Marketing and branding for Finnish education
Description: Marketing and branding for Finnish education export to China CEREC Lecture Series Seppo Hölttä Yuzhuo Cai Chinese Education Research Exchange Centre University of Tampere Branding marketing exporting Marketing is an essential step for
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slide1. Marketing and branding for Finnish education export to China CEREC Lecture Series Seppo Hölttä
Yuzhuo Cai
Chinese Education Research & Exchange Centre
University of Tampere<br>
slide2. Branding < marketing < exporting
Marketing is an essential step for Finnish education export
Branding is a foundational piece in marketing communication 2 Branding, marketing and exporting<br>
slide3. Strategies in marketing
Challenges in marketing
What is the Chinese market
Key approaches/tactics to the Chinese market
An example of Higher Education Group (HEG)
Experiences from other countires 3 Main topics<br>
slide4. We need a systematic and long term commitment, while avoiding one-time deals
We need to develop packages of modules
We need to develop synergy between education export and industry export instead of each section operating alone
We need long term academic capacity building among Finnish HEIs and with top Chinese universities
We need to invest in the planning and development of the programmes
No failure allowed
Importance of Quality Assurance
We need a localisation approach rather than standardisation
Importance of partnership with Chinese universities 4 Strategic thinking in marketing & exporting education I<br>
slide5. We need to first strategically build one overarching brand of “Finnish education”, not many brands of institutions and programmes
Even together we are a small player in the Chinese markets
Need to clarify the roles of Finnish actors (HEIs, companies, Ministries, Finpro/FLF)
We need to identify the main Chinese stakeholders and clarify how to operate with them
Chinese administration system
Chinese culture
Benefiting from the successful Finnish brand, individual educational providers can position their niche market and do marketing
Need for focused marketing materials and channels
Coordination needed 5 Strategic thinking in marketing & exporting education II<br>
slide6. Delivers the message clearly
Confirms your credibility
Connects your target prospects emotionally
Motivates the buyer
Concretes user loyalty 6 Objectives of a good branding<br>
slide7. understand the needs of your customers
integrate your brand strategies at every point of public contact
important to invest time in researching, defining, and building your brand 7 Toward branding<br>
slide8. Not prepared
Do not even think about offering to China a programme which have been prepared for a Finnish student/audience
Lacking resources
Investment
Experiences
Experts
Not even realise that marketing is necessary and it requires resources
We need to understand that we are now living in a global market economy
Little commitment to capacity building
Importance of research and partnership with Chinese universities 8 Challenges in marketing I<br>
slide9. Few concrete products to market
Risks with products which are not ready for the market place
Little knowledge about targeting market
Why just Shanghai and Beijing?
Importance to identify growing regions/cities and the natures of them
Too optimistic to the reality than it is
Due to the lack of knowledge and understanding
Lack of a brand 9 Challenges in marketing II<br>
slide10. A huge market indeed
Chinese young students for degree studies abroad
Chinese officials and professionals for training abroad
Those particularly interested in Finnish education
But hard to catch the business
Australian acknowledgement: “the opportunities are there, but the entry costs will be high (Adams, 2007, p. 414).
Dutch observation: “Institutional cooperation (in China) is not established overnight …it requires a substantial amount of planning, exchange and commitment” (NESO, 2010, p. 37). 10 Chinese market and targeting groups<br>
slide11. 11 Strategies for Different Programmes and Target Groups<br>
slide12. 12 Strategies for Different Programmes and Target Groups<br>
slide13. 13 Strategies for Different Programmes and Target Groups<br>
slide14. Hierarchical thinking
Admire prestige
Key influencing factors when choosing the destination for studying abroad
Reputation—Ranking
Employability development
Word of mouth
Important role of parents 14 Chinese customers’ thinking<br>
slide15. One Finnish brand
National coordination
National marketing agent
Identify the “selling” points or attractiveness of Finnish education
Identify key stakeholders and partners in China
Provide basic infrastructure for Finnish institutions’ marketing
Website/Social media
Agents
Network
Allocate some marketing budget for both national level and institutional level marketing 15 Marketing approaches at the national level I<br>
slide16. Provide incentives for cooperation between exporters
Conduct or support research on understanding the target region
Find the fit between Finnish objectives and Chinese needs in internationalisation of education
Build a flagship of Finnish education export to China 16 Marketing approaches at the national level II<br>
slide17. Understand the targeting regions and the needs in the market
Find your products and promote only your best ones
Start with the best products with international reputation
Rely on all possible partners
Alumni
Academic community
Consulting companies
Do marketing and exporting with others 17 Tactics in marketing to China for individual exporters<br>
slide18. Be fast and concrete in negotiation
Be prepared for disorganised and contingent scheduling
Be patient, not in haste with the final deal
Respect Chinese clients and partners
Show your commitment 18 Tactics in working with Chinese for individual exporters<br>
slide19. Partner with prominent Chinese partner institutions
Highlight the programmes with international reputation
Rely on Finnish industry’s reputation in China
Promote advantaged rankings related to higher education/education
PISA
Innovation
Competitiveness 19 Solution to the disadvantaged ranking positions (Hed)<br>
slide20. First Erasmus Mundus programme (Marihe) with Chinese degree granting partner (Beijing Normal University)
Two times of training for Chinese educational administrators contracted by Chinese MOE
Projects with top Chinese universities
Support from Chinese stakeholders, including MOE and Embassy 20 Stories of Higher Education Group (HEG)<br>
slide21. Capacity building
Training expert
Academic cooperation
Research
Networking: Sino-Finland Forum in higher education
Investment + entrepreneurial skills
Financial investment (academic exchange + research)
Training of doctoral students
Time beyond work plan
Expecting long term return
Started targeting China in 2006
Harvesting now but still in the early stage 21 “Recipe” of success<br>
slide22. by partnership with top university
Peking University
Beijing Normal University
Beijing University of Technology
by successful stories/ references
training programmes for Chinese MOE
Erasmus Mundus programme partnering with Beijing Normal
by creating CEREC as an interface of Finnish education (not only HEG) to China
the first Chinese education centre in Europe
appreciated by Chinese government and education institutions
a window for Chinese stakeholders to understand Finnish education
a gateway to Finnish education 22 Branding of HEG<br>
slide23. Export activities and policies
The German University of Cairo , 2003
Export Education in Practice, 2005
“Strategy of the Federal Government for the Internationalization of Science and Research”, MOE 2008
9.4 billion euros in 2009
Agency
DAAD (German Academic Exchange Service)
iMOVE at the Federal Institute for Vocational Education and Training
Key instruments:
Financial support
Governmental service (training, seminars, coordination, market studies, information system, public database, etc.)
Capacity building (training potential talents, academic cooperation) 23 What we can learn from our others? Germany as a case<br>
slide24. DAAD, 4 million project in 2009
Eligible applicants: universities planning to launch a collaborative arrangement, branch campus or off-shore institution in China
The programmes undergo a thorough process from feasibility to business planning and funding
To receive financial aid, the program has to have proof of success in Germany and show enough potential to achieve further innovation in cooperation with a Chinese university
It is also advised for academic and administrative staff to be familiar with societal and educational aspects of the Chinese culture
Initial funding is provided for a period of the first cycle of the program – usually 4 years – where the program has to show its self-sustaining character as projected by the business plan. 24 Financial support in Germany<br>
slide25. Ignorance of differences in society and culture
Unrealistically high expectations of what to achieve within a set time frame
Sending academic staff with insufficient China experience on a mission often result in conflicts and eventually fatigue on both sides
Difficulties for academics to teach aboard when having overloaded regular schedule
Project operated by individual professors fizzle out when the main driving individuals retire 25 Challenges in Germany<br>
slide26. Provide knowledge and information
Conduct research in the filed
Build common image of Finnish education/ marketing interface
Networking/coordination
Provide business opportunities (connecting Chinese customers to Finnish providers)
Facilitate business
Consultant or advisor 26 CEREC’s role<br>
slide27. you don’t have your products yet
you just want one-time business
you are not ready for investing
you don’t know Chinese society and culture or have someone with the knowledge to help 27 Don’t export to China, if<br>
slide28. Based commercial based training/education on academic cooperation and cultural programme
Do not appear to be too commercial like when exporting education to China
We need to build successful stories for marketing
Doing business in China=hard work + patience 28 Concluding words<br>
Yuzhuo Cai
Chinese Education Research & Exchange Centre
University of Tampere<br>
slide2. Branding < marketing < exporting
Marketing is an essential step for Finnish education export
Branding is a foundational piece in marketing communication 2 Branding, marketing and exporting<br>
slide3. Strategies in marketing
Challenges in marketing
What is the Chinese market
Key approaches/tactics to the Chinese market
An example of Higher Education Group (HEG)
Experiences from other countires 3 Main topics<br>
slide4. We need a systematic and long term commitment, while avoiding one-time deals
We need to develop packages of modules
We need to develop synergy between education export and industry export instead of each section operating alone
We need long term academic capacity building among Finnish HEIs and with top Chinese universities
We need to invest in the planning and development of the programmes
No failure allowed
Importance of Quality Assurance
We need a localisation approach rather than standardisation
Importance of partnership with Chinese universities 4 Strategic thinking in marketing & exporting education I<br>
slide5. We need to first strategically build one overarching brand of “Finnish education”, not many brands of institutions and programmes
Even together we are a small player in the Chinese markets
Need to clarify the roles of Finnish actors (HEIs, companies, Ministries, Finpro/FLF)
We need to identify the main Chinese stakeholders and clarify how to operate with them
Chinese administration system
Chinese culture
Benefiting from the successful Finnish brand, individual educational providers can position their niche market and do marketing
Need for focused marketing materials and channels
Coordination needed 5 Strategic thinking in marketing & exporting education II<br>
slide6. Delivers the message clearly
Confirms your credibility
Connects your target prospects emotionally
Motivates the buyer
Concretes user loyalty 6 Objectives of a good branding<br>
slide7. understand the needs of your customers
integrate your brand strategies at every point of public contact
important to invest time in researching, defining, and building your brand 7 Toward branding<br>
slide8. Not prepared
Do not even think about offering to China a programme which have been prepared for a Finnish student/audience
Lacking resources
Investment
Experiences
Experts
Not even realise that marketing is necessary and it requires resources
We need to understand that we are now living in a global market economy
Little commitment to capacity building
Importance of research and partnership with Chinese universities 8 Challenges in marketing I<br>
slide9. Few concrete products to market
Risks with products which are not ready for the market place
Little knowledge about targeting market
Why just Shanghai and Beijing?
Importance to identify growing regions/cities and the natures of them
Too optimistic to the reality than it is
Due to the lack of knowledge and understanding
Lack of a brand 9 Challenges in marketing II<br>
slide10. A huge market indeed
Chinese young students for degree studies abroad
Chinese officials and professionals for training abroad
Those particularly interested in Finnish education
But hard to catch the business
Australian acknowledgement: “the opportunities are there, but the entry costs will be high (Adams, 2007, p. 414).
Dutch observation: “Institutional cooperation (in China) is not established overnight …it requires a substantial amount of planning, exchange and commitment” (NESO, 2010, p. 37). 10 Chinese market and targeting groups<br>
slide11. 11 Strategies for Different Programmes and Target Groups<br>
slide12. 12 Strategies for Different Programmes and Target Groups<br>
slide13. 13 Strategies for Different Programmes and Target Groups<br>
slide14. Hierarchical thinking
Admire prestige
Key influencing factors when choosing the destination for studying abroad
Reputation—Ranking
Employability development
Word of mouth
Important role of parents 14 Chinese customers’ thinking<br>
slide15. One Finnish brand
National coordination
National marketing agent
Identify the “selling” points or attractiveness of Finnish education
Identify key stakeholders and partners in China
Provide basic infrastructure for Finnish institutions’ marketing
Website/Social media
Agents
Network
Allocate some marketing budget for both national level and institutional level marketing 15 Marketing approaches at the national level I<br>
slide16. Provide incentives for cooperation between exporters
Conduct or support research on understanding the target region
Find the fit between Finnish objectives and Chinese needs in internationalisation of education
Build a flagship of Finnish education export to China 16 Marketing approaches at the national level II<br>
slide17. Understand the targeting regions and the needs in the market
Find your products and promote only your best ones
Start with the best products with international reputation
Rely on all possible partners
Alumni
Academic community
Consulting companies
Do marketing and exporting with others 17 Tactics in marketing to China for individual exporters<br>
slide18. Be fast and concrete in negotiation
Be prepared for disorganised and contingent scheduling
Be patient, not in haste with the final deal
Respect Chinese clients and partners
Show your commitment 18 Tactics in working with Chinese for individual exporters<br>
slide19. Partner with prominent Chinese partner institutions
Highlight the programmes with international reputation
Rely on Finnish industry’s reputation in China
Promote advantaged rankings related to higher education/education
PISA
Innovation
Competitiveness 19 Solution to the disadvantaged ranking positions (Hed)<br>
slide20. First Erasmus Mundus programme (Marihe) with Chinese degree granting partner (Beijing Normal University)
Two times of training for Chinese educational administrators contracted by Chinese MOE
Projects with top Chinese universities
Support from Chinese stakeholders, including MOE and Embassy 20 Stories of Higher Education Group (HEG)<br>
slide21. Capacity building
Training expert
Academic cooperation
Research
Networking: Sino-Finland Forum in higher education
Investment + entrepreneurial skills
Financial investment (academic exchange + research)
Training of doctoral students
Time beyond work plan
Expecting long term return
Started targeting China in 2006
Harvesting now but still in the early stage 21 “Recipe” of success<br>
slide22. by partnership with top university
Peking University
Beijing Normal University
Beijing University of Technology
by successful stories/ references
training programmes for Chinese MOE
Erasmus Mundus programme partnering with Beijing Normal
by creating CEREC as an interface of Finnish education (not only HEG) to China
the first Chinese education centre in Europe
appreciated by Chinese government and education institutions
a window for Chinese stakeholders to understand Finnish education
a gateway to Finnish education 22 Branding of HEG<br>
slide23. Export activities and policies
The German University of Cairo , 2003
Export Education in Practice, 2005
“Strategy of the Federal Government for the Internationalization of Science and Research”, MOE 2008
9.4 billion euros in 2009
Agency
DAAD (German Academic Exchange Service)
iMOVE at the Federal Institute for Vocational Education and Training
Key instruments:
Financial support
Governmental service (training, seminars, coordination, market studies, information system, public database, etc.)
Capacity building (training potential talents, academic cooperation) 23 What we can learn from our others? Germany as a case<br>
slide24. DAAD, 4 million project in 2009
Eligible applicants: universities planning to launch a collaborative arrangement, branch campus or off-shore institution in China
The programmes undergo a thorough process from feasibility to business planning and funding
To receive financial aid, the program has to have proof of success in Germany and show enough potential to achieve further innovation in cooperation with a Chinese university
It is also advised for academic and administrative staff to be familiar with societal and educational aspects of the Chinese culture
Initial funding is provided for a period of the first cycle of the program – usually 4 years – where the program has to show its self-sustaining character as projected by the business plan. 24 Financial support in Germany<br>
slide25. Ignorance of differences in society and culture
Unrealistically high expectations of what to achieve within a set time frame
Sending academic staff with insufficient China experience on a mission often result in conflicts and eventually fatigue on both sides
Difficulties for academics to teach aboard when having overloaded regular schedule
Project operated by individual professors fizzle out when the main driving individuals retire 25 Challenges in Germany<br>
slide26. Provide knowledge and information
Conduct research in the filed
Build common image of Finnish education/ marketing interface
Networking/coordination
Provide business opportunities (connecting Chinese customers to Finnish providers)
Facilitate business
Consultant or advisor 26 CEREC’s role<br>
slide27. you don’t have your products yet
you just want one-time business
you are not ready for investing
you don’t know Chinese society and culture or have someone with the knowledge to help 27 Don’t export to China, if<br>
slide28. Based commercial based training/education on academic cooperation and cultural programme
Do not appear to be too commercial like when exporting education to China
We need to build successful stories for marketing
Doing business in China=hard work + patience 28 Concluding words<br>