MARKETING

Marketing

Marketing

Evaluating the effectiveness of marketing activities is a commonly overlooked element of marketing planning. Distance learning programs are often easy targets for budget reductions and limited marketing investment during challenging economic times (Armstrong, 2003). Therefore, it is particularly important for distance learning programs to quantify the return on marketing investment in order to continue to secure the necessary resources for development, operations, and marketing for continued growth. Examples of commonly used metrics include enrollment growth, net profit, the number of program hour enrollments, Web site traffic and conversion rates, aided and unaided awareness rates, and return on marketing investment (Lee, 2000).

Marketing has two concurrent thrusts: internal and external. Internal marketing is critical in settings where key decision makers and stakeholders fail to comprehend the importance of distance learning to the overall mission of the institution. Internal marketing efforts are driven toward generating and maintaining interest and enthusiasm about distance learning initiatives. In businesses, schools, and colleges, managers, administrators, finance officers, and faculty require a continuous flow of marketing communications to advance the cause of distance learning (Peppers, 2004). Particularly in corporations, internal marketing to employees is essential to maintain high participation in distance learning programs.

External marketing is directed toward potential customers of the distance learning program, and it is most crucial in a competitive environment where learners have alternate sources of programs (Newell, 2000). Fundamentally, the application of sound education marketing principles will be effective in reaching potential distance learners. However, marketing to distance learners can be distinctly different from marketing to potential on-campus learners for at least three reasons. First, distance learners can be difficult to reach because they are often located in dispersed geographical areas. Second, depending on the program mix, targeted distance learners may have little in common with each other to justify consolidated marketing efforts. For example, an institution seeking to market a specialized graduate level engineering program would need to disseminate information about the program differently than it does for undergraduate liberal arts programs aimed at adult students (Lee, 2000). This challenge is magnified dramatically when combined with the effects of geographic dispersion. Third, the element of distance creates new opportunities and challenges in the selection of the most appropriate communications vehicle for marketing information (Parry, 2002).

A sound marketing plan is an essential cornerstone of marketing distance learning. Just as distance learning programs seek to be consistent with the overarching mission of the institution, so too should the marketing plan fit into the context of marketing the organization (Peppers, 2004). Therefore, the institution should invest in disciplined and systematic market analysis or needs assessments, building cohesive market strategies, summarizing specific marketing activities and responsibilities, and evaluating the success of marketing programs (Armstrong, 2003). Key elements of a marketing plan for distance learning typically include situation analysis; assessment of marketing strengths and weaknesses; analysis of marketing opportunities and threats; marketing goals and objectives; marketing strategies, tactics, and responsibilities; marketing budget; and performance measurement and metrics (Lee, 2000).

The strategic plan and direction for the distance learning organization ...