English school management model is presented as a reference point of extensive delegation where the reform has had time to take place and be evaluated in the literature. The impact delegation has on schools, and on headteachers in particular, is given more concern since headteachers hold important posts and are perhaps those most affected by it. At a point when Cyprus is on the verge of decentralising its management structure and there has not been sufficient research to support and document any reform initiative, the present study investigates the views of 7 primary school headteachers regarding the delegation of finance in their schools. Through the use of semi-structured interviews an attempt is made to reveal the interviewees' perceptions as to what the weak and strong points of the current system are; as to which decisions they believe should or should not be further delegated; as to whether they would be willing to accept some changes which usually accompany financial delegation; and finally as to what they think about highly delegated management schemes. Many important findings emerge from the headteachers' views with the most important one being a unanimously proposed model of school financial management which, as it is believed, would benefit the schools if implemented. Altogether, the study offers an original view into financial decentralisation in Cyprus and aims to contribute towards the initiation of a general discussion around decentralisation and school management. Literature review Decentralisation – School based management Decentralisation is an attempt to maximize effectiveness and efficiency, by shortening the distance between the parts of an organisation and shifting the risks to a lower level (Karstanje, 1999). It must be noted that decentralisation should not be regarded as a unitary phenomenon since models range across a spectrum from centralized to decentralized systems (Foskett and Lumby, 2003). The degree of responsibility for -and discretion in -decision making, transferred by the central authorities in every case, is context bound and varies, according to local needs and traditions (Bush, 1999). In education decentralisation is often named School Based Management (SBM) and it is identified as one of the megatrends of the last two decades (Foskett and Lumby, 2003). Abu-Duhou (1999:17) describes the phenomenon of educational decentralisation as "a repositioning of power from higher (the center) to lower (the school) authorities in relation to curriculum, budget and resource allocation, staff and students, and in some instances assessment" while Bullock and Thomas (1997) add 'access' to the above areas of decisions which can be repositioned.
... Hanson, 1996). The marketing of education is needed for successful recruitment and for increasing market share of resources and students (Davis and Ellison, 1997;Grace, 1995;Oplatka, Hemsley-Brown and Foskett, 2002). ...
Corporate Branding has been suggested as an appropriate branding strategy for branding services as opposed to service product branding (Dall’Olmo Riley and de Chernatony, 2000). As corporate branding takes into account the perspectives of various stakeholders associated with the organization, this concept then becomes a crucial strategy when branding and marketing educational institutions. This paper provides an important theoretical contribution to services marketing literature by providing conceptual applications of corporate branding to educational institutions.
The paper also examines how different stakeholders including staff, students, admissions officers and other related faculty and parents can be integrated to enhance the branding of education. In addition to the theoretical contribution, managerial implications on using corporate branding are raised as part of future research issues.
Teachers and professional recognition. Frameworks of intelligibility, debate and controversy in Anglo-American research
Echoing international studies (OECD), Anglo-American literature emphasises the extent to which the promotion and recognition of the teaching profession are essential for improving education systems. However, this awareness of the decisive importance of teacher recognition has very contrasting, even deleterious, results on professional solidarity depending on the managerial methods used. This analysis aims, on the basis of a reasoned selection of the abundant Anglo-American research literature, to explore variations in the use of the notion of recognition, its components and sources, in order to highlight the effects on policies promoting teacher expertise, the sentiment of recognition, the experienced well-being, the relationship of trust between society and the profession, the ambivalence of rhetoric regarding their professional development, and their impacts on them and their professional groups. It seeks to better understand to what extent contemporary policies towards teachers can be correlated, in other environments and socio-political situations, to a sense of recognition, professional fulfilment and effectiveness among teachers themselves and the effects they have on the profession. The cross-study of the ways in which these policies are captured by research thus makes it possible to update knowledge, to nourish the critical ambition of the research work and to make it heard.
Education Branding is similar to the Academic reputation/prestige of the Institution. Hence once the choice on who we are and what we want to become is decided the Branding strategy needs to be carefully weaved around it and based on this strategy other decisions are taken like Resource allocation, hiring, Strategic direction, curriculum development etc. The objective of this paper is to find the effectiveness of advertisement on branding of engineering colleges. For this purpose the data has been collected from 500 students. It is found that advertising helps in creating the positive brand image of the institute.
Starting from an understanding of contemporary society as occupied with a dominant trend in image-boosting, the study explores how school-age educare centers engage in edu-business when promoting themselves through self-presentations on their websites. Using a qualitative method with an analytical attention directed towards unexpected angles, these self-presentations are problematized in terms of discursive impression management and with a focus on how messages are communicated by using different discursive resources to make the presentations trustworthy and selling. The edubusiness logic found on the websites is not primarily about competition between different school-age educare centers, but is instead about competition between compulsory school and school-age educare, as well as the choice to participate or not in the education offered in the school-age educare centers.
Currently, higher education institutions must meet the needs of different actors in the provision of academic services related to the education granting. The methodology for ensuring this correspondence is marketing. By conducting the survey, the main problem areas in the implementation of strategically important tasks in higher education institutions of Ukraine are identified. The desk research and content analysis of scientific papers devoted to the marketing activities of foreign universities was conducted. The tools of marketing and its content in universities are investigated. Gained further development of marketing theory in terms of forming a marketing concept for a higher education institution. An illustrative example of the use of the methodology of structured marketing planning in higher education institutions has been substantiated and described. Such a structure can be used to support the development of strategic program capabilities, such as support for new specialties, departments and higher education institutions of Ukraine, as well as for creating new academic opportunities for research support and quality education granting.
À des degrés divers, la France et l’Italie illustrent un mouvement
qui s’est engagé depuis quelques décennies dans bon nombre de systèmes éducatifs en Europe. On y assiste à un phénomène de renforcement des exigences en matière de formation et d’exercice du métier d’enseignant, faisant ressortir un nouvel enjeu pour les politiques d’éducation, celui de la «qualité» de l’enseignement. Les évolutions des conditions d’exercice des enseignants dans ces deux pays conduisent à examiner la question de la professionnalisation dans le contexte plus large des conditions de formation et d’exercice des enseignants à l’échelle européenne. Le mouvement vers la professionnalisation de l’activité enseignante s’exprime, dans la plupart des contextes nationaux, sur fond de diversification et de complexification des tâches des enseignants. Devant composer avec des groupes d’élèves de
plus en plus hétérogènes, les enseignants sont appelés à assumer des missions complexes, et se trouvent de plus en plus écartelés entre les cultures qui fondent et légitiment leur travail, et un appel à un élargissement de leur action, sur le plan individuel et collectif, qui peuvent ici et là perturber les normes professionnelles en usage dans tel ou tel contexte et brouillent leurs missions originaires
Notre propos s’inscrit dans la formation continue des enseignants amenés à encadrer les futurs enseignants en stage : tant les maitres de stage1 que les superviseurs des instituts pédagogiques2. Ces acteurs estiment être peu reconnus dans leur rôle d’accompagnants des étudiants car les balises qui devraient déterminer leur fonction sont inexistantes (Gervais & Corréa-Molina, 2005; Van Nieuwenhoven & Colognesi, 2015). En effet, les acteurs réalisent leurs missions d’accompagnement des étudiants comme ils le peuvent avec, de surcroît, peu d’occasions de dialogue entre eux autour des gestes professionnels qu’ils mobilisent. Ainsi, des moments de rencontre entre maitres de stage et/ou entre superviseurs ne sont pas formalisés pour qu’ils puissent partager leurs pratiques ou co-construire des outils communs. En creux, ils évoluent de manière généralement isolée, avec un faible sentiment de reconnaissance du travail et de l’investissement fourni (Vivegnis, 2016).
Si ces temps de rencontre entre professionnels de même statut (les maitres de stage versus les superviseurs) sont effectivement peu nombreux – ou sont essentiellement des moments d’information et non de travail collectif – les temps de réelle collaboration amenant les maitres de stage et les superviseurs à envisager de concert l’accompagnement des étudiants dans une perspective de co-formation ne sont pas prévus. En conséquence, chaque acteur n’a pas l’occasion de connaître – et donc de reconnaître – la manière dont l’autre fonctionne.
Sur la base de ces constats, un groupe s’est constitué pour rassembler à la fois des acteurs de terrain et des issus des instituts de formation pour réfléchir autour des questions d’accompagnement des étudiants en stage. Ce groupe, qui regroupe donc, à l’initiative des acteurs, des enseignants de l’école fondamentale et des Hautes Ecoles pédagogiques, a sollicité les chercheurs qui les avaient encadrés précédemment lors d’un certificat universitaire de formation à l’accompagnement des pratiques professionnelles et a choisi de s’inscrire dans un projet de recherche collaborative. L’objectif qui a été co-défini était de concevoir une modélisation commune, issue de savoirs théoriques et expérientiels, sur l’accompagnement des stagiaires.
Notre problématique est de mettre au jour comment et en quoi ce groupe de recherche a permis le développement de compétences de chacun par la (re)connaissance de son propre métier mais aussi du métier de l’autre. Plus spécifiquement, nos questions de recherche sont : Quel modèle de l’accompagnement des stages est co-construit par les acteurs ? Quelles sont les retombées d’un tel groupe sur la reconnaissance de l’identité professionnelle des acteurs ? Quel est l’impact de la co-construction de ce modèle sur la (re)connaissance du métier des partenaires collaborateurs ?
In today’s world, labour markets generally overvalue short-term results over long-term ones and focus on individual actors’ utility over social welfare, thus pushing schooling systems into a myopia of exploitation. This is why ‘liberally’ oriented policies, favoured by multi-national institutions and international benchmarking approaches, seek transformation at curriculum, school and system levels, so as to develop schools towards ambidextrous learning organisations. This development is contrasted to ‘critical’ theories, seeking a higher level of social embeddedness for both educational policies and the practice of educational leadership. The initial discussion relates to an analysis of policies, designed to support the innovation of educational practice, as put forth by international organisations, such as the OECD. The drivers of such policies, coming from the economic sphere, are identified, including relevant theories of market orientation in education. The chapter is concluded by referring to ‘critical’ theories, favouring the social embeddedness of the educational policy and leadership fields and by reviewing the fundamental differences and their implications for educational practice.
Schools in the US and across the globe are increasingly engaged in marketing practices to attract and retain students and families. This study examines why and how administrators and school board members in two public school systems in the US seek to market their schools. Using in-depth case studies, a socio-cultural approach to policy, and critical race perspectives, I trace administrators’ and school board members’ logics about marketing, and specifically their emphasis on marketing the racial ‘diversity’ of their students. I find that despite differences in economic circumstances and community orientations to racial inclusion, leaders in these two competitive, under-resourced, and demographically changing school districts target upper- and middle-class White families, draw on discourses of global cosmopolitanism, and commodify racial diversity as a competitive advantage for upper- and middle-class White families that leaders believe do not see inherent value in students of color. This attempt to use racial diversity as a ‘selling point,’ varies in its particularities in each district–one district acknowledges and emphasizes how all students may gain from interracial and intercultural interactions and knowledge while the other district leverages abstract notions of diversity, removed from actual children of color – a consequence, in part, of district leaders’ uniquely racialized marketplaces. I conclude with a discussion of the implications of these findings.
המסרים שדרכם המכללות להוראה מנסות לשווק את עצמן ולקדם את דימויון המוסדי
This chapter explores the precarious and arguably unethical position in which directors of English as a Second Language (ESL) programs at post-secondary institutions find themselves or rather, are placed by the institution (Eaton 2008, 2009). Universities regard such programs as lucrative (Rubin, 1997) and directors are charged with the responsibility of marketing their programs and recruiting students internationally, often with little or no training in how to do so (Eaton, 2005).
Under new school-choice policies, schools feel increasing pressure to market their schools to parents and students. I examine how school leaders in New Orleans used different marketing strategies based on their positions in the market hierarchy and the ways in which they used formal and informal processes to recruit students. This study relied on qualitative interviews, observations of board meetings, and board-meeting minutes from a random sample of 30 schools in New Orleans. Findings indicate that marketing was a very common strategy. Yet even though choice policies were meant to give parents, not schools, power in selecting where their children attend school, some schools found ways to avoid enrolling disadvantaged students, often by not marketing. Faced with the pressure of accountability and charter renewal, these schools traded greater funding for potentially greater averages in student achievement. At the same time, some schools that were oversubscribed invested in marketing and recruitment anyway to draw less affluent parents to the school, who might not be aware of the open application and enrollment process. I discuss the implications of these marketing strategies.
The marketization of K–12 education has led to an increase in school-based marketing efforts. Relatively little research, however, has examined how public schools market themselves, who is involved in marketing, and how these marketing efforts impact key stakeholders, including school administrators, teachers, students, and parents. We explore these questions in this qualitative study of school-based marketing efforts at South Boulevard,1Because of the long and public history of desegregation litigation associated with the school and with the school district, we use real place names throughout the paper. Thus, we disclose both the school's name—South Boulevard Foreign Language Academic Immersion Magnet—and the name of the city in which the school is located—Baton Rouge, Louisiana, in order to maintain the authenticity of the case and the findings.View all notes a foreign language immersion magnet elementary school in East Baton Rouge Parish, Louisiana. Analysis of data from participant observation and in-depth interviews with key stakeholders reveals that administrators, teachers, parents, and students actively participated in marketing and recruiting, and that these efforts were associated with a number of implicit and explicit costs. Introducing two concepts from the business literature—business-level strategy and brand communities—yields a number of observations and policy questions. Finally, the shifting role of parents and administrators in an increasingly market-like school-choice environment is discussed.
In New Zealand, educational institutions at all levels are being encouraged by the nation's central government to develop international markets, largely to generate revenue and to therefore decrease dependence on state funding. This chapter presents research findings which show that some managers in education are responding to this challenge by establishing and maintaining relationships to respond to international student demand, a core focus of educational marketing work. These relationships seem to allow high schools, particularly resource-constrained ones, to be able to add value to the international student experience. In this case, this includes offering language tuition and access to support people who speak the students’ languages and are familiar with their cultural frameworks as part of the experience. Given the benefits to international students, and to the schools themselves, could this kind of relational approach be considered an example of leadership in international education marketing?
The 1980s and 1990s saw a significant phase of educational marketization reform in several countries. Schools began to operate within a 'market', and 'marketing' became more important. Research showed that teachers and school leaders were largely hostile to this 'alien' area of schooling. School leadership in this environment became more complex and stressful. Literature began to identify leadership tensions, conflicts and dilemmas. This chapter 'revisits' some of the more significant research at the time and examines some of the dilemmas posed by the need to market the school. The dilemma framework offered by Wildy and Louden (2000) is used to explore three key areas: accountability, efficiency and autonomy. The chapter offers insights into how this topic can be revitalized and explored within the operation of 'new' leadership paradigms such as 'distributed leadership' and 'destructive leadership'. The chapter concludes by discussing how the topic of dilemmas can be taken forward.
This chapter provides an historical perspective on the evolution of educational marketing both as a professional field within the management and leadership of educational organisations and as a research field for academics and practitioners. It weaves together three important strands of analysis:•The evolution of the political, economic and social ideologies which have created the context in which marketisation of education has occurred.•The development of approaches to educational marketing in schools, colleges and universities.•The development of the research arena focused on marketisation and marketing in educational institutions.
The analysis considers the challenges that market-based concepts have brought to the existing hegemonies within both education and academic research, and also the politics and sociology of academic research. This provides a perspective on the challenges of developing a ‘new’ research field as a valid and significant area of study. The chapter concludes that educational marketing has evolved very significantly over the last 30 years, but has a done so in a context of substantial intellectual and sociological challenge. Resistance to its development has at times reflected resistance to the underlying concepts of marketisation rather than a concern that its approaches and findings are not important.
The current study aimed at exploring the perceived significance of promotional events in secondary schools among Canadian parents, their children and teachers, and at determining the influence of these events upon the school choice process and school life. The findings suggest that both teachers and families displayed apparently contradictory perceptions of the open house with respect to its significance and influence, differing as well from one another in their understanding of the place of this event in school life and choice. In addition, four effective aspects of this promotional event have been subjectively identified by the respondents. Empirical and practical implications are suggested.
School leaders in the United States are increasingly embracing marketing practices in order to promote their schools in more competitive conditions. Yet while policymakers are actively encouraging such conditions, little attention has been paid to the equity effects of these practices. Advancing from the insight that marketing materials can illuminate some of the underlying incentive structures to which schools must respond, this study examines patterns in the marketing materials in two metropolitan areas with the most competitive education markets in the United States. Web-based materials for all schools in Washington, DC and post-Katrina New Orleans were analyzed, noting how individual schools and different types of schools represent their racial makeup. By analyzing these differences in traditional-public, charter, and private schools, we were able to see emerging patterns that suggest the role of market forces in school organizational behavior, with cautionary lessons for how different types of students are valued.
The purpose of this paper is to investigate the manner in which a Christian Brothers boarding school, founded in 1891 as an altruistic response to the socio/economic distress of Queensland’s Irish Catholics, undertakes the marketing of its educational product in a contemporary setting. St Joseph’s Nudgee College has displayed a remarkable capacity for compromise, balancing from its first year of operation the philosophical heritage of Irish Catholicism with the pragmatic aim of promoting social mobility amongst a group conscious of its outsider status. It is this inheritance of compromise that has ensured that there has been no perception that marketing an education in a religious institution raises any ethical dilemmas. This is even more remarkable given the evolution of the College into one of the State’s elite educational institutions, yet one still publically committed to education serving as an agent of social change. The challenge for the Development and Communications Department of the College is far more pedestrian than a clash of world views. For they operate in a milieu divorced from the traditional core business of the College and must therefore operate as promoters rather than producers of the institution’s core product of teaching.
In recent years, the Taiwan government's active promotion of the marketization of education, coupled with a decreasing number of school-age children, has given rise to a highly competitive educational market. As a result, school principals (at all levels) feel compelled to resort to unethical marketing practices to ensure the survival of their schools. The main purpose in this study was to identify the unethical marketing practices commonly used by school principals in Taiwan, and then determine their prevalence, the degree to which they contravene established ethical norms, and the circumstances in which school principals are likely to employ them. The results show that whereas bribery is regarded as the most unethical marketing strategy, invasion of privacy was seen as much less serious.
This article examines the diverse role and work of public relations practitioners in the growing body of international schools. It examines evidence of ‘role stress’ in the form of the subsets of role overload, role ambiguity, role conflict and role preparedness. Three particular aspects were identified. The role seems prone to change alongside the sudden and unplanned development of the school. An organizational culture of an informal, isolationist and highly individualistic nature seems to exist. The character of personality also seems to be a factor. Possible strategies for managing role stress are then discussed. The overall list of tasks might be cut, and some tasks delegated. A more detailed job description within a planned framework could be produced. A restructuring process within the school might simplify role diversification. These strategies seem to provide a forum for research and partnership for the newly emerging Alliance for International Education
The sustained disadvantages suffered by rural schools place the concept of social justice at the centre of any discussion of rural education. However, too often a one-size-fits-all model is adopted that equates it with distribution of resources. Drawing on Iris Marion Young's work, this paper instead demonstrates the necessity of adopting a plural framework of social justice that includes issues of recognition and participation within the current neoliberal environment. The author draws on findings from a qualitative study with teachers in two rural schools in Victoria, Australia. While the teachers acknowledged the importance of a better distribution of resources, just as significant was their concern for issues of power, respect and participation in their work. The author argues that the distributive dimension offers a useful but limited approach and that a plural framework of social justice better informs teachers' experiences, and contributes to their understanding of the contexts in which they work.
In all the current work on education competition and the ensuing growth in marketing and promotion, one critical aspect has become sidelined, i.e. the marketing work that educational providers employ to shore up internal 'leakage' at key points of transition. Across all phases of the maintained UK educational sector, there are various possible and actual points of transition, and therefore potential losses as well as gains to be made from an internally constituted market. Not only do institutions and organisations have to look to their external competitors and external markets, they need also to attend to their internal 'natural' market; their current client-base. Drawing on a study of post-compulsory 'choice making', we explore the internal marketing tactics and strategies undertaken in Northwark Park School.
Chris James is Professor of Education Management in the University of Glamorgan Business School and Peter Phillips is Headteacher of West Monmouth School, Pontypool, Gwent. In this paper, the first of three in this edition on different aspects of marketing in education, they stress that this is a relatively new area of interest in educational management. As such it is not surprising to find that much of the literature is characterised by ideas developed in non-educational settings. In this paper they use the notion of the 'marketing mix' to examine the practice of marketing in a number of schools within England and Wales. They find little evidence of the development of sophisticated market driven approaches within the schools they studied.
The development of a social market in education in England and Wales since 1988 has required schools to develop strategies to competition for pupils. They have done so within a context in which such concepts as `the market' and `marketing' have been alien. This paper develops an analytical methodology based on Cowell's interpretation within service organizations, through the examination of four key cultural and managerial developments the range of understanding of markets and marketing held within the school; their organizational responses to the market; their use of market analytical tools; and their development of appropriate marketing strategies. By applying this methodology to a sample of schools, the paper shows the variation in the development of a market culture between them, and derives an Index for Marketing Cultural Development. From this, a simple typology of cultural responses to marketization is derived.
John Smyth is Professor of Teacher Education and Director of the Flinders Institute for the Study of Teaching of South Australia. This paper explains and develops its author's initial claim that 'We need to start unravelling some of the complex issues, some of the undisclosed interests, and some of the manipulation that is masquerading under the rubric of devolution' in schools. In a forceful concluding section, Smyth proposes an alternative approach.
The educational reforms of the 1980s have resulted in an environment in which schools are under increasing pressure to market themselves. Postmodernism can be understood in epochal and/orepistemological terms. Both meanings provide challenges to those who are trying to market theirschools. Difficulties arise in attempting to understand the market that is being served, in controlling the message about the school that is being conveyed and in attempting to reconcile theassumptions about education emanating from policy makers and legislators with the reality ofschool life in the postmodern era. Relational marketing, however, might help schools through some of these difficulties.
Parental choice has always existed in the UK in the sense that parents with sufficient means are able to opt out of the state system of education, but the advent of parental choice in state schools has added a new dimension. Perceptions of 'good' or 'better' schools motivate much of this pupil migration and headteachers are cast into managerial roles that emphasise their ability to retain their catchment populations and where possible to attract pupils from elsewhere. Whereas their individual abilities, together with the organisation and ethos of their schools, are clearly key factors, so also are the locations and local environments of their schools. This study is based upon a set of interviews with heads or their deputies in a South Wales study area.
The study of school leadership is in danger of being reduced to a set of technical and management considerations. School leadership is not simply about management. It is about moral values, educational values and professional principles. There is an urgent need to place the study of school leadership in broader social, cultural, political and historical contexts in particular societies. This paper attempts to do this in relation to English schooling.
The purpose of this study was to expose the phenomenon of self-renewal and its dynamic aspects among women headteachers in mid-career. Based on findings from an exploratory study conducted among Israeli primary school women headteachers in their mid-career period, the study presents the phenomenon of self-renewal that was experienced by these headteachers. This phenomenon included elements such as coping with burnout crisis, critical inner reflection, reframing managerial perspectives, elation and energy replenishing and reinforcing innovative behaviors. A conceptual frame is presented in order to understand the process of self-renewal and its contextual and biographic determinants which enable the existence of the phenomenon in mid-career
The objectives of this paper are firstly to outline the scope and the content of marketing, and secondly to explore the nature of the marketing of services as distinct from the marketing of products. In fulfilling both these objectives the paper provides a background for other contributions in this collection dealing with a variety of marketing of financial services examples and situations.
This book examines the effects of reforms in some countries' national education systems, noting that far from improving education, they have often made it more difficult for teachers to do a good job in the classroom. It focuses on how teaching has changed and continues to change in England's educational reform climate. The book argues that many reforms have created constraints and imposed excessive bureaucratic requirements that diminish both the confidence and the capacity of teachers to perform to the best of their ability. The book's chapters are: (1) "Changing Discourses for New Times"; (2) "Changing Teachers' Work: Structure, Culture and Agency"; (3) "Changing Frameworks, Changing Systems"; (4) "Changing What Teachers Teach"; (5) "Changing How Teachers Teach"; (6) "Changing Patterns of Association"; (7) "Changing Pace of Work"; (8) "Changes in Accountability"; (9) "Changes in School Organization and Management"; (10) "Changes in Teachers' Professional Development"; and (11) "Conclusions." (Contains approximately 230 references.) (SM)
In recent times and in various countries there has been considerable pressure to raise educational standards and levels of student achievement. As a means to that end there has been a drive from the political right to greater diversity of school provision and an increase in parental choice of school. In theory, this market approach should be self‐correcting and so allowed to run its course without state intervention. The political left, whilst sharing the aspiration to excellence in the school system, has been thrown into a defence of some of the status quo ante and so at times into an anti‐libertarian position. It is argued that diversity and choice in the UK are defensible, drawing from both left and right libertarian positions. Though the two are not by any means always compatible, some combination is intellectually tenable and a possible basis for policy. In this modified libertarian approach, potentially acceptable to both left and right, diversity and choice are taken to be desirable unless and until (1) some convincing argument and evidence can be adduced that the costs greatly outweigh the benefits, and (2) it can be shown that any costs incurred cannot be reduced or overcome by limited state intervention. If these conditions cannot be met, people will not be persuaded voluntarily to forgo diversity and choice and/or there can be no adequate justification for politicians to deny diversity and choice. It is argued that, from the point of view of the libertarian, diversity and choice need to be positively stimulated to sustain democracy in pluralist societies. However, diversity and choice cannot be left to market forces, but several types of state intervention are justified to protect the vulnerable from the unintended and inequitable side‐effects of market forces. In the UK, it is incompatible with a libertarian position to return to either a pre‐1965 selective system or to a pre‐1979 comprehensive system. The most promising way of balancing individual rights and collective welfare is to retain an anti‐selective comprehensive principle within a system characterised by unaccustomed and innovative diversity and choice.
This paper reviews the issue of implementation in marketing strategy development, adopting a perspective emphasizing issues of the decision‐making process, and drawing on the broader literatures of strategic management and organizational behaviour for insight into the marketing implementation problem. An initial focus is the damaging dichotomy between strategy formulation and implementation in marketing, leading to an analysis of the sources of implementation problems in marketing, and the development of marketing implementation tactics and strategies. This paper concludes with a management agenda for addressing marketing implementation.
Incl. abstract & bibl. In Britain, an emerging slogan in the Labour government's educational policy is 'standards, not structures'. With it may come a discursive shift in the management of the school. Just as educational structures have been marketized, so now there are some signs that school management is itself becoming marketized, thereby revealing an emergent 'common marketing' within the field of education. Although the signs are few within education, within the broader realm of management theory, the indications are stronger. In exploring this, the argument draws upon two concepts from the academic literature on marketing: relationship marketing; and internal marketing. What is common to both modes of marketing is the instrumentalization of the expressive, or the rationalization of the emotions for performative purposes. In relation to these concepts, brief reference is made to recent policy initiatives in the training of headteachers in Britain. In theorizing this, the relevance of Mestrovic's theory of 'postemotional society' is considered.
Incl. abstract, bibl. Education Reform on a large scale was first attempted in the 1960s. It failed to make a difference largely because advocates of reform ignored issues of implementation and did not address local institutions and cultures. In the 1990s, we see a return to large-scale reform. This time there is a greater appreciation of the complexity of the task, and greater attention paid to implementation strategies as well as a growing sense of urgency about the need for reform. This article reviews three "types" of large-scale reform and the emerging lessons being learned. The three forms of reform reviewed through case studies and associated research are: 1. whole school district reform involving all schools in a district; 2. whole school reform in which hundreds of schools attempt to implement particular models of change, and 3. state or national initiatives in which all or most of the schools in the state are involved. Eight factors and issues are identified and discussed - factors, if addressed, promise to achieve reform on a larger scale than ever before.
Incl. bibliographical notes and references, index, notes on the contributors
Incl. index, bibliographical references
Whole issue. Incl. biographic and bibliographic references
Incl. bibliographical references, index
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