Educational Marketing in Asia Transnational Education. Introduction

Transcription

1 Educational Marketing in Asia Transnational Education Dr. Ching -Mei Hsiao Director of Academic Research & Development Hsing-Kuo University, Taiwan Dr. Jack Fei Yang Chair, Department of Educational & Cultural Administration Hsing Kuo University, Taiwan Introduction The demand for postsecondary education has continually increased in both traditional and continuing education system contexts. There are many universities in developing countries that have experienced large increases in student enrollment because of increased output from secondary schools, female participation in higher education, and development of life-long long education.

2 WTO & GATS In 1995, the World Trade Organization (WTO) liberalized trade in educational service through the General Agreement of Trade in Service (GATS), the first legal trade agreement that focused exclusively on trade in services. These agreements have been brought about in part because of the demand for educational opportunities and services among different nations and institutions. Education is one of the 12 service sectors covered by GATS. GATS proponents have believed that GATS can provide economic gains and greater student access to help meet increasing educational demands. Definition of Transnational Education The definition of transnational Education is that it is characterized by diversity teaching or learning activities in which the learners are in a different country the the host country and providing institutions are from different countries

3 Different Models of Transnational Education Branch Campuses: Campuses set up by an institution in another country in order to provide its educational program or training service to foreign students. Franchises: Institution A that approves an institution B in another country to provide one or more of A s institution s s programs to students in B s country. Articulation: This is the systematic recognition by an institution A of specified study at an institution B in another country. This model allows partial credit (or transfer credit) towards a program at institution A. Different Models of Transnational Education Twinning:This is an agreement between institutions in different countries to offer joint programs (degrees). Corporate Programs: There are many large corporations that offer programs for academic credit from institutions, and this often involves crediting across national borders.

4 Different Models of Transnational Education Distance Education Programs:These distance education programs are delivered through satellites, computers, internet, correspondence, radio, or other delivery methods which cross national boundaries. Study Abroad: In this model a student from institution A travels to take courses, credits, degrees, and live instruction for a fixed period of time at institution B which is located in a different country. Educational Marketing in Asia Asian countries need to have extension programs because the programs allow institutions to provide educational opportunities and to distribute the quality of education resources in developing countries, and provide other significant benefits including international academic/reputation development, financial rewards, and a diverse learning environment moving to toward a global learning society. However, having correct marketing analyses and results from economic factors, social factors, educational regulations, and educational needs, also are important elements for decision-making in establishing a successful oversea/extension program.

5 A Case Study of Asian Educational Market This study was to determine the nature of marketing experiences had by selected transnational university program-providers providers in the United States, the United Kingdom and Australia as they delivered their programs to Asian sites in Singapore, Hong Kong, and Mainland China during the year 2002 to The study determined what the selected transnational educational leaders see as the important aspects of a framework for institutions of higher education to use for market entry into selected Asian countries. Summary of Background in Singapore, Hong Kong and Mainland China Country Population Languages Mainland China 1.3 billion. (US Department of State, 2003) Mandarin, local dialects. Singapore 4.16 million (US Department of State, 2003) English, Mandarin, and other Chinese dialects. Hong Kong million (US Department of State, 2003) Cantonese and English are official. Education/Literacy 81.5% 93% 92% Gross Domestic Product Ethnic Group $1.3 trillion Han Chinese 91.9% Zhuang, Manchu, Hui, Mao Uygur, Yi Mongolian, Tibetan, Buyi, Korean, and other nationitites 8.1% $91 billion Chinese 77% Malays 14% Indians 8% Note.US Department of State (2003) Background note. $163 billion Chinese 95%; Other 5%

6 Transnational Education Programs of the United States the United Kingdom and Australia in Singapore, Hong Kong and Mainland China Hong Kong Singapore Mainland China Program Institution# Program# Institution# Program# Institution# UK Australia US Total Note. From Singapore MOE 2003: Chinese MOE 2002: ; Hong Kong of the Non-Local Higher and Professional Education Courses 2003: Marketing Decision Variables for Foreign Market Wood and Robertson (2000) indicated six specific decision variables useful to export decision makers in evaluating international markets. These six variables include the political, economic, market, culture, infrastructure, and legal environments.. Each of the six variables is frequently cited in the literature as being an important factor to consider when selecting foreign market targets and developing global marketing strategies

7 The Model of Steps in a Marketing Program Feedback Problem Recognition & Definition Objectives Market Segmentation Strategy Implementatio n Evaluation & Control Target Group Product (Characteristics & Needs) Price Promotion Barriers Research Place Steps in a Marketing Program From Marketing extension programs by Brown, S. A.,1984 p.143. In D. J. Blackburn (Ed.), ExtensionHandbook. Copyright by Canada: University of Guelph. Survey & Data Collection The on-line survey was first ed to 230 transnational program leaders after adjustments due to directors changes in positions, those who had left, and program cancellations, as indicated by department chairs or faculty members. The total valid participant number was 182 in this study. Due to technical difficulty of on-line survey process and to many respondents being absent for overseas traveling the researcher continued ed follow up letters for three times every week after the first mailing and also a phone contact follow up. A total of 63 surveys were returned for an overall response rate of 34.6%.

8 Research Findings Most of the transnational education programs involved in this study were designed by accredited, non-profit public institutions and being delivered in classroom face-to-face modes. For best program success, it was essential that the language of instruction combined English with the native language of the host country. Providers of transnational programs met this need by hiring both local instructors along with international faculty. The type of program major affected the success of delivery. Students in transnational programs are more often in business or medical majors. Program providers paid close attention to the market potential and politics of the host country to assure program success. Research Findings Place and Promotion were the most important marketing mix factors when designing and implementing transnational programs. This is a unique interpretation of the marketing mix principles in terms of applying its precepts to higher education and international markets. The two biggest barriers in transnational program delivery in Asia were Qualifications, Authorities, and Policy and National Legislation and Higher Education Policy.

9 Research Findings The primary purpose that the providers saw for their transnational program was for educational distribution,, the benevolent provision of needed education for underserved populations. The three most important factors, as suggested by the participants that influenced developing a successful transnational program in Asia were: (1) Cooperation partners (2) Promotion strategy and (3) Cultural differences. Transnational Programs in Taiwan Based on IDP report, Asia will dominate the global demand for international higher education where in 2025, educational demand in Asia is forecast to increase from 1.8 million international students in 2000 to 7.2 million international students in Asia will also represent some 70% of total global demand. China and Taiwan had very high educational demand in Asia, but both nations had a very conservative politics and educational policy which directly impact transnational program development. In 2004, there are around 30 transnational programs promoting their programs in Taiwan but only around five of them succeed, Why?

10 Transnational Programs in Taiwan Each year, there are around 10 new transnational programs from USA, UK, Austria, and Canada try to get into Taiwan educational market, but seldom of them succeed. Why? The Experience of The University of Texas at Arlington (UTA) EMBA Project The University of Texas at Arlington(UTA)-EMBA (USA) program in Taiwan start since year the program features as following as: one year Master program tuition is around 20,000 us dollars applicants required to have accredited BA degree and to pass English interview There are total 12 courses and student will complete each course in each month.

11 Educational Administration Work UTA-EMBA Project The University of Texas at Arlington Evaluate student s qualification Arrange faculty schedule Administrative support such as acceptance letter, student ID, library access, etc. Host graduation ceremony, and issue degree. Program evaluation, Curriculum design and development Taiwan Office Recruit students, collect student s application form and tuition Develop program schedule and arrange classroom facility Program administrative support such as text book purchases, teaching note, and teaching assistant arrangement. Arrange Taiwanese adjunct professors Program evaluation, Curriculum design and development UTA-EMBA Project Success Since 2002, UTA-EMBA project have been successfully recruited over 80 students and created over US$1.6 million tuition revenue. This project has been considered one of the most successful transnational program in the current Taiwan international education market.

12 Programs Success in Taiwan Educational Market Price-tuition level Product-program entrance requirement, curriculum design, and program administration. Promotion Strategy Place: mode of delivery, classroom & facility issues. Experienced cooperation partner. Program reputation & educational quality assurance. Conclusion There are many marketing models that may be adapted to higher educational development and management. However, not all business marketing methods may be suited for transfer to education. Factors such as different organizational characteristics, missions, and development plans and strategies, as well as motives for making profits, require educators to be selective in using business marketing approaches. How to adapt appropriate marketing strategies to provide quality transnational programs to Asia and to benefit the host countries is a major challenge for transnational educators and researchers.

13 Questions, Comments or Criticisms? International Cooperation Opportunity If you are interested in educational development in Taiwan such as a formal academic linkage, a research cooperation or a transnational program development. Please contact: Dr. Ching-Mei Hsiao (Carol) at , ching226@mail.hku.edu.tw Dr. Jack Fei Yang at , fyang@mail.hku.edu.tw