International Education Customer Journey of International Students

International Education: Experience of Students and Stakeholders Quality, Marketing and Customer Journey

Summary 

Minor research dissertation for Master of Education (Education & Training) awarded in 2002 by Victoria University, Melbourne, related to international education according to former international students and stakeholders leading to a cyclical quality and marketing paradigm.

International Education Experience of Students and Stakeholders

Proportionally less funding due to ageing permanent populations and workforces competing for state resources compelled universities and education institutions to attract full fee paying international students to both make up budget short falls, support tax base and subsidise domestic students; temporary immigration to balance government budgets.

Australia has been very successful in attracting students from the Asian region, especially India and China, with commensurate calls for more diversity e.g. students from Europe and Africa.  While quality and marketing are strongly related, research into these factors can assist in more systematic and informed marketing, especially through qualitative insights as opposed to interpretation of solely quantitative data.

Existing research is generally restricted to state sponsored surveys of general student population and institutional level students, already on campus.  Good research should use qualitative techniques e.g. grounded theory, to allow issues or concerns of students and stakeholders emerge without prescribing factors restricting and limiting insight.

Qualitative Research

Qualitative research methods can achieve validity, simplicity or utility and reliability of factors to be evaluated in international education at the institutional, faculty of course level as part of quality and marketing system.  According to an international education researcher:

“‘If they don’t like our courses, they wouldn’t come would they? I haven’t heard anyone complaining, have you?’

Attitudes such as these, though seldom voiced loudly or publicly, may be covertly present in many higher education institutions. Nevertheless, in spite of the fact that all too many institutions see overseas students solely or mainly in financial terms they are also an important educational resource, bringing fresh perspectives to our culture and are by no means simply a lucrative nuisance to be tolerated”

Already we are observing how globalisation exemplified by increasing mobility for travel, study, work and life leads to more competition or choices for international students.  Accordingly, institutions whether international and/or domestic, need to satisfy stakeholders through feedback, comparison and improving performance or quality; not waiting for state sponsored surveys.

To achieve consistent quality of value creation and delivery to the customer, sustained research and feedback from intermediate and final customers is required.  Without ongoing internal and systematic market, social and education research there is a danger of institutions, especially large, losing touch with students and stakeholders therefore not delivering a quality service; thus compromising their survival.

Click through for related blog and articles on International Education Marketing.

Andragogy for Adult Learning Design in Education and Training

Adult Learning in Context for English Teaching and Digital or e-Marketing for Small Business

How to teach English as a Foreign Language in the UK, teacher trainers designed a good quality program with right mix of theoretical input, teaching, learning and assessment activities, discussion, observations of practice, lesson plan design and observed practice lessons with immediate feedback.

The issues were then going onto work in the English teaching sector in Turkey for over a year, but missed the essential post course development from qualified native speaking DELTA director of studies e.g. expert  and/or peer observations.

Andragogy for Adult Education and Training

1. Adult Learning Theory:

Andragogy includes need for knowledge, motivation, willingness, experience, self-direction and task based learning.  Transformational Learning is exemplified by identification of an issue, personally relevant and application of critical thinking or reflection. Experiential learning, via Kolb, revolves round concrete experience, reflective observation, abstract conceptualization and active experimentation (Gutierrez, 2016 & Pappas, 2013).

CELTA trainee teachers are motivated, must be self-managing after training when they may not have expert support.  Teaching adults, one can use their input to guide lessons for local needs and ‘personalise’.  Kolb’s experiential learning theory is most relevant in English language learners taking on new language structures or functions in the classroom through presentation, practice and production or fluency, then applying outside the class room.

2. Principles of Andragogy:

In the (Australian) international education sector marketing, need for ‘Introduction to Digital or e-Marketing'; few if any related personnel are motivated to learn.  Many international education marketing managers dismiss digital marketing as ‘technical’ for web team, in favour of ‘approved’ travel to international student events.

The solution is to find a senior institution leader who can support the same CPD in digital marketing with marketing managers i.e. motivated marketing managers being involved in planning and evaluation, informed by experience, relevant and problem centred, which can then be applied in the field (Ibid.).

Reference List:

Gutierrez, K. (2016) Adult Learning Theories Every Instructional Designer Must Know. Available at: https://www.shiftelearning.com/blog/adult-learning-theories-instructional-design (Accessed on: 20 November 2017).

Pappas, C. (2013) Instructional Design: The Adult Learning Theory - Andragogy of Malcolm Knowles. Available at: https://elearningindustry.com/the-adult-learning-theory-andragogy-of-malcolm-knowles (Accessed on: 20 November 2017).

International Students' Information Seeking Journey - Digital Marketing and Communications

How do international students’ information seeking behaviour relate to marketing and communications strategy in international education?

Abstract of dissertation submitted for the MBA programme

The Business School, University of Roehampton, U.K.

Using the inductive approach of qualitative research to explore and highlight key factors in student information seeking for purchase or future study decision-making, then to inform marketing communications strategy and related practice, in international education and business.

International Student Information Seeking Behaviour

(Image copyright Pexels)

The inductive approach or mixed research methods were used, both quantitative and qualitative, to explore international education marketing according to stakeholders, management and students; a process of triangulation.

The research uses a streamlined version of grounded research methods to elicit key factors from international education sector stakeholders, based upon a purchase decision-making continuum or cycle.  Following was development of a data collection instrument to quantify the factors highlighted according to dimensions or phases of education purchase objectives, information seeking, analysis and post purchase review.

The sample, although not statistically significant, was a culturally diverse cohort of online MBA students, able to offer insight into their attitudes, allowing triangulation with research and industry based literature, and key marketing stakeholder feedback.

A marketing and communications construct was developed, reflecting the process of purchase decision-making through phases with focus upon information seeking, word of mouth (WOM), new digital behaviours and how to approach in the workplace or industry.

A dynamic and ongoing strategy and system review is required according to how customers or students seek information.  This is through ongoing investigation or consulting process that mirrors similar cyclical processes including review or testing of marketing message and communication targeting.

The process developed can be applied to marketing and communications strategy or system development, with broader application to investigation and review in the workplace.  This allows empowerment and motivation of personnel, customers and stakeholders, through their input to ground the same strategies, systems or processes, for validity and reliability, increasing value.

For similar articles and blogs click through here to Academia profile of Andrew Smith.

Instructional Design - Digital or e-Marketing Introduction for Small Business

Topic:  Introduction to Digital or e-Marketing

for Small Business

Goal:

Small business owners and/or managers understand the concepts, resources and actions for a digital or e-marketing strategy.

Subject Matter Expert and/or Target Market:

Have the SME covered personally, however I would potentially approach a local business chamber of commerce looking to support local businesses in their marketing and sales.  It could also target a specific sector, like has already been done below, i.e. travel and tourism, or international education sector.

 Instructional Design - Digital or e-Marketing Strategy for Small Business

(Image copyright Pexels)

Rationale:

Worked in education and training small business related to study abroad in Australia developing a digital marketing strategy covering Central Europe, Turkey, UK and Australia; conventional marketing was too expensive, not transparent and ineffective.

Self-taught using available online resources, became familiar with many techniques and actions, with formalisation of learning through recent MBA course subject ‘e-Marketing’.

In my professional experience, in addition to state university and vocation school marketing managers, many small private colleges precluded any effective digital marketing strategy in favour of expensive conventional advertising and promotion via travel to one off events for international student recruitment; not financially viable in new markets nor medium term market development.

Generally Australia has low very digital literacy amongst managers and owners, including small business, due to legacy industries preferring existing processes, sub-optimal education curricula, demand for immediate simple solutions and lack of innovation.

However, the travel and tourism industry, with state agency support, have had access for over 10 years to an e-Marketing kit, designed for small travel operators to leverage their marketing and sales digitally, both locally in Australia and internationally with global network; it’s been quite successful as world’s best practice.

The advantage is that small businesses with good digital strategy can increase their target market, analyse well, work with their and gain insight into their own customer base and have more significant profile than physically larger organisations.

Content Delivery &/or Presentation:

Can be introduced, presented, learnt and assessed via basic understandable steps, requiring participants to bridge differences between conventional marketing or sales, with digital.

 The design would include:

1. What is marketing? How do your customers find you? What do they say about you?
2. Website appearance, design and management and content management systems (CMS)
3. Social Media how does it work? Which blog and social media?
4. SEO/SEM How to reach new audiences and markets?
5. How to evaluate any strategy or system?

Teaching and learning resources would include examples of good (and bad) practice via following or analysing a business from its website (social media, blogs, customer feedback etc.), feedback from participants relating to their own business examples.

This should be leading to them being able to assess needs, develop strategy, implement and evaluate, continually.

Outcomes are assessed by learner input, producing a strategy or approach, resources and media e.g. how to create a Facebook page, open a Twitter account, find useful resources etc.; using own PC, laptop, tablet or mobile.

After this overview, e.g. even presenting to actual target audience, could lead to being commissioned for more of the same, and higher-level training courses.

For more related articles and blogs click through Digital Marketing and Instructional Design for e-Marketing.

Behaviourism in English Language Teaching - Learning Theory – CELTA - PPP

Learning Theory – Behaviourism – English Language Teaching - CELTA

In language learning, and one’s own experience via RSA Cambridge Teach English as a Foreign Language (TEFL) now Cambridge English Teaching to Adults CELTA, is a communicative approach, based mostly on behaviourism, very much stimulus and response.

Behaviourism in CELTA English Teaching

(Image copyright Pexels)

 English Teaching Model

There should be a clear process whether grammar/language structure, new vocabulary, function etc. hence the cyclical PPPP model, Preview, Present, Practice and Produce.

An example could be functional language of ‘shopping’ e.g. convenience store:

• Preview via image of shopping, elicit vocabulary, grammar and dialogue (including shopping list) from learners. 
• Present via audio or AV recording, reinforce key structures or phrases, correct pronunciation etc. via concept check questions of random learners. If concept not understood start again. 
• Practice or drill dialogue, e.g. model between instructor and learners, then learners practice dialogue in pairs (with monitoring).  If not correct do again.
• Production via role play where random students act out situation several times with different partners without assistance, monitored and followed by correction if needed (eliciting correct answer from leaners).
• Review, if unable to ‘produce’ well, go back and do again.

1. First stimulus comes from the instructor and atmosphere they create for learners to learn in a positive and interactive environment. 
2. Second, stimulus for Preview and Presentation above learners to understand and become interested and motivated in providing a response. 
3. Thirdly when learners do activity with each other and not instructed centred they use stimuli of questions or requests and the other with respond; vice versa.

At each phase there should be an observable outcome, especially at the end when all should ‘produce’ the structure well, in this case higher degree of fluency and confidence.

Behaviourism like above is good because it’s active learning, practical, reinforcing, controllable and clear in outcomes.

The negative could be when wanting higher level outcomes e.g. not skills of regurgitation or rote learning but analysis, reflection etc.; learners can be assessed further in written evaluation of their learning through reflection etc.

For related blogs or articles click through Education Training Society.

International Education Marketing - Conventional versus Digital

Traditional International Education Marketing 

There have been criticisms for some decades regarding the effectiveness of universities’ and related education institutions’ international marketing and their ability to identity what the market needs and communicating effectively (Nicholls et al., 1995).  

Anecdotal complaints from within larger institutions, whether faculty or administration, is that even with high enrolment numbers, there is little understanding of ‘how’ students came to be enrolled, let alone those prospective students who did not, with indirect or invalid KPIs (key performance indicators). 

International Students - Digital Marketing Strategy

International Students - Digital Marketing Strategy

(Image copyright Pexels)

This is compounded further in large entities by organisational structures on large campuses, leading to potentially sub-optimal co-ordination between international marketing, admissions, web marketing team, suppliers or agents and students; resulting in silos impacting analysis of communication and information sharing.

Conventional Marketing or Sales

Marketing strategy emerging in the 1980s relied upon travel to physical recruitment events, distribution of brochures or ‘marketing materials’ by hand, appointment of agents; mostly short-term sales and ROI model or basic ‘4Ps’.  This latter financial and physical ROI method of evaluation e.g. numbers of brochures distributed, and students recruited, may not be highlighting the important factors or process leading to enrolments, or missing many factors altogether e.g. WOM?

The assumed positive outcomes from such strategies may be correlated with other factors such as ongoing WOM with peers, suitable course availability or online visibility.  Previous research had already highlighted critical factors of significance including need for innovation, quality staff and image, service culture, good use of information technology (IT), healthy financials, technical excellence and broad range of courses (Mazzarol, 1998). There is focus upon internal human and technical resource factors required as inputs for good marketing and communication, but not behaviour of those seeking relevant information. 

Meanwhile, over ten years ago formal research recognised and confirmed in decision making of a student sample, it’s course first, over reputation and destination, along with creating awareness through search engine optimised (SEO) visible websites to be found directly and easily (Gomes & Murphy, 2003). 

This latter study is one of the few formal research articles related to international student purchasing behaviour available in the public domain, yet emphasising the importance of SEO and digital over ten years ago.  However, Australia’s pre-eminent and university owned student marketing and recruitment vehicle IDP, like most and according to formal job description, does not view analysis of enrolled students or other prospective students as important or essential (IDP, 2016)?

There has been little if any related or formal research on how students find information except some industry groups, mostly in Europe about ‘how’ prospective students behave and interact.

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